A Paradigm of Success: SKCTC and Developmental Mathematics : A Paradigm of Success: SKCTC and Developmental Mathematics QEP Feedback
QEP Topic : QEP Topic To improve student success in developmental mathematics
QEP Committee : 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
Our Working Philosophy : Our Working Philosophy
To improve student success in developmental math, we need to : 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
Goal 1: Improve student advising : 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 advisor’s 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
Goal 2: Improve developmental math placement and delivery : 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
Goal 3: Improve student attitudes toward learning mathematics : 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
Goal 4: Improve student use and quality of available campus resources. : 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
Goal 5: Provide central organizational structure for developmental education : 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.
Goal 6: Strengthen professional development of full time and adjunct faculty : 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
Goal 7: Improve student success in developmental math courses : 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
CAI Pilot : 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
PLATO Pilot : 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
Learning Styles Pilot : 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
Attendance/Persistence Project : 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.
Project Running Start : 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
Master Teacher Study : 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