Colorado Math Pathways Task Force

Colorado Math Pathways Task Force

Colorado Math Pathways Task Force Recommendations Math Pathways Task Force Members Steve Aldrich, Adams State U Dean Allison, UNC Lynn Bennethum, UC Denver Sandy Gilpin, Fort Lewis Alexander Hulpke, CSU Rick Miranda, CSU Rick Ott, Colorado Mesa U Shelly Ray Parsons, Aims CC Dave Ruch, Metro State U Casey Sacks, Colorado Community College System Rob Tubbs, UC Boulder Alexsis Venter, Arapahoe CC

Frank Zizza, CSU-Pueblo Ian Macgillivray, CDHE with technical assistance and support from The Charles A. Dana Center and Complete College America http:// Mission Draft a public statement on the importance of better alignment of and advising into gateway math courses. Identify and suggest alternative gateway math courses, that are rigorous and of quality in content and competencies, and that are appropriately aligned with the math skills students need to succeed in their programs of study. Work with representatives from academic disciplines and advisors to

review math requirements and consider alternative courses to college algebra for non-calculus based majors. What is the right math course? Students Who Take College Algebra 10.00% Virtually no students who pass college algebra ever start Calculus III, which is a key course for STEM majors. 30.00% Ever Take Calculus 1 Take Business Calculus Do Not Take Any Form of Calculus

60.00% Dunbar, S. 2005. Enrollment flow to and from courses below calculus . In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America. 4 Distribution of students enrolled in three gateway courses by four year institution INSTITUTION NAME Adams State University Colorado Mesa University Colorado State University Colorado State University - Pueblo Fort Lewis College Metropolitan State U. of Denver University of Colorado Boulder University of Colorado Denver

University of Northern Colorado Western State Colorado University % ENROLLED % % ENROLLED MATH FOR ENROLLED COLLEGE THE LIBERAL INTRO TO ALGEBRA ARTS STATS 89 7 4 67 24 9 73 27

0 44 23 33 45 12 43 25 43 32 35 48 17 39 35 26 27 21 51

85 15 0 Distribution of students enrolled in three gateway courses by institution Community Colleges INSTITUTION NAME Aims Community College Arapahoe Community College Colorado Mountain College Colorado Northwestern CC Community College of Aurora Community College of Denver Front Range Community College Lamar Community College Morgan Community College Northeastern Junior College Otero Junior College

Pikes Peak Community College Pueblo Community College Red Rocks Community College Trinidad State Junior College % ENROLLED COLLEGE ALGEBRA 66 66 74 65 64 62 73 70 60 79 70

75 54 69 75 % ENROLLED MATH FOR THE LIBERAL ARTS 12 12 9 20 15 18 7 23 3 1

18 12 22 13 7 % ENROLLED INTRO TO STATS 22 22 17 15 21 20 20 7 37

19 11 12 25 18 18 Summary Four 4-year institutions have the majority of students in college algebra; the others have students distributed almost equally across the 3 gateway math courses. Nearly all of the community colleges have much larger enrollments in College Algebra Recommendations for Today Curriculum Advising Support & Professional

Development Recommendation 1 - Curriculum Revise current math pathways into more well defined pathways CalcPath StatPath QuanThinkingPath Recommendation - CalcPath CalcPath oCurrent course options: 1. Go right into Calculus I 2. Take Pre-Calculus and then Calculus I 3. Follow the current sequence of College Algebra, Trigonometry, and Calculus I o Potential support options to assist students in completing first year/first 30 credit hours

1. 2. 3. 4. Calculus I in Co-requisite instruction/support Stretch courses (the risk here is transferring before completing the entire course) Online support modules Compressed/accelerated modules Recommendation - StatPath StatPath Use the existing Intro to Statistics content Encouraging using modeling as an approach for the course Students should be able to take Intro to Stats without a creditbearing pre-requisite No college-level math pre-requisites are necessary, e.g., College Algebra

Enter the course when college ready (that is, have completed remedial if needed, like MAT 050: Quantitative Literacy) Recommendation QuanThinkingPath, I QuanThinkingPath MAT 050 as the developmental education path Meets the gtPathways/core Gen Ed requirement Generally is a terminal math course Recommendation is for courses to be rigorous, support problem solving, numerical and reasoning skills, and address the state competencies. Courses may include: Revised Math for Liberal Arts course New algebra-based modeling course Recommendation QuanThinkingPath, II QuanThinkingPath

Recommended revisions for existing Liberal Arts course Consistency in key topics Financial literacy, descriptive statistics, algebraic models and reasoning Additional topics to include use CCCNS content/competencies More depth, less breadth Emphasis on modeling, problem solving, and quantitative reasoning Less emphasis on appreciation of math topics Recommendation QuanThinkingPath, III Develop new algebraic modeling course for the CCCNS/4-year schools o Focus intended for majors that need Algebra skills but not Calculus o More conversation to come Intended Learning Outcomes to be determined Assessment Approaches Content to be determined

Recommendation 2 Advising, I Gateway math course based on meta major (a group of programs with similar core requirements) Connect meta major to pathways and programs of study o CalcPath STEM and majors that require Calculus o StatPath often Social & Behavioral Sciences o QuanThinkingPath often Arts & Humanities majors Advisors help student select appropriate math for pathway College Algebra should not be the default math course o Examine math requirements of major instead of using math to weed out students Recommendation 2 Advising, II Multiple Measures of College Readiness CDHE remedial policy should add HS GPA as an indicator of college readiness Coordinate with partner disciplines Revisit the math courses in some Degrees with Designation (DwDs)

o Some DwDs probably require inappropriate math Ask client discipline to identify the top math competencies they want students to get for the major which will lead to choosing the best gateway math course Include as part of regular program review process for the client discipline Support & Professional Development 1 Expand instructor base Currently there are not enough qualified instructors for Math for Liberal Arts and Statistics, leaving sections taught by part-time instructors who may have very little to no experience and/or time to prepare for teaching these courses. In particular, teaching statistics requires intuition that is developed over time. Recommendations: 1. Have new instructors spend time with a master instructor. 2. Supply instructors with well-developed syllabi and materials 3. Have course leaders. Support & Professional Development 2 Provide system-wide resources

Introductory level math courses are populated by students who are not confident in their math skills. These courses are considered to be some of the most challenging to teach. Recommendations: 1. Provide a repository of course specific information. 2. Expand faculty professional development opportunities to allow for discussion time about individual courses (i.e., Fac2Fac Conferences) 3. Provide resources to implement common assessments.

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