Structured Learning Assistance,

Supporting Core Mathematics Courses

Serving Students with Mathematics Deficiencies at APSU

Austin Peay State UniversityClarksville, Tennessee

A Tennessee Board of Regents University

• Purpose of Project: Reduce time and cost for students while improving satisfactory completion, retention, and graduation rates

• Pre-redesign course structure:

• Lecture based DSPM courses followed by core mathematics course (1984-2005)

• Computer-Based Delivery (My MATH Lab) (2005-07)

• Project status: 4th semester of pilot

Funded with grant from TN Board of Regents FIPSE grant

Chosen by NCAT as 6th National Model

Impetus for RedesignTN Board of Regents State-Wide Redesign of

Developmental Studies--forget the focus on high school deficiency; place students in courses needed for their majors and provide the support for them to succeed

At APSUUnsatisfactory performance in non-university

level (developmental) mathematicsUnsatisfactory retention-to-graduation ratesDevelopmental courses no longer correlated with

university mathematics core courses

Why Initiate a Redesign?

43.5 % of APSU students entered the university with a mathematics deficiency

Lower retention rate for students with deficiencies (56.6% vs. 69.7%)

Cost of developmental courses State University Students

The Redesign Team Faculty—APSU Mathematics Department

Professional Staff Registrar Institutional Research & Effectiveness Instructional Specialist, Academic Support Center Human Resources

Administration Dean, Enrollment Management & Academic Support

Pre-redesign Model (Math)

DSPM 0800

Elementary Algebra

•ACT 15-16•53.1% success rate

DSPM 0850

Intermediate Algebra

•ACT 17-18•Completed DSPM 0800•51.2% success rate

Math 1010

Mathematical Thought and Practice

•85.0% success rate

Math 1530

Statistics

•56.2% success rate

Linked Workshop ModelProfessor: Classroom

•Core course content•Grade determination

SLA Leader: Workshop

•Prerequisite competencies•Reinforce key course concepts•Test review

Gui

danc

e

Fee

dbac

k

Results

Student Success Rates

Pre-redesign Post-redesign

Math 1010 33.0% 70.5%

Math 1530 22.5% 51.9%

Note: • The pre-redesign success rates are calculated based on

placement levels and success rates in DSP and core courses.• Assumption: The success rate for the DSP courses is equal to the

probability of a random student passing the course.

• The post-redesign success rates are observed results.

Results

2006 Cohort (Pre-redesign)

2007 Cohort (Post-redesign)

FTFT students entering with a mathematics deficiency

459 467

Retention rate 59.9% 63.6%

Results

Cost / Earning ComparisonPre-redesign DSP Course

Core Course Enhanced Course

Cost / student $143 $202 $247

Tuition $321 $756 $756

Difference $178 $554 $509

SLA reduced class space requirements by 70 hours / week.

Challenges

Technology Student familiarization/ access Banner

Personnel Faculty

Recruiting Hold harmless during pilot SLA Leaders Recruiting Training

Other Balancing the course demand Students needing pre-calculus for major

Department of Mathematics Dr. Nell Rayburn, Professor of Mathematics rayburnn@apsu.edu

Enrollment Management and Academic Support Services

Dr. Harriett McQueen (member, TN Board of Regents Task Force for Redesign of Developmental Studies)

mcqueenh@apsu.edu

APSU Contacts