co-requisite courses & the flipped classroom: an alternative for developmental education
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Co-Requisite Courses & the Flipped Classroom:
An Alternative for Developmental Education
Dr. Scott McDanielMiddle Tennessee State University
Developmental Courses could no longer be offered at the 4-year university. Yet, students were still being admitted to the university who had academic deficiencies.
The Problem
In Fall 2006 students who would have placed into intermediate algebra were prescribed to take a special section of college algebra or math for general studies.
These courses were 5 contact hours in the classroom, 3 credit hours, (4 workload hours).
In Fall 2007 these course were 5 contact hours, with 4 contact hours in the classroom and 1 virtual math lab hour, 3 credit hours (4 workload hours).
In Fall 2011, a special section of introductory statistics was created.
MTSU’s Solution
Former Developmental Math Structure
ACT Math
Course Credit Hours
Contact Hours
Next Course
15-16
DSPM 0800 (Elementary
Algebra)
3 (Institutional
Credit)
3 DSPM 0850(Intermediate
Algebra) 17-18
DSPM 0850 (Intermediate Algebra)
3 (Institutional
Credit)
3 MATH 1010 (Math for General
Studies) or
MATH 1710
(College Algebra)
Math Redesign Structure
ACT (Mat
h)
Course Credit Hours
Contact Hours
Next Course
15-16 Math 1000K (Essentials of Mathematics)
3 (Elect. Credit)
5 (3
class/ 2 lab*)
MATH 1010K (Math for Gen.
Studies) or MATH 1710K
(College Algebra)Or Math 1530K
(Applied Statistics)
17-18 Math 1010K (Math for Gen.
Studies) or Math 1710K
(College Algebra)Or Math 1530K
(Applied Statistics
3 (Gen. Ed.
Credit)
5 N/A
College Algebra◦ Initially had a custom supplement made◦ Now, the “Review” sections from the book are
offered as an option for instructors to cover Some do all of the “Intermediate” content at the
beginning Others integrate the topics as needed throughout
the semester Current Text: College Algebra with Modeling &
Visualization, 4th edition, by Rockswold
Course Structure
General Studies Mathematics◦ Initially the same custom supplement used for
college algebra was used◦ Now, all instructors use the two algebra chapters
from the book. These chapters are not covered in the non-prescribed class.
◦ Current text: Mathematical Ideas, 12th ed. by Miller, Heeren, and Hornsby
Course Structure
Introductory Statistics◦ Was the most difficult to create◦ Two Criteria: 1. Focus on algebra topics that will help students
succeed in the course 2. Algebra topics that focus on mathematical
literacy purposes to ensure that students pass a non-prescribed college algebra class should they change their major
Course Structure
Solving a linear equation (Basic) Graphing a linear Equation (Basic) Factoring Square Roots
Intermediate Topics for College Algebra
Linear Equations and their applications Linear Inequalities Properties of Exponents and Scientific Notation Polynomials and Factoring Quadratic Equations and their applications Lines and slopes and graphing linear equations Linear Models Introduction to Functions Systems of Equations Exponential and log functions (optional)
Intermediate Topics for General Studies Math
Solving Equations Graphing Equations Writing equations of lines (emphasis on
interpretation of slope and intercepts) Functions (definition and notation) Exponential Functions and models Current Text: Fundamentals of Statistics-
Custom Edition , 3rd edition, by Sullivan bundles with Elementary and Intermediate Algebra (Custom) by Lehman.
Intermediate Topics for Statistics
Retention Fall 2010-Spring 2012 Course Percent
Retained
%A-C
DSPM 0850 Intermediate Algebra (2003-2006)
65.1
Math 1000KEssentials of Mathematics (n = 2083)
80.5 66
Math 1010KMath for General Studies (n = 1290)
83.1 63
Math 1710K College Algebra (n = 2670) 82.5 63
Math 1530K Applied Statistics (n = 216) 89.8* 73**1530K was first offered in Fall 2011. This is two semesters’ worth of data.
Student Success Rates Compared 2006-2009
A to C D,W,I, or F
MATH 1010-K 67.7% 32.3%
MATH 1010 (Non-K) 64.7% 35.3%
MATH 1710-K 62.2% 37.8%
MATH 1710 (Non-K) 65.4% 34.6%
MATH 1010-K/1710-K combined
63.9% 36.1%
MATH 1010/1710 (Non-K) combined
65.2% 34.8%
Student Success Rates Compared 2010-2012
A to C D,W,I, or F
MATH 1010-K 61.1% 38.9%
MATH 1010 (Non-K) 65.1% 34.9%
MATH 1710-K 61.1% 38.9%
MATH 1710 (Non-K) 62.6% 37.4%
MATH 1010-K/1710-K combined
61.2% 38.8%
MATH 1010/1710 (Non-K) combined
63.2% 36.8%
Reduces time/cost for completion
General Ed credit provided Reduced stigma Students complete general education mathematics requirements early thus increasing likelihood of earning bachelor’s degree (Adelman, 2006)
Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington, DC: U.S. Department of Education.
Advantages of Redesign
Additional contact hours
Scheduling
More coordination required
Disadvantages of Redesign
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