ACCELERATED MATHEMATICS PROGRAM AT THE COMMUNITY COLLEGE OF

ACCELERATED MATHEMATICS PROGRAM AT THE COMMUNITY COLLEGE OF BALTIMORE COUNTY JUNE 15, 2011 Kristin Duckworth Christine Mirbaha Tejan Tingling

CCBC courses involved in accelerated math projects � � � MATH 081 – Basic Mathematics MATH 082 – Introductory Algebra MATH 083 – Intermediate Algebra MATH 111 – Ideas of Mathematics MATH 135 – Applied Algebra and Trig MATH 163 – College Algebra All courses are 3 billable hours; Math 111, 135, and 163 are for college credit while the others above are not.

Math 081 and 082 Self-Paced Diagnostic test given Math 081 is 20 assessments, 082 is 14 assessments Students must achieve 80% or higher on assessment to move on to next one Must earn 70% on cumulative final exam after completing chapters Students’ records are kept semester after semester

Math 081 and 082 Self-Paced PROS � Student spends time working on what they need to learn � Acceleration happens for precisely those who can handle it CONS � Works only for lower level courses � Expense � Course may be completed in middle of semester(wasted time) � Doesn’t work for students who need traditional instruction

MATH 082/081 4 -Credit Some MATH 081 material added to MATH 082 to create a 4 credit course Students that scored in the upper quartile of Accuplacer placement scores for MATH 081 were eligible

MATH 082/081 4 -Credit PROS Learning experience (we learned not to screen) Course worked well for many students who registered for it CONS Filling the course Wrong population registered for the course Non-standard 4 credit 082 created registration/other difficulties Not all 081 covered

7 -and-7 Two 7 -week math courses taught back-to-back during same time period in one semester. Students are allowed to register for second course at same time as they register for the first. Students must pass first course to continue in second course.

7 -and-7 PROS Works with any two consecutive courses No fundamental syllabus changes Doesn’t have to be two math courses Natural cohort forms Can pair with Continuing Ed. Basic Skills Course CONS Long class periods Financial Aid issues if the first course is not passed Manually withdraw students who fail first course Theoretical, not forced acceleration

Accelerated Learning Program (modeled after English ALP) 8 MATH 081 students register for both MATH 081 and MATH 082 concurrently. Any 081 eligible student may register The 8 students comprise the entire 081 class, while they are also a part of an 082 class with other regular 082 students. Same instructor for both classes. The students earn two separate grades.

Accelerated Learning Program (modeled after English ALP) PROS Forced acceleration Smaller class size Good success rates in one semester pilot Experiencing what’s required in higher level course Additional time for student questions Could theoretically pair 083 with statistics or liberal arts math course CONS Expense of smaller classes Instructors paid at lower rate Not all topics in both classes Some students focus only on higher course, may not pass lower course Can’t do with all course pairings (082/083 or 083/163) Overwhelming for some students

Integrated Courses Two mathematics courses taught in back-toback time periods are integrated into a onesemester six-credit course. One instructor teaches both courses. Students receive a separate grade for each course.

Integrated Courses PROS Forced acceleration Gain time from syllabus overlap (with proper pairings) Easily done with any two consecutive algebra courses Students are motivated (6 credit hour commitment) CONS Need to do “unofficial screening” to get students that can succeed Long class periods 6 credit hours at risk (high risk/high reward)

Issues with Integrated Courses Communication with/Advising of students Consistency between sections Grading system Students passing higher level, but not lower level course What is an integrated course pedagogically? Should there be a new 6 credit course? Balance between traditional and accelerated courses. How many students can handle acceleration? Integration for non-algebra courses

Data 081/082 Enrolled Passed Successful lower in lower higher in both 081/082 integrated 133 88 66% 88 63 72% 47% 081/082 7– 7 118 94 80% 79 40 51% 34% 156 51 33% 082 2 nd 7 weeks

Data 082/083 Enrolled Passed Successful lower in lower higher in both 082/083 integrated 247 155 63% 155 88 57% 36% 082/083 7– 7 270 161 60% 142 97 68% 36% 351 145 41% 083 2 nd 7 weeks

Data 083/1** Enrolled Passed Successful lower in lower higher in both 083/163 integrated 271 173 64% 173 145 84% 54% 083/111 or 083/135 7– 7 184 117 64% 74 65 88% 35% 271 198 73% 111 or 135 2 nd 7 weeks

Thank you!