The Problem in Developmental Mathematics RECRUIT RETAIN TRANSITION Enroll students who test into developmental mathematics 42 of lowest level dev math students do not enroll in recommended course at some point in sequence ID: 679811
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Slide1
Brawny Brains
How Changing Our Minds Changed Student LivesSlide2
The Problem in Developmental Mathematics
RECRUIT
RETAIN
TRANSITION
Enroll students who test into developmental mathematics
42% of lowest level dev math students do not enroll in recommended course at some point in sequence
Keep students actively progressing toward academic goals
11% of students who completed developmental math did not enroll in credit mathematics
Success in credit mathematics
31% of all dev math students complete credit within 3 years
16% of lowest level dev math students complete credit math
Initiating
Supporting
Expanding
References
Source: Bailey
, T.,
Jeong
, D. W., & Cho, S.-W. (2008). Referral, enrollment, and completion in developmental education
sequences
in community colleges (CCRC Working Paper No. 15). New York, NY: Columbia University,
Teachers
College, Community College Research Center.Slide3
Richland College joined Network Improvement Community (NIC) in 2010
Founding Member
Initial Goals:
New Path for Non-STEM Students
Focus on Real World, Relevant Applications of Mathematics
Focus on Critical Thinking
De-emphasize rote computation
Increase Student Retention
Increase Student Success
Initiating
Supporting
Expanding
References
First Steps Slide4
Statway
Pathway Course
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References
2-Term course – DMAT 0407 followed by MATH 1442 (Elementary Statistical
Methods)
12 Modules
Faculty-developed
materials
and online courseware
Blends
DMAT concepts and Introductory Statistics
Concentrates on statistical content with requisite algebraic concepts taught and applied in the context of statisticsScenario-focused classroom environmentIn-class learning opportunities include: productive struggle, explicit connections to concepts, and deliberate practiceSlide5
Initiating
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References
The
Statway
Classroom
Sample Lesson: The Statistical Analysis Process
Introduction – Zodiac and Personality Traits (p.1-2)
Next Steps – Group Work (Questions 3, 4)
Results….
Zodiac Sign
Correct
MatchZodiac Sign
Correct MatchAries (3/21 to 4/20)Choice 1Libra (9/24 to 10/23)Choice 1Taurus (4/21 to 5/21)Choice 2
Scorpio (10/24 to 11/22)Choice 2
Gemini (5/22 to 6/21)Choice
3Sagittarius (11/23 to 12/21)
Choice 3Cancer (6/22 to 7/22)Choice 1
Capricorn (12/22 to 1/20)Choice 1
Leo (7/23 to 8/22)Choice 2
Aquarius (1/21 to 2/19)Choice 2Virgo (8/23 to 9/23)
Choice 3Pisces (2/20 to 3/20)
Choice 3Slide6
Administrator Supported
Faculty Driven
Train, Follow Through, Revision
Adaptable Course Materials
Unique Pedagogy
Changing Role of Faculty
Regular Progress Checks
Uncharted Territory
Informing Richland Community
Advisors
Students
Faculty
Initiating
Supporting
Expanding References
Key Elements of TransitionSlide7
Fixed Mindset
Growth
Mindset
Intelligence is static
Classroom Goal: Look smart
Avoid challenges
Give up quickly on difficult tasks
Effort is futile
Ignore feedback
Threatened by success of others
Intelligence can be developed
Classroom Goal: Learn
Embrace challenges
Persist to accomplish difficult tasksEffort is necessaryLearn from feedbackInspired by success of others
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Expanding
ReferencesSlide8
Productive Persistence in the Classroom
Initiating
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ReferencesSlide9
The Results: Richland College
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ReferencesSlide10
Initiating
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References
Advancing Equity:
Major
Gains for Hispanics, African Americans and WomenSlide11
Updated Tasks and Goals
Enroll 50% of DMAT students at RLC in
Statway
Create infrastructure to support more and larger class sections
Engaging key stakeholders at campus and district level including advisors, administrators and faculty
Faculty (including adjunct) training
Maintain success throughout scaling
Track performance
Continuous improvement
Initiating
Supporting
Expanding
References
Beyond PilotingSlide12
Cultivating Positive Change
Initiating
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References
Planning for Growth and Success
Communication - Share program details, data and vision
Campus – Administration, Faculty, Advisors, Staff, Students
DCCCD presentation for all faculty
Presentation for DCCCD administrators
Infrastructure
DCCCD Core – Approve new course numbering
DCCCD Curriculum – Course numbering, hours taught, course description, prerequisites
RLC – Advising, Registration, Rooms (learn labs), Scheduling, Advertising
Ongoing Training and Continuous SupportCampus and Network Improvement Community“New” Faculty (including adjunct), Tutors
Advisors
Administration
Staff
Advisors
NIC
Faculty
STUDENTSSlide13
Richland
Statway
Enrollment
Initiating
Supporting
Expanding
ReferencesSlide14
MEANINGFUL SURVEYS
MATH CONCEPTUAL KNOWLEDGE
&
PRODUCTIVE PERSISTENCE
TOPICS ADDRESSED
Mathematics Background Knowledge
Fixed/Growth Mindset
Stereotype Threat
Mathematics Anxiety
Belonging Uncertainty
Professor Cares
Comfort Asking Questions
Initiating
Supporting
Expanding
References
How are we doing?Slide15
New Challenges
Statway
as Default DMAT Course
Enrollment Criteria
Cohort Structure
Retention
Larger Class Sizes
New Instructor Support
Technology
Pedagogy
Initiating
Supporting
Expanding
ReferencesSlide16
Questions
…
Yolanda Manzano
Richland College
Dallas, TX
YolandaManzano@DCCCD.Edu