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Design Innovations for Accelerated Courses with Developmental Math

This article discusses the design innovations implemented in the Accelerated Statistics course at LaGuardia Community College, focused on meeting the needs of non-STEM students requiring remediation in math. The course includes integration of developmental and college-level curricular materials, effective use of technology, and a pedagogy that promotes students' productive persistence and engagement.

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Design Innovations for Accelerated Courses with Developmental Math

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  1. Design Innovations for Accelerated Courses with Developmental Math Milena Cuellar & Steven Cosares LaGuardia Community College

  2. Accelerated Statistics at LaGuardia

  3. Accelerated Statistics at LaGuardia • Elementary Statistics for students deemed to need remediation in Math, (e.g., as provided in MAT 096) • Focus on the needs of students from non-STEM majors • Satisfies remediation and core Math / QR requirements in one semester • Often completes the Major’s requirement for Math at LGA

  4. Goals: • Accelerated course provides level of developmental math content consistent with the current requirement (MAT 096 requires 5 hours of instruction per week) • Meets or exceeds the standard for articulation with 3-credit Elementary Statistics courses across CUNY and beyond • Develop students’ critical numeracy and problem-solving skills especially valued for the course and for subsequent (college learning) experiences (Note: Algebra represents only a small part of this) • Course shares in the promises associated with acceleration, e.g., increased engagement and student retention

  5. Approach • MAT 119 is a one-semester course, with 7 contact hours, including 2 hours of lab • The course is centered around the “Statway” developed by the Carnegie Foundation • Time-savings are achieved through a mix of: • Integration of developmental and college-level curricular material appropriate to Statistics and follow-on experiences, exploiting overlaps in course topics and learning goals • Effective use of technology and networked resources for lab, classroom, and homework activities • Pedagogy that has demonstrated levels of effectiveness

  6. Statway • Integrated mix of Statistics with experiences that build Quantitative Reasoning, • In-class workbook activities to be performed cooperatively by students in groups • Pedagogy that promotes students’ productive persistence, continual engagement, accountability to peers • Learning platform with interactive e-Text and extensive web-based learning materials • Networked support for instructors • Promotes feedback for continued improvement and innovation and in curriculum and pedagogy

  7. Adaptations for MAT 119 @ LGA • Build consistency with CUNY Policy • Math background topics explicit in syllabus, e.g., • Estimation and Educated Guessing; Number Sense • Algebra and Algebraic Models; Graphs and Charts • Discrete and Continuous sets; Basic Logic • Summation notation; Area under the curve • Communication involving quantitative evidence • Home-grown experimentation/innovation in pedagogy • Additional projects and activities to develop Analysis and Problem Solving skills • Common Final Exam with Elementary Statistics MAT 120 • Practice with calculation of test statistics • Joint review sessions

  8. Measures of Success • Student and Instructor feedback • Relative performance on final • Passing rates in course • Relative rates of degree completion of Statway students • Relative speed of degree completion of Statway students

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