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Washington Co-Requisite Mathematics Workshop Agenda
November 7, 2018
9:30am – 10:00am Check-in
10:00am – 11:00am Welcome and Framing of the Work Room General Marshall
Participants learn about the ongoing work around mathematics pathways in Washington, the national context for improving student success and the role of the Charles A. Dana Center in supporting the work.
11:00am – 12:15pm Understanding the Current Context and Planning for Change Room General Marshall
Campus teams share their current interventions for students designated as underprepared as well as their initial goals for comprehensive redesign. Using their own institutional data and examples from the field, teams will begin to develop an action plan to meet those goals.
12:15pm – 1:15pm Lunch
1:15pm – 3:00pm Transforming the Role of Placement Room General Marshall Participants begin to leverage multiple pieces of information to consider the structures and processes that need to be in place in order to determine the type and level of support that different students need.
3:00pm – 3:15pm Break
3:15pm – 5:00pm Exploring the Structure of Co-Requisite Courses Room General Marshall Participants engage in small and large group discussions that layer in additional structural elements, with consideration of how the structures interact. Teams refine their action plans.
This workshop was made possible through the generous support of the Bill and Melinda Gates Foundation.
Washington Co-Requisite Mathematics Agenda
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November 8, 2018
7:30am – 8:00am Breakfast Room General Marshall
8:00am – 8:10am Announcements Room General Marshall
8:15am – 10:00am Determining the Content of Co-Requisite Courses Math Faculty: Room General Marshall
Participants model the process of backmapping learning outcomes for the support course from the readiness competencies of the college-level course.
Supporting the Work of Implementing and Scaling Co-Requisites Administrators, Advisors, Support Services: Room Sacajawea Administrators examine exemplars related to supporting the faculty in their co-requisite development, identify the key supports that need to be established at each institution to enable co-requisite work, and develop a plan for putting those processes or resources into place.
10:00am – 10:15am Break
10:15am – 11:45am Exploring the Concept of Rigor in Mathematics Math Faculty: Room General Marshall
A major concern in building co-requisite offerings is to ensure that academic standards for transfer-level courses are met. In this session, participants review the positions of the mathematical associations and their views of rigor—with its interrelated components of conceptual understanding, procedural fluency, application, and communication—in an effort to inform content and pedagogy planning for the transfer-level and support courses.
Action Planning to Support the Work Administrators, Advisors, Support Services: Room Sacajawea Participants develop their own action plans for supporting the immediate structural changes and ongoing improvement work at their institutions. They share their plans within their breakout group, then review and consider revising their individual action plans based on ideas shared by other teams.
11:45am – 12:30pm Lunch; meet with your team for the 12:30 session
Washington Co-Requisite Mathematics Agenda
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12:30pm – 1:15pm Staffing the Courses; Action Planning Campus Team Breakouts: Room General Marshall
Campus teams come back together to consider the current departmental staffing capacity, areas of opportunity, and professional learning needs. Teams revisit and revise their action plans based on the described needs and anticipated support.
1:15pm – 2:00pm Learning from One Another All participants: Room General Marshall Campus teams share their co-requisite designs and action plans with other teams.
2:00pm – 2:30pm Wrap-Up and Next Steps
Co-requisite Courses Narrowing the gap between instruction and supports
04/2017
The Success of Co-Requisite Support Courses
Whiletherearemanyversionsofco-requisiteremediation,thebroaddefinitionreferstotheplacingofstudentswhohavebeendesignatedasunderprepareddirectlyintocollege-levelcoursesandprovidingnecessaryadditionalsupportstohelpthemeffectivelyengagewiththecollege-levelcoursework.Astheresultofco-requisitesupportstrategiesthatwereimplementedacrossthecountry,institutionsandstatesareseeingdoubleandtriplethenumberofstudentspassingtheirfirstcollege-levelmathematicscourse,andinhalfthetimeorless.
Howaretheygainingtheseresults?Institutionshavemadestructuralandculturalchangestotheirmathematicsofferingsthataddressthefollowingissuesthathavelongnegativelyimpacteddevelopmentalmathematicsstudents.
Theguidingprincipleoftheco-requisitemodelistomeetstudentswheretheyareacademicallyandprovidethemwiththecontentandstrategiestheyneedtosucceedintheircollege-levelcourses.
• Longdevelopmentalsequencesweredesignedtogiveunderpreparedstudentsmoretimetomastermathematicalconceptsandtoimprovesuccessinthecollege-levelcourse.However,thatwell-intentionedgoalhasnotbeenattained.
• Thelongsequencesincreasethetimebetweenthelearningofcontentinthedevelopmentalcourseandtheapplicationofthatcontentinthecollege-levelcourse,aswellasprovidingadditionalexitpointswherestudentsmaydropoutofthesequenceduetolifeobstacles.
• Thecontentinthedevelopmentalcoursemaynotsupportthestudent’scollege-levelcourse.Forexample,atraditionalIntermediateAlgebracoursecontainscontentthatisnotnecessaryforacollege-levelstatisticscourse,andlacksothercontentthatwouldsupportsuccessinstatistics.
• Referraltoremedialordevelopmentalcoursesholdsastigmaandcontributestofurtherdisenfranchisementofstudentsdesignatedasunderprepared.Itcanleadtoabeliefthatastudentdoesnotbelongincollegeandmaypreventsomestudentsfromenrollingincollegeinthefirstplace.
Thereisnosingle“bestmodel”forco-requisitesLocalcontextplaysalargeroleindeterminingtheco-requisitemodel(s)thatwillbestserveeachinstitution.Manydecisionsmustbemadeincollaborationamongfaculty,advisors,administrators,andfinancialaidstafftodesignandconstructtheinitialmodel,withplannedcyclesofdatareviewingandmodelrevision.Somepointsfordiscussionareprovidedontheremainingpages.
001
Co-requisite Supports
07/2018
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Consideration 1: Existing campus supports
• Arethereotherinitiativesoncampusthatcomplementthiswork,suchasguidedpathways,contentandpedagogyredesign,pathwaysalignment,enrollmentinitiatives(suchasmultiplemeasuresplacement),persistenceinitiatives(suchasprogramsdesignedtohelpallstudentsdevelopagrowthmindsetorproductivepersistence),etc.?Whatotheron-campusresourcescanbeaccessedorincludedtoprovideadditionalsupportforstudentsenrolledinaco-requisitecourse?
Consideration 2: Co-requisite model (placement, credit hours, financing)
• Placement:Whatinformationisusedtodeterminethedefaultenrollmentforstudentsintotheirmathematicscourses?
o Researchshowsthatthemajorityofstudentsdesignatedasunderpreparedarewell-servedbyastrongone-semesterco-requisitestructure.Howwillyoudeterminewhichstudentsarebestservedbyaone-semesterco-requisitestructureorbyanalternateoption?https://ccrc.tc.columbia.edu/publications/improving-accuracy-remedial-placement.html
o Considergivingstudentsinformationaboutsupportoptionsandallowingthemtochooseoropt-intothesupportcourse,regardlessofplacement.
o Ensurethatstudentsareplacedintoacoursethatisalignedtotheirprogramofstudy.Co-requisitesupportsneedtobeavailableforallpossibleentrypoints,notjustthenon-algebraically-intensivecourses.
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• Studentstructureso Co-mingling:Mixingcollege-readyandunderpreparedstudentsinthesame
college-levelclass.Underpreparedstudentsareprovidedadditionalsupportsduringseparatesessions.
o Cohorting:Designatingcertainsectionsofcollege-levelcoursesexclusivelyforunderpreparedstudents.Additionalsupportsmaybeembeddedinorseparatefromthesectionsforunderpreparedstudents.
• Calendarstructures
Just-in-timesupports;onesemestero Supportcourses:Separate,structuredsupportcoursesthatrunbefore,after,oron
oppositedaystothecollege-levelcourses;completedwithinonesemester.o Embeddedsupports:College-levelclasseswiththedevelopmentalcontent
embedded.o Mandatorytutoring:Requiredattendanceinatutoringlabforaspecifiednumber
ofhoursperweek.
Prerequisitesupports+college-level;onesemestero Compressedcourses:Developmentalprerequisiteclassiscompressedinto8
weeks,andthenthecollege-levelclassiscompressedinto8weeks,sothatbothclassesarecompletedinonesemester(classesmeetforextrahourseachweekthroughoutthesemesterinordertoequalthetwoclasses).
§ Caution:Researchclearlyshowsthattransitionpointsleadtoattrition.Ifthismodelisutilized,studentsshouldbeenrolledintheentiresequencefromthebeginningofthesemestertominimizeattrition.
o Bootcamps:First3-5weeksofthesemesterareremediation,followedbythecollege-levelcontent(classesmeetforextrahourseachweekthroughoutthesemesterinordertoequalthetwoclassesorclass+lab).
§ Caution:Researchindicatesthatbootcampeffectsareshort-termandgenerallyhave“trivialnegativetomoderatepositiveeffects.https://ccrc.tc.columbia.edu/media/k2/attachments/improving-students-college-math-readiness-capsee.pdf
Just-in-timesupports;twosemesterso Stretchcourses:College-levelclasseswiththedevelopmentalcontentembedded,
andstretchedovertwosemesters.§ Caution:Researchclearlyshowsthattransitionpointsleadtoattrition.If
thismodelisutilized,considerstrategiestoensurestudentsenrollinthesecondsemesterpriortocompletingthefirstsemester.
• Staffing:Determinewhetherthecollege-levelinstructorwillalsoteachthesupport/developmentalportion.
o Ifseparateinstructors,whatmechanismswillbeinplacetofostercoordinationbetweeninstructors?
o Whatprofessionaldevelopmenttimeneedstobespenttraininginstructorsforthisnewmodel?Whatcredentialswillberequiredtoteacheachpartofthecourse?
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Co-mingle prepared and underprepared
students
Cohort of only students
designated as underprepared
Embedded supports in extended hours
(e.g. 5 or 6 contact hours)
Notpossible Needoneinstructorforthefulltime
Separate courses (e.g. 3 credits + 3 credits)
Canbesameinstructorordifferentinstructors
Canbesameinstructorordifferentinstructors
• Credithoursandfinancingo Howmanyhoursdostudentsattendthecollege-levelportion?o Howmanyhoursdostudentsattendthesupport/developmentalportion?o Howmanyhoursdostudentspayfor?o Howdothehourscountintheinstructor’steachingload?
• Grades:Whethertogiveonegradeorseparategradesforthetwoportions.ExamplebelowfromRoaneStateCommunityCollegeinTennessee.
Parent Course
Support Course
Pass Fail
Pass
GenEdrequirementissatisfied.Unlessothermathcoursesareneeded,remediationissatisfied.
Studentrepeatsparentcourse.
Repetitionofsupportisoptional.
Fail
GenEdrequirementissatisfied.Unlessothermathcoursesareneeded,remediationiswaived.
Studentrepeatsbothcourses.Studentislikely
toloseTennesseePromisescholarship.
Consideration 3: Co-requisite content • Whatarethecommonlearningoutcomesforeachcollege-levelcoursethathavebeen
designatedbythedepartmentand/ortransferagreements?• Whataretheessentialfoundationalconceptsthatstudentsneedtoknowinordertobe
successfulinthecollege-levelcourse?Theseshouldbebackmappedfromthecommoncollege-levelcoursecontentandoutcomes.
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Consideration 4: Cultural shifts
Culturalshiftsinboththecollege-levelandthesupportclassrooms,aswellasintheoveralldepartmentculture,cancontributetothenarrowingofthegapbetweeninstructionandsupports.
• Collaborativeworkcancontributetotheformationofpeersupportgroups.• Earlyalertsystemsandinterventionscanincreasesuccessanddecreasewithdrawals.• Explicitinstructioningoal-setting,self-regulation,andthevalueofstrugglecanincrease
persistence.• Ongoingformativeassessmentcanresultinearlyinterventionandincreasedsuccess.
Implementingsuchshiftscanpayoffinstudents’increasedsenseofbelongingbothintheclassandoncampus,aswellasincreasedfeelingsofcapabilityandpurposeforbothstudentsandinstructors.
Consideration 5: Continuous improvement
Developingadepartmentcultureofcontinuousevaluationandongoingimprovementofanyco-requisitesupportmodeliscrucialtoensurethatthechangingneedsofstudentsaremetinthefuture.Setsomeinitialdatacollectionattheoutsetandrevisittheplaneachsemesteroryear.
• Collectfeedbackonbothcollege-levelandsupportcoursesfromstudentsandfaculty.• Comparelongitudinalretentionandsuccessdataofco-requisiteandpre-requisite
structures.
https://ccrc.tc.columbia.edu/publications/ccbc-alp-student-outcomes-follow-up.html
Selected research and reports
• CompilationofresultsfromCompleteCollegeAmerica:http://completecollege.org/spanningthedivide/#homeandtheExecutiveSummaryhttp://completecollege.org/spanningthedivide/wp-content/uploads/2016/01/CCA-SpanningTheDivide-ExecutiveSummary.pdf
• Floridaresults(seeespeciallytheLearningtoAdaptreport):http://centerforpostsecondarysuccess.org/publications/
• RepositoryofTennesseeresults:https://www.tbr.edu/news/transforming-remedial-programs-dramatic-gains-student-success-2016-04-05
• CompleteCollegeGeorgia:http://www.completegeorgia.org/content/about-complete-college-georgia
• WestVirginia’splacementpolicy(specificallysections4.1and4.2):http://webhost-wp.wvnet.edu/wvctcs/wp-content/uploads/sites/15/2016/05/Series_21_Final_File.pdf
• Asadditionalreportsbecomeavailable,theywillbepostedto:https://dcmathpathways.org/take-action/classroom-level/classroom-level-planning-implementingScrolltothebottomofthepageandchoose“Co-requisiteSupportCourses.”
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CreatedbyTamelaD.Randolph,SoutheastMissouriStateUniversity
(InsertUniversity’sName)(InsertDate)
CourseRedesignPlanningSession
WhereAreYouNow?Thoughts
Questions Notes• Whydoyouwanttogotoaco-requisitemodel
inmathematics?
• Whatdoyouhopetoaccomplishwithco-requisitecourses?
• Whatarethestrengthsandweaknessesofyourcurrentmathematicsprogram?
• Whatadditionalpathwaysmightyouneed?
• Whatisthetimelineforaccomplishingthisredesignwithco-requisitecourses?
•
011
CreatedbyTamelaD.Randolph,SoutheastMissouriStateUniversity
CurrentCoursesQuestions Notes• Whichcoursesmightbeinvolvedinthe
redesign?Includetheirpre-requisites.
• Whatisthestructureofcurrentschedule(credithoursofeachcourse,meetingtimesperweek,daysoftheweek,etc.)?
• Howmanysectionsdoyoucurrentlyhaveofeachcourse?
• Whatistheannualstudentenrollmentineachcourse?
• Whatsupportmaterialsareusedforeachcourse(textbooks,websites,LMS,technology,etc.)?
• Whatisthedeliveryformatforeachcourse(ITV,webinar,F2F,etc.)?
•
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CreatedbyTamelaD.Randolph,SoutheastMissouriStateUniversity
Co-RequisiteCoursesQuestions Notes• Whatco-requisitemodelwouldworkbestfor
whichcourse?
• Whatwillbethenewstructureoftheschedule(credithoursofeachcourse,meetingtimesperweek,daysoftheweek,etc.)?
• Howmanysectionsofeachcoursewillyouneed?
• Howwillannualenrollmentsineachcoursebeimpacted(population,budget,etc.)?
• Whatsupportmaterialsdoyouwanttouseforeachcourse(textbooks,websites,LMS,technology,etc.)?
• Whatwillbethedeliveryformatofeachcourse?
•
•
013
CreatedbyTamelaD.Randolph,SoutheastMissouriStateUniversity
RedesignTeam&SupportQuestions Notes• Whowillserveontheredesignteam?Whatis
eachperson’sjobdescription?
• Howoftenwilltheredesignteammeet?Whataretheexpectationsofthemembersateachofthemeetings?
• Istherefinancialsupportfortheredesign(teammemberstipends,attendanceatprofessionalmeetings,localPDmeetings,etc.)?
• Willcommoninformationforeachcoursebecreatedforeveryonetouse(commoncourseshellintheLearningManagementSystem,commonhomeworkandassessments,commondetailedteachingsyllabus,etc.)?
• Whatwillprofessionaldevelopmentlooklikeforeveryoneinvolvedthroughouttheredesign,includingthoseindividualswhomightbeteachingthecourseeventuallybutarenotontheredesignteam?
•
•
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CreatedbyTamelaD.Randolph,SoutheastMissouriStateUniversity
CampusOutreachQuestions Notes• Howdoinstitutionalleadersplantosupport
theredesign?
• Haveyoureceivedsupportandinputfromotherdepartmentsoncampusforthisredesign?
• HowwillITbeimpactedbytheredesign?
• HastheRegistrar’sOfficebeennotifiedoftheredesignandhavetheygiveninputintohowstudentrecordswillbeimpacted?
• Howwillstudentsbeinformedofthenewco-requisitecourses?
• Howwillallfacultybeinformedofthenewco-requisitecourses?
• Howwillyouinformadvisorsoftheredesign?
•
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CreatedbyTamelaD.Randolph,SoutheastMissouriStateUniversity
AssessmentofCo-RequisiteRedesignQuestions Notes• Willyourunapilotofanyoftheredesigned
co-requisitecourses?Ifso,whenandhow(whichsemester,whichcourses,whichfaculty,howmanysections,etc.)?
• Howwillstudentlearningachievementbeassessed(studentlearningoutcomes,courseleveloutcomes,programleveloutcomes,etc.)?Arethosemeasurescurrentlyinplace,soyouhavecomparativedata?
• Howwillyourgoalsfortheredesignberealized(reduceinstructionalcosts,reduceinstitutionalcosts,higherstudentsuccess,reducedtimeindevelopmentalcourses,etc.)?
• Whowillberesponsibleforkeepingtrackofallofthedatapoints?Howwilldisseminationofthatinformationtakeplace?
•
•
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R Redesign Planning and Implementation
09/2016
Department Chair Responsibilities
• Selectredesignteammembersandletthemworko Mathfacultyappliedtobeoneachredesignteamo Twofacultyforeachteam(RegularNon-TenureTrack,TenureTrack)
• Solicitbuyinfromcampusconstituentsandcontinuetokeeptheminformedo MathematicsFacultyo SupportUnits(Registrar’sOffice,InformationTechnology,
Telecommunications,FacilitiesManagement)o CampusCommunity
§ Administrators(president,provost,deans,andchairpersons)§ Faculty(outsideMathematicsDepartment)§ Advisors(ProfessionalAdvisingTeam)§ Students
Redesign Team Responsibilities
• Createcohesivecourses(gatewayandlab)• Workwithotherredesignteamstoensureconsistencyacrosslabs• Findconsensusonsoftware,useofcalculators,facultyguidednotes,assignments,
duedates,etc.• Listentoconstituents(students,otherfaculty,otherdepartments,etc.)• Constantlykeeptheaudienceinmindforeachofthecourses
Redesign Team Work
• Metatleastonceaweekstartingtheyearbeforeimplementation• Addedrigortogatewaycourses• Establishedacommonplatform,originallyPearson’sMLP• Matchedappropriatedevelopmentalmathcontenttoeachgatewayusingacommon
textbook;includedstudyskills• Createdweekbyweekdesignofcourses:guidedinstructornotes,studentsyllabus,
Moodle,andhomeworkplatform
017
Southeast Missouri State Redesign
09/2016
Co-Requisite Model• Gatewayanddevelopmentalmathare:
o Co-mingledo Bothco-taughtbyinstructorandGAo 60students(e.g.35college-readyand25developmental)o Taughtinacomputerclassroomo Separatecourseregistrationso Separategradeso Usingoneplatformforallcoursesintheredesign
• Gatewaycomponent:o 3creditso Mini-lectureswithtimeforhomeworko Dailyquizzesfromhomework
• Developmentalcomponent:o 1credithour,2contacthourso Countedas1hourinfacultyload;changingto2hoursnextfallo Mini-lectureswithtimeforhomeworko “Just-in-time”supporto Timefor1-1helpo Studyskillsintegrated
Results • 78%ofallstudentsenrolledinbothcoursesweresuccessfulinonesemester• Freshmen–Sophomoreretentionincreasedto74%(1.3%increaseinoneyear)• Developmentalstudentsare:
o Havean88%successrateindevelopmentalcomponento Arespendinglesstimeandlessmoneyindevelopmentalclasseso Aremoreengagedwithinstructors
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