A Paradigm of Success: SKCTC and Developmental Mathematics

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A Paradigm of Success SKCTC and Developmental
Mathematics

• QEP Feedback

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QEP Topic

• To improve student success in developmental
  mathematics

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QEP Committee

• David Clutts
• Peggy Conklin
• Dr. Wheeler Conover, ex-officio
• Joel Eldridge
• Robin Haggerty, Chair
• Joann Martin

• Dr. Rick Mason, Institutional Research
• Millard Robbins
• Ruby Sparkman, Student Representative
• Chuck Sturgill
• Dr. Odell Wilson

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Our Working Philosophy
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To improve student success in developmental math,
we need to

• Improve student advising
• Improve developmental mathematics placement and
  delivery
• Improve student attitudes toward the learning of
  mathematics
• Improve quality and student use of campus
  resources related to the study of developmental
  math
• Provide a central organizational structure for
  developmental education
• Strengthen professional development for adjunct
  and full time faculty
• Improve student success/learning within
  developmental mathematics courses

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Goal 1 Improve student advising

• Identify at-risk students as those who test
  into two or more developmental level classes
• Identify advisors (Academic Success Advisors) for
  at-risk students and provide training for
  intrusive advising techniques
• Have at-risk students see Academic Success
  advisors until the students complete
  developmental coursework
• Have at-risk students take GE 101 (3 credits)
  instead of GE 100 (1 credit)
• Create an advisors web site/page as part of
  SKCTC web site
• Create an advising web site (part of SKCTC web
  site) for at-risk students based on other
  successful models

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Goal 2 Improve developmental math placement and
delivery

• Offer Challenge Exam (Asset) Begin Fall 2006
• Offer, where needed, a wider variety of course
  times
• Limit enrollment in developmental math classes to
  20-25.
• Offer MT 055/ MT 065 in 8 week courses during
  regular semesters

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Goal 3 Improve student attitudes toward learning
mathematics

• Offer a series of in-class workshops for math
  anxiety and math study skills
• Initially will target MT 065 on one campus and if
  successful, will be expanded to other
  developmental math courses
• Scheduled to begin Spring 2007

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Goal 4 Improve student use and quality of
available campus resources.

• After assessing need, hire more math tutors where
  necessary.
• After assessing need, have more evening hours for
  math tutors.
• Provide structured tutor training on all campuses
  with tutor labs.
• Seek CRLA certification for program
• Improve tutor wages
• Make tutors more easily recognizable on campus
• Assess developmental math library holdings
• Increase developmental math library holdings
  where necessary
• Publicize availability of resources in libraries

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Goal 5 Provide central organizational structure
for developmental education

• Developmental Education Coordinator would have
  the following duties
• Oversee development of program philosophy, goals
  and program evaluation.
• Oversee QEP implementation and evaluation, both
  formative and summative. The Coordinator will
  report to the QEP Oversight Committee and be the
  primary author of the 5-Year Impact Report to
  SACS.
• With the appropriate division chairs, schedule
  developmental classes on all campuses.

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Goal 6 Strengthen professional development of
full time and adjunct faculty

• Provide mentors for adjunct faculty members
• Provide more involved professional development
  regarding learning styles and PLATO
• Invite adjunct faculty to division meetings
• Provide access to professional development funds
  for adjunct developmental math instructors.
• Provide professional development for faculty
  regarding pilot projects and advising

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Goal 7 Improve student success in developmental
math courses

• CAI Pilot
• Pilot for PLATO supplemental instruction
• Pilot for Learning Styles
• Project Running Start (Part of Expanding
  Horizons)
• Attendance/Persistence Monitoring Project
• Research Project to discover Master Teacher
  characteristics

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CAI Pilot

• The Computer Aided Instruction Pilot will provide
  students the option of using computer software
  (purchased with the text) to study lessons and
  demonstrate their mastery of the competencies of
  the course. Students will have the option of
  completing the course early.
• Scheduled to begin Spring 2007

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PLATO Pilot

• PLATO will be used as supplemental instruction
  for a developmental level math class.
• Students will have the option of completing the
  course early if they demonstrate their mastery of
  the course competencies.
• Pilot to begin Spring 2008

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Learning Styles Pilot

• Instructor implementing pilot will seek training
  in learning styles, administer learning styles
  inventory to class, help students understand
  their results and offer lessons geared toward
  different learning styles.
• In addition, a student assessment system called
  MAP will be used. Students will have a clicker
  that will allow them to answer questions from the
  instructor to determine comprehension. All
  students answer and the system gives the
  instructor an immediate breakdown of how many got
  the answer right or wrong.
• Pilot scheduled to begin Spring 2009

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Attendance/Persistence Project

• On one campus, instructors of developmental
  mathematics courses will report absences and
  home-work non-completion to campus counselors and
  advisors
• Instructors will follow-up with an email to
  students
• Students who still have difficulty will be
  contacted by counselors and/or advisors
• Scheduled to begin Fall 2006 the project will
  expand if successfully implemented.

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Project Running Start

• Running Start is an outgrowth of Expanding
  Horizons (SKCTC tests local high school
  sophomores using COMPASS. Those who are prepared
  for college level work can begin course-work
  those who need remediation know early in their
  high school careers and can seek help)
• Running Start will offer developmental level math
  courses at reduced tuition during the summer for
  Expanding Horizons participants
• Scheduled to begin Summer 2007 for Bell Co. High
  School and Pineville High School

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Master Teacher Study

• This is a research project designed to identify
  the traits of instructors who have the most
  success remediating developmental math students.
  
• The project is scheduled to begin Fall 2006