Creating New Pathways to Success in

Technical Mathematics

Holly Ayers, Ozarka College

How Did We Get Started?

“Simply ask: how would we do things differently if we put learning first? Then do it.”

-Barr & Tagg

NCAT Emporium at Ozarka College

Attendance Policy and

Demographic Tracking

Teaching

Vs.

Facilitating

Co-Enroll Options

Course Format

And

Lab Access

Technical Math

Components

Outcomes Assessment

Faculty Inquiry

• Acceleration • Integration: Developmental and Technical• Multiple Pathway Options• Decreased Cost to Student and Institution• Best Practice Scaling• Faculty Research/Inquiry• Policy Development

Program Goals

• Acceleration of Math Pathways• NCAT Emporium Model Utilization• Modularization• Mastery-Based• Computer Lab Utilization• Standardized Curriculum• Technical Math/Developmental Math Integration• Curriculum Alignment

Program Characteristics

Next StepsIntegrating Technical Math

Technical Math Modules and Program Pathway Guidance Math for Allied Health Math for Business Technology Diagnostic testing to determine developmental needs prior to

technical math entry Multiple pathways for students in program transition

Faculty Inquiry Team Student Participant Guide Course Exit Interview Advising Guide for Faculty Transcripting modules-completion and progress Outcomes Assessment

Challenges of Redesign

CommunicationMarketingPlacementAdvisingCapturing the DataAssessment of OutcomesCulture ShiftPolicy Issues Institutional Buy-In

Adjusting to Student Needs:Student Participant Guide

Student Information: Why, How, WhenStudent ExpectationsAttendance PolicyPacing Guides

Foundations Module 1 or Both Foundations/College Algebra Co-enroll Math for Allied Health Math for Business Technology

Pathway OptionsOpen Exit Option

Adjusting to Student Needs: Exit Interview

Goals Determine “why” and “when” students withdraw Build appropriate support mechanisms for student success

Components Review of individual goals Review of individual progress Identification of resources for referral Advising for program completion/consequences of withdraw/pathway options

Assessment Retention Persistence Degree Completion Academic and Student Support Services Collaboration

Adjusting to Institutional Barriers:Advising Guide for Faculty

Math for Business TechnologyBTMA1033

This is a redesigned course that replaces the Math with Business Applications course and allows students to successfully complete transitional math and business math within the same semester.

Math for Business Technology is broken down into 2 modules: Module 1 is chapters 1-7 of Foundations of Math, and Module 2 is 5 chapters of business-focused math.

Math for Business Technology is a self-paced course with instructor assistance in a computer lab environment. Individualized tutoring in-class by the instructor is the main approach to assisting the student through

troublesome topics. Students that run into no problems with the topics are encouraged to work ahead of pace.

Successful Completion Students must complete both modules in order to pass Math for Business Technology. A grade of ‘F’ is assigned if both modules are not completed by the end of the semester. Students must complete all assigned sections in a chapter, then take the chapter test. Students must make

70% or above to be considered passing that test.** However, a final grade of minimum 80% is required to pass the course.

 Math for Allied HealthAHMA1033 

This is a redesigned course that allows students to successfully complete transitional math content and nursing math within the same semester.

Math for Allied Health is broken down into 2 modules: Module 1 is chapters 1-7 of Foundations of Math and Module 2 is 6 chapters of nursing-focused math.

Individualized tutoring in-class by the instructor is the main approach to assisting the student through troublesome topics. Students that run into no problems with the topics are encouraged to work ahead of pace.

Successful Completion Students must complete both modules in order to pass Math for Allied Health. A grade of ‘F’ is assigned if both modules are not completed by the end of the semester. Students must

complete all assigned sections in a chapter, then take the chapter test. Students must make 90% or above to be considered passing that test.

Students must pass the final exam with a 90% or above to pass the course. 

Placement: Pre-Redesign

Placement Scores Semester 1 Semester 2 Semester 3

ACT: 0-17 or COMPASS: Pre-

Alg 0-99

PCMA0003 PCMA0013 NRSG1213 or MATH1103

PCMA0013 NRSG1213 or MATH1103

ACT: 16+

COMPASS: Pre-Alg 36+

NRSG1213

Overcoming Barriers:Redesign Placement

Placement Scores Semester 1

ACT: 0-17 or COMPASS: Pre-

Alg 0-99

BTMA1033

AHMA1033

ACT: 16+

COMPASS: Pre-Alg 36+

NRSG1213

Overcoming Barriers: Placement Pathways Options

Pathways: Math Course Completion

Model

PCMA0033

Module 1 Completion

MATH1213

Quantitative Literacy

Re-Enroll in PCMA0033 to

Complete Module 2

MATH1203

College Algebra

PCMA0033 and College Algebra

Co-Enroll

PCMA0033

Module 1 & 2 Completion

Math 1203

College Algebra

MATH1213 Quantitative Literacy

BTMA1033 or AHMA1033

Technical Math

Math 1213 Quantitative Literacy

PCMA0033-Mod 2 College Algebra Co-

EnrollNRSG1213

Math for Nurses

Overcoming Barriers: Advising and Transfer

Transcripting developmental and technical modules

Student Mid-term Mid-Term Progress Final Final Progress

Student Name

ABCDF

Complete DE Module 1Complete DE Module 2Co-Enroll QualifiedComplete BT MathComplete AH Math

ABCDF

Complete DE Module 1Complete DE Module 2Co-Enroll QualifiedComplete BT MathComplete AH Math

Overcoming Barriers:Course Level Outcomes, Attendance, Demographics and Early Alerts

GETTING RESULTS

REDESIGN IMPACT: Technical MathStudent Program Retention:

29% Increase

Gateway Course Completion in 2 semesters (*Students Requiring Remediation):

33.43%-Traditional, 86.6% Redesign

Gateway Course Completion in 1 semester (*Students Requiring Remediation):

0% Traditional, 56.6% Redesign

Next Steps:Overcoming Barriers

Technical and Transfer PartnershipRetention and Persistence DataFinancial Aid ConsiderationsSupporting Technical Program CompetenciesShifting the “Technical/Vocational Culture”Supporting Program Completion-Unintended Outcomes

Q & A?

Holly Ayers-Division Chair

Math, Science and Education

Ozarka College

hayers@ozarka.edu

870-368-2040