Core Mathematics Supported by Structured Learning Assistance

Martin GolsonInstructional Specialist

Academic Support Center

Helping Students Succeed Academically at Austin Peay State University

About APSUMain campus located in urban Clarksville, TN—50

miles from Nashville; second campus—Ft. Campbell, KY Army base; governed by TN Board of Regents

9400 students; 1300 first-time, full-time freshmenApproximately 850 students enter with

mathematics deficiency (ACT math score less than 19)

Approximately 300 students enter with both mathematics and writing deficiencies (conditionally admitted)

Impetus for RedesignStatewide redesign of developmental studies

implemented by TN Board of RegentsTN Board of Regents Strategic Plan places locus

of developmental studies in community collegesDevelopmental courses that were in place no

longer correlated with university core mathematics

From TBR: eliminate the focus on what students did not learn in high school; get them into their major and provide the support for them to succeed!

Elements of the Redesign at Austin Peay State University Developmental (non-university-level) Mathematics Courses Eliminated• Students now enroll in Core Mathematics Courses supported by

Structured Learning Assistance (Ferris State University, Michigan)—Enhanced Courses

• The mathematics course in which they enroll is required in their major• No new courses created

Congruent with TBR Philosophy

Focus on what students need to graduate and provide the support for them to succeed

Redesign of Developmental Mathematics

Pre-redesign ModelComplete 3-6 hours non-university level courses before enrolling in

Core Mathematics course

DSPM 0800

Elementary Algebra

•ACT 15-16•53.1%

Completed course with a grade of C or higher

DSPM 0850

Intermediate Algebra

•ACT 17-18; or•Completed DSPM 0800•51.2% completed course with a grade of C or higher

MATH1010

Mathematical Thought and Practice (core)

•85.0% earned a D or higher

Math 1530

Fundamentals of Statistics

•56.2% earned a D or higher

Linked Workshop (Redesign) Model

Professor: Classroom

•Core course content•Grade determination

SLA Leader: Workshop

•Prerequisite competencies•Reinforce key course concepts•Test review

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Prerequisite Competencies

MATH 1010Fractions & decimalsNumber & measureProportional reasoningSigned numbers & algebraic expressionLinear equations & their graphsRadicals & roots

MATH 1530Algebraic expressionEquations, inequalities, & percentsGraphing, functions, & linear equationsPolynomials, exponents, & radicals

Deficiencies in prerequisite competencies are identified during the second workshop

Reinforce key course concepts(15-30 minutes)

Small group exploratory activity for 1 concept (only students needing work on this skill participate)

MyMathLab exercises

Closing remarks which highlight what was learned and what is next in course

MyMathLab exercises for those not participating in small group activity

Typical Workshop Schedule

Responsibilities

ProfessorAll normal class responsibilitiesProvide focus for workshopsApprove workshop lesson plansReceive feedback from SLA Leader

SLA FacilitatorHire and train the SLA LeadersProvide administrative support

SLA LeaderAct as model student during classPrepare and conduct workshopsProvide feedback to professor

Results

Student Success Rate MATH1010: 70.5% vs. 33.0%

MATH 1530: 51.9% vs. 22.5%

Retention 63.6% vs. 59.9%

Revenue Cost more than non-enhanced sections

Tuition higher than DSPM courses

Class space requirements 70 fewer hours per week

Student costs Fewer courses Fewer books

Department of Mathematics Dr. Nell Rayburn, Professor of Mathematics rayburnn@apsu.edu

Enrollment Management and Academic Support Services

Dr. Harriett McQueen (member, TN Board of Regents Task Force for Redesign of Developmental Studies)

mcqueenh@apsu.edu

APSU Contacts