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