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Co-Requisite Courses & the Flipped Classroom: An Alternative for Developmental Education

Co-Requisite Courses & the Flipped Classroom: An Alternative for Developmental Education. Dr. Scott McDaniel Middle Tennessee State University. The Problem.

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Co-Requisite Courses & the Flipped Classroom: An Alternative for Developmental Education

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  1. Co-Requisite Courses & the Flipped Classroom:An Alternative for Developmental Education Dr. Scott McDaniel Middle Tennessee State University

  2. The Problem • 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.

  3. MTSU’s Solution • 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.

  4. Former Developmental Math Structure

  5. Math Redesign Structure

  6. Course Structure • 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

  7. 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

  8. Course Structure • Introductory Statistics • Was the most difficult to create • Two Criteria: • Focus on algebra topics that will help students succeed in the course • Algebra topics that focus on mathematical literacy purposes to ensure that students pass a non-prescribed college algebra class should they change their major

  9. Intermediate Topics for College Algebra • Solving a linear equation (Basic) • Graphing a linear Equation (Basic) • Factoring • Square Roots

  10. Intermediate Topics for General Studies Math • 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)

  11. Intermediate Topics for Statistics • 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.

  12. Retention Fall 2010-Spring 2012 *1530K was first offered in Fall 2011. This is two semesters’ worth of data.

  13. Student Success Rates Compared 2006-2009

  14. Student Success Rates Compared 2010-2012

  15. Advantages of Redesign • 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.

  16. Disadvantages of Redesign • Additional contact hours • Scheduling • More coordination required

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