Maggie J Gilchrest amp Connie R Watson Texas Tech University Rundown Review of Developmental Course Literature Birds Eye of Study Discussion of Developmental course practices in different states ID: 696601
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Slide1
Developmental Math: Gateway to STEM or STUCK?
Maggie J. Gilchrest & Connie R. Watson
Texas Tech University Slide2
Rundown
Review of Developmental Course Literature
Bird’s Eye of Study
Discussion of Developmental course practices in different states
Discussion and/or debate of advisor practices going forwardSlide3
Developmental Literature
“Students aspiring to bachelor’s degree attainment are less likely to earn degrees if they begin their coursework at a community college,”
(McPherson, 2009).
60% of community college students are referred to developmental courses
(Bailey,
Jeong
, & Cho, 2010)
3 courses with highest rate of failure/withdrawal in post-secondary
ed
are developmental math courses.
(U.S. Department of Ed study, Adelman, 2006). Slide4
(Literature continued)
Lower level math – more likely to switch from STEM
(Chen, 2009)
First-year credits towards degree are important for STEM persistence, REGARDLESS of community college of four-year university
(Chen, 2009).
50% of associate’s degree students did not math courses in their first year,
(Chen, 2009). Slide5
Qualitative Study
5 Researchers
6 Community Colleges (regional to TTU)
Interview Protocol Creation
In-person/SkypeSlide6
Data - GenderSlide7
Data – Parent EducationSlide8
Data – Participant Age Slide9
Data – Ethnicity Slide10
Student Perspectives
Students felt ill-prepared for math at the post-secondary level.
“
I felt like
I’ve never seen any of that material before in my life
… was mostly like OH my God, what is this? Like
what am I getting myself into?” –
KaySlide11
Student Perspectives (cont)
Student expectation of additional support
“
like that key word (is) developmental so I was thinking … my teacher was going to
be more hands on, one-on-one
.
Let’s get this kid ready for the next thing
.”
– CaspianSlide12
Student Perspectives (cont)
Students are compelled to rethink your operations
“
It makes me question about my major
…It really does though to be honest…it makes me
think…do I really want to keep doing this because of the times I struggle so bad
,” –
CandaceSlide13
Examples of State Gateway
California
“Scrapping
no-credit courses in English and math and replacing them with
credit classes
that include
extra tutoring
and
built-in study
sessions
,” –
Edsource
, 2017Slide14
Examples of State Gateway
Kansas
Sequential Courses in 1 Semester
The
modular courses
– pre-algebra, fundamentals of algebra, intermediate algebra and college algebra – each will be divided into
three five-week modules
. Once a student completes all three modules of intermediate or college algebra, he or she will receive
three hours credit
for the course
. – Butler Community CollegeSlide15
Examples of State Gateway
Mississippi --
Completion Arch
Many students
never enroll
in developmental courses at the level at which they are assessed, however.
Because placements are not always binding
, many students enroll in higher- or lower-level courses. Some may
skip
courses in the remedial sequence or skip developmental education
altogether.Slide16
STEM or STUCK – What are the Barriers?
College Readiness issues (K-12)
Confidence (Bandura)
Lack of Post-Secondary Support
Time
$$$
Credit
Courses towards majors (right away)
Access
Belonging (SCCT)
Communication
Collaboration
Standard Testing Practices
Academic Week (4 Days @ CC)
What Would You Add?Slide17
Failure of the System
Community Colleges part of a larger system as a pathway to degree conferment
Developmental coursework part of pathway to college-level coursework
Systemic problem of developmental coursework and STEM persistence
Educational systems are complex.
Education is largely homeostatic, making change at any level difficult.Slide18
How Do We Cross the Bridge?
Maggie Jane – Majors
Perspective
Connie Renee – Exploring
Perspective
Two Year Advisors – What are you doing?
Four Year Advisors – What about you?Slide19
Moving Forward
Asking
YOURSELF
the hard questions (not the students)
At what point do I lose faith in the student’s ability to move forward in the major?
Is it my call?
Why are we selling these majors to students and how?
Ask the
STUDENT
the hard questions:
Why this field, & how will you be successful?Slide20
Unstuck
TRANSPARENCY Slide21
Questions?