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Developmental Mathematics at OCCC Transition to College Prep Math (CPM) February 23, 2011. Timeline. Faculty seek and implement strategies 2007-10 Data Analysis Planning Class Test Portions of Plan Revise Prerequisites in all Divisions Curriculum Committee (Oct. ‘09)

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Developmental mathematics at occc transition to college prep math cpm february 23 2011

Developmental Mathematics at OCCCTransition to College Prep Math (CPM)February 23, 2011


Timeline
Timeline

  • Faculty seek and implement strategies

  • 2007-10

    • Data Analysis

    • Planning

    • Class Test Portions of Plan

    • Revise Prerequisites in all Divisions

    • Curriculum Committee (Oct. ‘09)

    • Math Assessment & Placement (MAP) Test (Mar. ‘10)

    • Professional Development


Timeline1
Timeline

  • Summer 2010

    • 0113, 0123 – No longer offer 0033

    • College Prep Math (CPM) I & II

  • Fall 2010

    • 0113, 0123 – No longer offer 0033

    • CPM I-IV

  • Spring 2011

    • 0123 – No longer offer 0033 or 0113

    • CPM I-IV

  • Summer 2011 and beyond

    • CPM I-IV


Description of cpm
Description of CPM

  • CPM I Builds Mathematical Foundation

  • CPM II-IV Integrate Arithmetic & Algebra

  • Significant Number of 8-week Classes

  • Key Concepts in Multiple Course Levels

  • Multiple Learning Modes for Every Class

    • Mini-lectures

    • Group Activities

    • Guided Practice

    • Study Skills

  • All Classes Face-to-Face


Description of cpm1
Description of CPM

  • Team Teaching

    • CPM I – 2 classes in one room

    • CPM II, III, and IV – 4 classes in 3 rooms


Enrollments
Enrollments

We also taught 17 sections of Math 0113 and 0123 for 463 students in FA10.


Caveats
Caveats

  • The data for CPM come from a SINGLE semester.

  • For most professors, this was their first time to teach in this style.

  • CPM was the focus of planning and professional development


Caveats1
Caveats

  • Single course success is nice, but our real goals are:

    • Increasing students’ numerical literacy,

    • Improving mathematical thinking skills as well as computational skills, and

    • Preparing students for SUBSEQUENT course success in mathematics and other college courses



Enrollments1
Enrollments a “CIP”


Historical vs fa10
Historical vs. FA10 a “CIP”

Note: These rates exclude students who earned an “I” or a “CIP”.

FA10 was the first semester for the entire College Prep Math (CPM) sequence.


16 week vs 8 week
16-week vs. 8-week a “CIP”

  • Similar in gender and age


Scl 1001 and cpm
SCL 1001 and CPM a “CIP”

  • Almost 40% of our FA10 CPM enrollments took SCL 1001 the same semester.

  • Of those who were SUCCESSFUL in SCL1001 during 10F, about 75% were also successful in CPM.

  • Of those who were NOT SUCCESSFUL in SCL1001 during 10F, about 75% were also not successful in CPM.


Anecdotal benefits
Anecdotal Benefits a “CIP”

Faculty conversations about content and methods

Sharing of materials and ideas

Points of view and methods students can access

Consistency for students when faculty out

Cooperation across campus


Campus wide effort
Campus-Wide Effort a “CIP”

  • Course Coordinators for each CPM course

  • Mathematics Department

    • Faculty – Full-time and Part-time – especially the Developmental Mathematics Lab Instructors

    • Math Lab Staff

  • Developmental Education Subcommittee for Achieving the Dream

  • Prerequisites Changed for over 350 Courses

  • Administration


Campus wide effort1
Campus-Wide Effort a “CIP”

  • Classroom Reorganization and Preparation

  • Math Assessment and Placement (MAP) Test

  • Pre-Assessment Success Seminar (PASS)

  • De-Registration for Students without Prerequisites

  • Financial Aid Revisions

  • CPM I Textbook Creation, Printing, and Packaging

  • Brochures and Website

  • Evaluation of Courses and Change

  • Campus Support


Developmental mathematics at occc transition to college prep math february 23 2011

Developmental Mathematics at OCCC a “CIP”Transition to College Prep MathFebruary 23, 2011


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