CoRequisite Implementation in West Virginia A Little Background

Co-Requisite Implementation in West Virginia

A Little Background…

A WV Snapshot of Remedial Students Minority Students = 18. 7%. . yet are 1/3 or DE population Pell Students are more likely to need remediation (37%) Males only slightly more than females Students who had not declared a major are more likely to need remediation

Off the Path By the end of the second year…. Non-DE students have completed 57. 08 CH DE students have completed only 42. 45 Math only DE completed 46. 4 CH

The Wrong Question Pass Rates for Dev Ed seemed Okay For Math-system wide was 64. 7% For English-system wide 67. 4% So why were our graduation rates so low?

The Correct Question… What is the percentage of first-time freshmen enrolled in remedial education courses passing subsequent college-level coursework within the first two-years of enrollment?

Series 21…The New Language College-level, credit bearing course with required academic support 18 or less on the ACT Co-requisite, stretch or ALP

And… No floor In math appropriate to the major Satisfy a general studies requirement Multiple assessments…use the highest score for placement

CTCs went all in…. . 2013 Pass Rates…. English 37% Math 14%

CTCs went all in…. . 2013 pass rates 2016 Pass rates English 37% 68% Math 14% 62%

The Universities…. Were more incremental The 2010 -2014 cohort saw improvement from 2013 to 2014 Math + 7. 1% English +6. 4%

Other Strategies… Professional Development for faculty Early Declaration of meta-major or major Offer gateway and milestone courses in first year Require a change of major if the student is “off map” Predictable schedules

Rapidly Redesigning and Reforming Remediation – REALLY? !? L. Beth Thompson Coordinator of Math Support – Fairmont State University

Fairmont State Fast Facts • • 4 -year, public institution Total enrollment: ~ 4100 University retention rate: 69% (up from 64%) Math ACT Scores: • 16 (25 th percentile) • 22 (75 th percentile) • Large commuter population • 40% freshmen • 72% all undergraduates • Approximately 80% of all students receive some form of financial aid • 90% of all students are from WV • Many students are first-generation

FSU Math Support – In the Beginning • July 2014 – a “perfect storm” of chaos breeds a new math program • HEPC Series 21 • “Students with an ACT math score of 18 or below (or SAT equivalent below 490) are placed into college-level, credit- bearing courses with required academic support. Such courses could include a stretch course, a co-requisite course, an ALP class or other embedded course delivery. ” • Separation of Fairmont State University (4 -yr) and Pierpont Community and Technical College (2 yr) • Administrative changes within College of Science and Technology • August 2014 – a pilot program begins

Scaling Quickly: The Nuts and Bolts • Logistics • • How many courses are needed? How many seats should be in each course? What model(s) should we use and why? Who will be teaching these courses? What training and professional development is needed for faculty? How can we most effectively network throughout the campus and community? How will we coordinate course content? • Program effectiveness – assessment and tracking • • Pass/fail rates Grade distributions Student and faculty evaluations Retention rates • WHO WILL BE RESPONSIBLE FOR EACH TASK? !? HOW WILL THEY BE SUPPORTED? !?

FSU Math Support Timeline 2014 -2015: Pilot Year • • MATH 1199: Special Topics courses Lectures + “extended labs” 1 full-time coordinator hired Numerous adjuncts, part-time faculty, and a peer mentor Variety of seat limits (15, 24, & 30) Comingled aka “split” sections, as well as STRETCH courses ALL students required overrides to enroll Total # of students: 294 (less than half of predicted need) • Name evolution: Developmental Extended Supplemental Support

A Sample of the Complexity… Course Equivalents for: MATH 1199 Courses Offered Fall 2014 – Summer 2015 The 2014 -15 year was the pilot year for developmental math at Fairmont State. Courses were all offered as MATH 1199: ST courses. It is crucial to use the name of the course to determine what equivalent credit should be given to students. Possible names that faculty and/or students may use to refer to these courses include developmental, stretch, remedial, supplemental, extended, math lab, co-requisite, and/or math support. Original Course Title Current Course Equivalent ST: College Algebra MATH 1011: Pre-College STRETCH Algebra ST: Applied Technical MATH 1101: Applied Math I Technical Math I Credit Hours Sections CRNs 4. 0 07 10702 Free elective credits. Does not fulfill the general 20 10823 studies graduation requirement for math. 04 10699 Students in this course also had to take one of the lab 3. 0 Notes sections, #10700 or #10701. Fulfills general studies requirement. ST: Applied Tech Math I MATH 1001: Applied Ext Lab Technical Math I Support ST: Fund Conc of Math MATH 1107: Fundamental Extended Concepts of Math 1. 0 3. 0 05 10700 06 10701 01 10696 This course was taken concurrently with CRN #10699. Students in this course also had to take one of the lab sections, #10697 or #10698. Fulfills general studies requirement. ST: Fund Conc of Math MATH 1007: Fundamental Ext Lab Concepts of Math Support ST: College Algebra MATH 1112: College Algebra 1. 0 3. 0 Extended 02 10697 This course was taken concurrently with CRN #10696. 03 10698 08 10703 Taken concurrently with #10704. 14 10709 Taken concurrently with #10710. Fulfills general studies requirement. ST: College Algebra Ext MATH 1012: College Algebra Lab Support 1. 0 09 10704 Taken concurrently with #10703. 15 10710 Taken concurrently with #10709.

2015 -2016 (Full-Scale) • No FSU students take former developmental courses • 11 xx Courses (lecture) + 10 xx (support course) • Two full-time positions (coordinator + assistant coordinator) • Various part-time, adjuncts, peer mentors, and graduate assistants • Both comingled and cohort models utilized • All courses filled at or above capacity • Number of students: 670 (estimated 90% of needed capacity) • New special topics support class for education majors forms • Major registration issues continue • Admin requires new numbering system

Pass/Fail Rate Comparisons for MATH 1107: Fund. Concepts of Math Students Fairmont State University 2015 - 16 100. 00% 90. 00% 87% 78% 80. 00% 70. 00% 60. 00% 50. 00% 40. 00% 30. 00% 22% 13% 10. 00% With Support No Support % Pass % Fail

90. 00% 80. 00% Pass/Fail Rate Comparisons for MATH 1112: College Fairmont State University 2015 - 16 80% Algebra Students 80% 70. 00% 60. 00% 50. 00% 40. 00% 30. 00% 20% 20% 10. 00% With Support No Support % Pass % Fail

Retention Rates for Math Support Students vs. University Average* Fairmont State University 2015 -16 100% 85% 90% 87% 85% 75. 00% 64. 00% 70% 60% 50% 40% 30% 20% 10% 0% Appl. Tech. Support Fund. Conc. Support Pre-College Alg. *As reported in the FSU Common Data set for AY 2015 -2016 Coll. Alg. Supp. University*

2016 -2017 (Fine-tuning) • • Phasing out split sections Setting seat limits to 24 Most courses have the same lecture & support instructors Additional full-time math support instructor hired Number of students: 756 (estimated 100% needed capacity) Coreq courses still require overrides New course numbers approved • Spring 2017 – students can FINALLY self-register (for Fall 17) using new approved course numbers

2017 -2018 • 14 xx courses (with integrated support) = 15 xx lectures • All courses are 4 -credit hours/5 contact hours • All courses have integrated support • All courses use the same teacher for lecture and support • All courses have 24 -seat limits

What does a math support classroom look like? Fairmont State’s Math Support courses provide: Engaging lectures Instructional technology to enhance learning “Just in time” tutoring Essential study skills Hands-on activities Active discussions Compassionate, creative instructors

Moving Forward Exciting Opportunities Potential Areas for Progress • Growing sense of pride • Placement standards • Partnerships across campus • Continual need for positive marketing • New course developments – schools of nursing and • Additional resources amid education budget crises • Excellent recruitment tool • Many students are opting into math support

Final Tips for Scaling Quickly • • Support professional development – consider hiring personnel Work closely with administration and faculty campus-wide Gather campus resources immediately Be familiar with registration and placement policies Be fearless Advocate for students Focus on how to overcome barriers Honestly assess stereotypes about students and how they learn JUST JUMP IN!

FSU Math Support Faculty L. Beth Thompson, Coordinator Lindsey Walck, Asst. Coordinator Nadira Ghattas, Instructor Other Math Faculty Adjunct Faculty Randall Baker Brian Blackwood Thomas Cuchta Dennine La. Rue Stephanie Jones Robert Niichel Joseph Riesen Brittany Cuchta Olena Hawranick Hannah Morris Amanda Smith Heather Snodgrass Carol Stewart Special thanks to Dr. Steven Roof for his insight, assistance with data collection, and pivot table skills.

History § § § Marshall Community & Technical College Mountwest Community & Technical College Emporium Model for developmental math – Why failed? § Rock bottom

Innovating Education Changes Summer Enhancement • 2013 developed Summer Math Enhancement Camps • Developed & taught by full-time faculty members • Summer 2014 78% of students attending camp passed AAS Occupational Math Course • President Cotroneo asked us to meet with program faculty and find out exactly what math was needed to be successful in each of the programs. • Faculty developed a three hour non-transfer college-level course with supplemental instruction in the Academic Skills Center each week. Stretch Courses • Mountwest has two first year transfer math courses and both are three-hour courses. Faculty created five-hour courses that contain the learning outcomes AND has “just in time” developmental built into the course.

2013 Summer Bootcamps (Enhancement) Mountwest Summer Bootcamp 2013 Column 1 Column 2 Column 3 Column 4 Column 5 signed up Started Success Fail Attendance 23 15 4 6 18 12 9 1 22 14 10 3 23 13 9 3 Totals 86 54 32 13 Ave score on Final Exam 81. 80% 49. 90% Signed up and Attended 62. 8% Success of completers 71. 1% Failure because of Attendance 16. 7% Class 1 Class 2 Class 3 Class 4 Column 6 %A Success 5 26. 7% 2 75. 0% 1 71. 4% 1 69. 2% 9 59. 3%

2014 Summer Bootcamps (Enhancement) BEACON Paid Boot Camps Boot Camp Dates Held Number tested/passed Successful Completion % MAT 096 August 11 -14, 2014 12/7 58% MAT 096 August 18 -21, 2014 14/14 100% MAT 100 August 18 -21, 2014 11/11 100% Bridging The Gap Paid Boot Camps Boot Camp Dates Held Number tested/passed Successful Completion % ENL 095 August 11 -14, 2014 13/12 92% MAT 096 August 18 -21, 2014 18/11 61% ENL 095 August 18 -21, 2014 11/11 100%

Developmental change § Developmental Change School Year Dev Ed # % Decr Dev/Coreq Total 2012 -2013 -2014 -2015 -2016 -2017 1409 0 1409 742 47. 3% 318 1060 453 38. 9% 307 760 45 90. 1% 324 369 0 100% 288

Math 100 AAS non-transfer program math course Mat 100 Occupational Mathematics (3 hrs. credit) • This course develops the ability to utilize mathematical skills and technology to solve problems at a level found in nonmathematic-intensive programs. Topics include applications to percent, ratio, and proportion, statistics, finance, and probability. Upon completion, students should be able to solve practical problems; reason and communicate with mathematics; work confidently, collaboratively, and independently. Applications may be drawn from the fields of business, human services, and health fields. Co-Requisite: ASC 099. • This course is designed with supplemental instruction created in cooperation with the Academic Skills Center to provide the developmental math necessary to be successful. Students that before would have to take a 3 -hour developmental course before taking a college-level math course can now go directly into a college-level course designed to meet the needs of nontransfer A. A. S. degree programs.

Stretch Courses Stretch Course: a five-hour course that includes all the learning outcomes of a regular three-hour course, but includes the “just in time” developmental education needs of the students. Students also enroll in a one-hour supplemental instruction support class. Offered for Algebra transfer courses. Success Rate: w/o W 85% w/ W 72%

Where the magic happens Developmental vs Stretch Spring 2014 Enrolled MAT 096 108 Passed the course 65 60% Fall 2014 Enrolled MAT 145 30* Passed 145 26 87% Completing college-level gateway course in one year: 26/108 Fall 2014 Enrolled MAT 096 70 Passed the course 50 71% Spring 2015 Enrolled MAT 145 30 Passed 145 20 67% Completing college-level gateway course in one year: 20/70 Completion rate for MAT 144 Fall 2013 49% Spring 2014 71% Fall 2014 74% Spring 2015 47% Summer 2015 67% Completing College-level gateway course by taking MAT 144: 92/162 24% 29% 59%

Complete College America Old school § Dev Ed 60% § College Level 70% § Means 42% passed college level math in a year § Corequisite Model § 60% success rate means 60% has completed the college level in the first semester!

Important ideas Content faculty buy in Professional development for full-time & adjuncts Student services buy in Communication across the college.

TAKING ENGLISH COMPOSITION SUPPORT TO SCALE Dr. Jeremy Larance Chair of the Department of Humanities

Developmental “Program” Prior to 2013 ENG 075 --Developmental English (0 credit hours) Focuses on the fundamentals of grammar, punctuation, and sentence structure; study of rhetorical structures and thought processes; repeated practice and experience in writing. ENG 101—College Composition I (3 credit hours) Focuses on the fundamentals of expository writing and emphasizes various rhetorical strategies such as definition, comparison/contrast, and others. This course will also introduce proper quotation, paraphrase and summary of sources, and will review basic grammatical and mechanical skills. * *Students with scores less than 18 on the ACT or 450 on the SAT Verbal had to pass ENG 075 before taking ENG 101.

Students Passing ENG 075 2006 2007 2008 2009 2010 2011 2012 70. 80% 70. 50% 63. 70% 78. 10% 80. 00% 81. 10% 79. 10% Students Passing ENG 075 then ENG 101 2006 2007 2008 2009 2010 2011 2012 52. 80% 58. 00% 25. 70% 63. 50% 50. 90% 55. 70% 63. 70%

Students Passing ENG 075 2006 2007 2008 2009 2010 2011 2012 70. 80% 70. 50% 63. 70% 78. 10% 80. 00% 81. 10% 79. 10% Students Passing ENG 075 then ENG 101 2006 2007 2008 2009 2010 2011 2012 52. 80% 58. 00% 25. 70% 63. 50% 50. 90% 55. 70% 63. 70% Students Starting in ENG 075 AND Passing ENG 101 2006 2007 2008 2009 2010 2011 2012 36. 81% 40. 89% 16. 37% 49. 59% 40. 72% 45. 17% 50. 38%

Developmental “Program” Prior to 2013 ENG 075 --Developmental English (0 credit hours) Focuses on the fundamentals of grammar, punctuation, and sentence structure; study of rhetorical structures and thought processes; repeated practice and experience in writing. ENG 101—College Composition I (3 credit hours) Focuses on the fundamentals of expository writing and emphasizes various rhetorical strategies such as definition, comparison/contrast, and others. This course will also introduce proper quotation, paraphrase and summary of sources, and will review basic grammatical and mechanical skills. * *Students with scores less than 18 on the ACT or 450 on the SAT Verbal had to pass ENG 075 before taking ENG 101.

Developmental “Program” Prior to 2013 ENG 075 --Developmental English (0 credit hours) HEPC Corequisite Mandate Focuses on the fundamentals of grammar, punctuation, and sentence structure; study of rhetorical structures and thought processes; repeated practice and experience in writing. ENG 101—College Composition I (3 credit hours) Focuses on the fundamentals of expository writing and emphasizes various rhetorical strategies such as definition, comparison/contrast, and others. This course will also introduce proper quotation, paraphrase and summary of sources, and will review basic grammatical and mechanical skills. * *Students with scores less than 18 on the ACT or 450 on the SAT Verbal had to pass ENG 075 before taking ENG 101.

Corequisite Composition at WLU 2013 -2014 • 2 -hour support class (ENG 278) with student tutors • Pass/Fail Grade: Did not affect ENG 101 grade 2015 -2016 • 5 -hour ENG 101 taught by adjuncts and faculty • Only blended classes with 3 -hour ENG 101 studen 2016 -2017 • Both blended classes and 100% 5 -hour classes 2017 -Present • No blended classes

Pass Rates in Supplemental Composition Courses Total 2013 2014 2015 2016 75 59 72 64 Total Passing 65 (87%) 42 (71%) 55 (76%) 57 (89%)

Grade Distribution in Supplemental Composition Courses Total A B C D F W 2013 75 7 23 29 6 7 3 2014 59 3 13 23 3 12 5 2015 72 7 24 20 4 11 6 2016 64 9 18 24 6 5 2

Developmental Students Passing College-Level Work Before Corequisite Remediation 2006 2007 2008 2009 2010 2011 2012 36. 81% 40. 89% 16. 37% 49. 59% 40. 72% 45. 17% 50. 38% After Corequisite Remediation 2013 2014 2015 2016 87% 71% 76% 89%

ENG 101 s Students in ENG 102 2013 2014 2015 2016 Total Passing ENG 101 s 75 59 72 64 Total Enrolled in ENG 102 50 32 39 38 Total Passing ENG 102 41 28 35 33

ENG 101 s Students in ENG 102 2013 2014 2015 2016 Total Passing ENG 101 s 75 59 72 64 Total Enrolled in ENG 102 50 32 39 38 Total Passing ENG 102 41 28 35 33 Percentage 82% 86% 90% 87%

Why Co-Requisite Composition Works at West Liberty University • • • Faculty buy-in and flexibility Administrative support and flexibility Student buy-in ENG 103 No true “Developmental Program” to revamp in the first place

Ongoing Hurdles and Questions • • • Scheduling Faculty Scheduling Student Examining course caps Determining best Practices Considering 4 -hour vs. 5 -hour Making all ENG 101 s corequisite?