FIRST-YEAR IMPACT REPORT SEPTEMBER 2019 222201920120190 · By Anthony Moninski Edited by Robert Granger I. QEP Executive Summary AUM has DFW rates well above 30% in its developmental

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Director of the Developmental Mathematics Curriculum.

AUM Mathematics Pathways Success Initiative:

“Helping Students Succeed in Math Courses”

On-Site Visit: March 6-8, 2018

FIRST-YEAR IMPACT REPORT – SEPTEMBER 2019

222201920120190

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Table of Contents

I. QEP Executive Summary……………………………………………………………………….….……4 II. QEP Goals and Student Learning Outcomes (SLOs)……………………………….....……..4 III. Administrative………………………………………………………………………………………..……4 Organization and Responsibilities Budget QEP Advisory Group and QEP Math Steering Group IV. Implementation Philosophy……………………………………………………………………….…5 V. Explanation and Status of Initiatives……………………….……………………………………..6 Placement Using Multiple Measures Placement Testing Corequisite Support Courses/NCBOs Summer Pre-Remediation Program: Math Accel/Placement Boot Camps Single Developmental Math Course STEM/Non-STEM Pathways for Developmental Math Changing Developmental Math Pedagogy Measuring Math Anxiety Guided Math Pathways

VI. Recommendations and Way Ahead………………………………………………………………17 VII. Final Thoughts………………………………………………………………………………………….22 VIII. Key Contacts …………………………………………………………………………………………..23 IX. Suggested Reading………………………………………………………………………….………….24 X. Appendices ………………………………………………………………………………………..………31

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I. QEP Executive Summary AUM has DFW rates well above 30% in its developmental and core math courses, and AUM retains just 34% of its remedial students. The QEP is designed to address these issues and help students, at higher rates, become competent in college-level mathematics. To achieve these goals, AUM plans to implement the innovative Dana Center Math Pathways model for developmental and core math success. The model has been successfully implemented in several states including Texas, Oklahoma, Washington, Missouri, and Ohio. The proposed model – whose key component will be McGraw-Hill Education’s (MHE) ALEKS diagnostic tool – will assess students’ math background and need for remediation prior to students enrolling in mathematics courses. This non-course based option (NCBO) implements sophisticated, assessment-based, individualized training modules and one-on-one tutoring that will allow students to quickly pre-remediate their math skills so that they can be placed into core math courses. In particular, these NCBOs will allow for students to focus only on certain areas where remediation is needed. They will be tailored to students’ needs, which is preferable to asking students to sit through an entire semester of remediation when they might only need a few weeks’ worth of skills taught to them in order to be successful at the next level. II. QEP Goals and Student Learning Outcomes (SLOs) Here are the goals and SLOs (including refinements [in red] added to the Executive Summary sent to SACS COC in February 2019 by OIE) (see Appendix 1). Goals. Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students Goal #3 Increase the retention rate of all remedial math students to at least 50%

SLOs. SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills SLO #3 Student anxiety relating to mathematics will be minimized

III. Administrative Organization and Responsibilities The QEP Director reports directly to both the Associate Provost for Graduate Studies and Faculty Services AND the Dean of the College of Sciences. Additionally, the QEP director must work collaboratively with the Chair of the Mathematics Department. The former primarily fosters access to and support from the Provost for QEP-related issues,

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while the latter permits supervision and support for math faculty tasks such as teaching. The QEP director also chairs the Developmental Math Committee. Budget The proposed line-item budget is documented in the QEP publication and the FOAP resides within the Provost’s office. QEP Advisory Group and QEP Math Steering Group An ad hoc group of key agencies/stakeholders (listed below) form the QEP Advisory Group. It met monthly until the summer break. This group was useful in providing guidance and feedback on proposed QEP initiatives. QEP Advisory Group Membership. Name Title Dr. Matthew Ragland Associate Provost for Graduate Studies and Faculty Services Dr. Joy Clark Associate Provost for Undergraduate Studies Dr. Sameer Pande Associate Provost, Enrollment Management Dr. Virginia Lacy Director of Advising Dr. Robert Granger Dean, College of Sciences Dr. Yi Wang Department Chair, Mathematics and Computer Science Dr. Cara Mia Braswell Assistant Provost, Institutional Effectiveness Dr. Paul Fox Director, Warhawk Academic Success Center Melinda Kramer Provost’s Office – Data Analyst/Trainer Ronnie McKinney Director, Admissions and Recruitment Keri Burnett Director of Marketing, University Marketing Amy Ingram Provost’s Office – UNIV Program Manager Holly Benson Registrar

A department-specific QEP Math Steering Group met quarterly and served a similar useful purpose. IV. Implementation Philosophy Based partly on guidance from the Mathematical Association of America (MAA) in a 2015 report, A Common Vision for Undergraduate Mathematical Sciences Programs in 2025 (Saxe & Braddy, 2015), we took a holistic approach to pursuing QEP goals and SLOs by trying to understand all the factors that contribute to poor student retention and success. Since four of the six goals/SLOs explicitly pertain to remediation, we focused on developmental mathematics. There is a voluminous amount of literature on the topic, and this recent article from the Brookings Institute provides a concise summary (https://www.brookings.edu/research/evidence-based-reforms-in-college-remediation-are-gaining-steam-and-so-far-living-up-to-the-hype/). Agencies such as the University of Texas Dana Center Math Pathways (DCMP); Community College

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Research Center (CCRC); and the MAA are leading the charge in researching this problem, evaluating nationwide programs, and recommending solutions. We focused on the first two years of the QEP, intending to use them for the piloting of evidence-based initiatives. Our comprehensive plan included, but was not limited to, study of placement measures, pedagogy, corequisite supports, and math pathways. V. Explanation and Status of Initiatives Placement using Multiple Measures Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students Pre-QEP, AUM placed students in their first math course primarily on ACT/SAT Math scores. When unavailable (or if international), students took a Pearson placement test. (The latter could not be taken if an ACT/SAT Math score was already on a student’s record.) Evidence suggests that using a single measure, in general, and consulting only standardized test scores, in particular, for placement into a math course is unreliable. Up to one-third of students may be under-placed, while approximately 5% could be over-placed. Research has also shown that the longer a student is in remediation, the less likely they are to persist and matriculate toward a degree. Is AUM needlessly placing a cohort of new students into developmental math and thus contributing to higher DFW rates and lower retention? Some studies have noted that high school GPA (HSGPA) may be a better predictor than ACT Math scores of success in a first college math course (Predicting Academic Success in First-Year Mathematics Courses Using ACT Mathematics Scores and High School Grade Point Average, Mayo, Ed.D. Dissertation, The University of West Florida, 2012) (https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2017250.pdf). Others have even found a connection between high school math course completion and college math success. As such, a number of states and institutions now consider overall and math-specific HSGPA, high school math courses, state tests, and standardized test scores in determining placement in a first-semester college math course (developmental or otherwise). Others have created a Math Index which takes into account several placement factors based on weighting per their correlation with college math course success. Non-cognitive variables are also considered in some cases. Below is an example of an AUM scheme that considers more than just ACT/SAT math scores for placement into a first math course.

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Possible AUM Math Placement Scenario.

We briefly studied these factors to some degree. OIE and the Psychology Department’s Dr. Steve Lobello (AUM’s de facto resident statistician who provided pro bono services) began an examination of student HSGPA and ACT Math scores from previous years to determine their usefulness in predicting success in a first math course. This study is ongoing. We proposed a formal project to data mine transcripts for use in this study. However, the Provost instead wanted to allow students with higher HSGPAs and lower than required ACT/SAT Math scores into their target math courses and assess their performance. Unfortunately, we were unable to agree on a minimum HSGPA for entry into a math course, and the idea died on the vine. For its part, the QEP Math Steering Group was opposed to the use of HSGPA/high school math courses in any placement decisions due to the known poor quality of Alabama high schools and their perceived over-inflation of grades. Placement Testing Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students As part of the QEP, AUM began in May 2019 using the McGraw-Hill Education (MHE) ALEKS Preparation Placement and Learning (PPL) tool as an alternative for placement (replacing the Pearson test). It is currently used by hundreds of institutions because it provides an accurate diagnostic of math skills, as well as the opportunity to improve those skills and achieve improved placement. The program includes up to five placement tests and, here at AUM, students can now be placed on the higher of their best proctored placement score or ACT/SAT Math score. We have confirmed with CDS that ALEKS PPL can also support students with disabilities. Cost per student is $25, but this is covered by the QEP Budget (AUM is billed in arrears every six months).

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Students scheduling a placement test thru AdvisorTrac are now afforded the opportunity to work in the ALEKS PPL program prior to proctored testing. This enables them to take practice tests and work on lessons to improve their math skills first. Many students took advantage of this benefit. Corequisite Support Courses/NCBOs Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills A growing trend nationally is the downsizing or elimination of developmental math courses (https://www.chronicle.com/interactives/Trend19-Remediation-Main). They are often replaced by corequisite courses providing just-in-time, targeted remediation (https://static1.squarespace.com/static/5a565796692ebefb3ec5526e/t/5b96d5ca70a6ad039758d850/1536611787458/Coreq-Information-Sheet-Math-May-2018-final.pdf). [NOTE: The QEP uses the term “NCBO” for corequisite support.] Students who just miss placement into a core math course are thus no longer required to sit through an entire semester of developmental math. Instead, they are allowed to enter the required credit-bearing math course while simultaneously re-learning needed pre-requisite math skills in this corequisite support course. Studies have shown success with this model in terms of retention and persistence (https://icsps.illinoisstate.edu/wp-content/uploads/2013/05/FFE-Best-Practices-in-Developmental-Math-2017-slide-deck.pdf). The research-based, optimal approach for corequisite implementation is one in which students and the same faculty meet for an additional class period immediately following the main math course (http://www2.cuny.edu/wp-content/uploads/sites/4/page-assets/about/administration/offices/registrar/resources/Guidance-for-Creating-or-Redesigning-Co-requisite-Courses.final1_.pdf). Practically, though, this is difficult to do from a logistical and financial perspective. AUM is piloting three corequisite support, one-credit courses (in four comingled sections) this Fall semester: - MATH 1052 (paired with MATH 1050) - MATH 1102 (paired with MATH 1100, Finite Math) - MATH 2672 (paired with MATH 2670, Elementary Statistics) [NOTE: Placement cut scores based on ACT/SAT Math were adjusted slightly higher for Fall 2019 based on OIE data. Students in the “gap” between the old and new cutoff were still permitted to take the same math course as before the change. However, the course is now accompanied by the associated corequisite support course mentioned above.]

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These are held in a math lab using ALEKS course products (example syllabus at Appendix 2). We were unable to arrange for the sections to immediately follow their main math courses, nor for the same faculty to oversee them. Regardless, we think they’ll contribute somewhat to more success in the associated main math courses, which is their intended purpose. It certainly decreases the number of students taking a full developmental math course, which should aid retention down the road. Starting in Fall 2020, we hope to expand this model to, at a minimum, MATH 1120, Pre-Calculus. Summer Pre-Remediation Program: Math Accel/Placement Boot Camps Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #3 Student anxiety relating to mathematics will be minimized

In an effort to minimize the number of new students destined for developmental math, we created a summer pre-remediation program in the form of math boot camps, loosely following the model of Utah Valley University (https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/highered/platforms/aleks/aleks-ppl-case-study-utah-valley.pdf). Dates were aligned with New Student Orientations in such a way that students would be able to attend a boot camp before meeting with their advisors. Post-orientation camps were also formed to catch students learning about this opportunity for the first time at orientation. We found that the vast majority of registrants came from the latter group. [NOTE: The camps were also open to current students who had failed MATH 0703 or 0803, providing them an opportunity to “test out” of that respective course. This was a one-time-only event to take advantage of this new program. Approximately 90 current students registered.] An online version was developed to accommodate those students distant from AUM or working in the daytime. Registration for this option unexpectedly exploded and eventually exceeded in-residence camp enrollment by the end of summer. We operated a total of 15 camps at AUM in 2019. Sole curriculum was the ALEKS PPL software. Each resident camp consisted of 18 contact hours spread out over 2-3 weeks. A typical session lasted for three hours a day, and sessions were held 2-3 days per week. There were morning (8:30-11:30) and afternoon (1:00-4:00) camps, and they were conducted in Clement Hall (110/111/114) and Goodwyn Hall (115/201) computer labs. We hired faculty ($1000/camp) and tutors ($10/hour), and we created outdoor signage and cards, developed custom notebooks, established a presence at Orientation Browse Sessions, attended Advisory Forums, and even created a Math Department Twitter page to help promote these camps. Faculty and tutors guided each session, providing 1-on-1 assistance to students as needed.

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In total, 184 students registered via Qualtrics for these fully-funded camps (free to the student) at AUM, with 153 actual participants (an 83% attendance rate). Of those who attended camp, 84 tested out of at least one math course (55%). Students were allowed to “continue” the resident camp after its conclusion by working from home and/or attending another camp session or two. Additional testing on campus was also free of charge. Students completing the camp online had the option of testing at a local college test center (for a fee) or via AUM’s contracted ProctorU remote proctoring service (for $24). They could also test at AUM in a boot camp session or in Taylor 310 (normal Friday placement testing) if in the area.

Another 200 signed up for the online version, with 140 making at least minimal progress in the program (a 70% participation rate) and 88 making significant progress (up to completion) (43%). Of these 88, 35 tested out of at least one math courses (39%). AUM Math Boot Camps Results – Summer 2019. On Campus.

Registered Attended Attendance Rate

Tested out of MATH 0703 into MATH 0803

Success Rate

Tested out of MATH 0703 or MATH 0803 into Core Math

Success Rate

Tested out of One or More Math Courses

Success Rate

184 153 83% 29 19% 55 36% 84 55%

Online.

Registered Achieved Significant Progress

Progress Rate

Tested into MATH 0803

Success Rate

Tested into Core Math

Success Rate

Tested out of One or More Math Courses

Success Rate

200 88 43% 12 14% 23 25% 35 39%

"I'm so thankful for this program! I had struggled with Math 0703 for over a year, and

my mom told me I had to pass it in the Fall or drop out. I drove from Birmingham and

spent three whole days in two camps with tutors right by my side. They helped me

understand math I didn't get for years. When I tested the first two times, I still placed in

0703. That got me depressed. But on my third test, I scored high enough to place out of

both 0703 and 0803!" – Cornijah Gilmore (Major: Nursing)

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[NOTE: Several other students used ALEKS PPL from home as practice/review for proctored placement testing. Since these Warhawks entered the program through AdvisorTrac (in lieu of registering through Qualtrics), we didn’t formally track their performance.]

Despite being an administrative and logistical burden for the entirety of the summer, the camps enjoyed moderate success. Through August 19, 41 students had tested out of MATH 0703 and into MATH 0803 (or MATH 0902), which represents an 11.4% drop in MATH 0703 enrollment. Another 78 had tested out of all developmental math and into core math courses, a 10.9% decrease in the number of students undergoing math remediation. That’s also approximately $190,000 in tuition savings for these families. Appendices 3-7 contain boot camp related materials. Changes in Student Placement – Developmental Math (Fall 2019).

Initial Placement by ACT Math Score into MATH 0703

Tested into MATH 0803 at Math Boot Camp

Currently Enrolled in MATH 0703

Change in MATH 0703 Enrollment

359 41 318 - 11.4%

Initial Placement by ACT Math Score into Developmental Math (MATH 0703/0803/0902)

Tested into Core Math at Math Boot Camp

Currently Enrolled in Developmental Math

Change in Developmental Math Enrollment

714 78 636 -10.9%

Single Developmental Math Course Goal #3 Increase the retention rate of all remedial math students to at least 50%

Ample research shows that the longer a student is in developmental math, the less likely they are to persist in college and finish their degree. States and institutions have thus been scaling back developmental math offerings in various ways. Some reduce the number of courses, others offer corequisite courses in their place, while some states even make remediation optional.

“This program really cut away the fluff that I’ve encountered in many math courses, particularly

the 0700 and 0800 courses. It started with my initial practice exam and it highlighted the areas

where I was kind of weak and it gave me question after question until I understood it. For the

first time I felt like I was being helped instead of taken advantage of. The remedial courses are

very costly and don’t serve as any type of credit. Now I’m able to cross the finish line and

graduate this summer. I’m looking for work in my field now with Graphic Design and I’m looking

to obtain my masters in marketing very soon.” – Braxton Barker (Major: Graphic Design)

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The QEP recommends that AUM develop a combined developmental math course that can be completed in one semester, and then compare its success rates against those of MATH 0703 and MATH 0803. As such, we are piloting two sections this Fall of MATH 0902 (combined 0703/0803) delivered using the proven Emporium Model pedagogy (http://www.thencat.org/Guides/DevMath/Redesign%20Dev%20Math%20Using%20the%20Emporium%20Model.pdf). MATH 0902 employs an ALEKS course product, Beginning and Intermediate Algebra, in a student-centric, lab-based format guided by faculty and tutors. Instead of formal lectures, students will work four days per week in a math lab in the ALEKS product. Individual “paths” for each student will be different, as they will constructed based on the results of an initial diagnostic test. Mastered topics will be excluded from each customized course so that students will not be encumbered by content in which they’ve already demonstrated proficiency. The course is self-paced so students can finish in less than a semester, but they can also use part of another semester if needed. They can also work from home, but proctored assessments must be completed in the math lab (or via AUM’s ProctorU or newly-contracted Respondus Monitor remote proctoring service). Course syllabus is at Appendix 8. STEM/Non-STEM Pathways in Developmental Math Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students Goal #3 Increase the retention rate of all remedial math students to at least 50%

Some studies question the need for non-STEM students to remediate with Intermediate Algebra (our MATH 0803) before being permitted to take college-level math. They noted a lack of pre-requisite necessity for such content in follow-on math courses. In fact, the Pearson texts AUM uses for MATH 1100, Finite Math, and MATH 2670, Elementary Statistics – both of which are non-STEM courses – seem to support this notion, as the respective authors indicate just 1-2 high school or college algebra courses as pre-requisite material. The state of California has already dropped the requirement for non-STEM students to complete Intermediate Algebra before being eligible for college-level math courses (https://edsource.org/2017/cal-state-drops-intermediate-algebra-requirement-allows-other-math-courses/585595). That being the case, we proposed two developmental math pathways for AUM, STEM and non-STEM. The former would require the current two-course sequence (MATH 0703 and 0803) prior to admission to MATH 1050, College Algebra, or higher. Students on the latter path would only need MATH 0703 before taking Finite Math or Elementary Statistics (or even a Quantitative Reasoning/Liberal Arts Math course – more on this later).

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The developmental math committee is developing a “Contemporary Math” course to pilot in the 2020 spring semester. This effort is being spearheaded by Dr. Jerome Goddard. Changing Developmental Math Pedagogy Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% Goal #3 Increase the retention rate of all remedial math students to at least 50% SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills SLO #3 Student anxiety relating to mathematics will be minimized

Since developmental math is essentially a rehash of high school math, we suggested a modification of the two-lecture/two-lab weekly structure to enable more active learning time for students. After all, one learns math by doing, and very few students spend time outside of class actually doing homework and practice exercises. Instead, they think they can rely on past knowledge – coupled with watching faculty provide lectures and show sample problems – to succeed in developmental math. Clearly, past and present DFW rates show this to be a fallacy. Using guidance provided by the National Center for Academic Transformation (http://www.thencat.org/Mathematics/Six%20Principles%20of%20Successful%20Course%20Redesign.pdf), we proposed several changes: - Moving assessments (tests and quizzes) to the math lab to allow for more contact time in the classroom that could be used for group activities and active learning - Using embedded tutors/peer mentors in the classroom to assist with this pedagogical approach - Developing multi-purpose workbooks (for use in class and at home) that contain blank pages for notes, exercise problems, and practice tests, at a minimum Logistics and timing prevented us from making as much progress here as we desired but a serious overhaul of the 0700 & 0800 courses are planned for fall 2019. Guided Math Pathways Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% The Dana Center, among others, strongly recommends establishing explicit course sequences for all students. Studies have found that students are more likely to matriculate if given less choice and more specific guidance vis-a-vis their degree path in

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terms of course requirements. When institutions and their advisors are more deliberate in setting course mandates, students respond positively. This is particularly true with math courses. The DCMP urges states and institutions to establish a handful of math pathways for their degree programs. These pathways should include the required “gateway” math course, for each program, not a potpourri of choices. Through extensive study across the country, the Dana Center was able to identify a gateway math course for over 90% of degree programs. They congealed this data into three discernible pathways – STEM, Quantitative, and Statistics – each with its own gateway math course. AUM already has a semblance of math pathways built for many degree plans. The most established is a STEM one, which navigates students through Pre-Calculus and Calculus. Leveraging heavily the Dana Center guidance and recommendations per the QEP, we identified the same three math pathways for AUM (see chart below), with the addition of a fourth (Business) (which the Dana Center grouped into STEM). Proposed AUM Math Pathways.

The Statistics pathway is generally for Nursing and the Social Sciences. Many of the former take MATH 2670, Elementary Statistics, as their core math course. The latter often direct their students to take MATH 1100, Finite Math, as core, primarily because it offers a chapter each on Statistics and Probability. These students then take discipline-specific statistics classes later on. We broached the idea (with Dr. Kim Brackett and her team) of a MATH 1670, Intro to Statistics, core course as an alternative to MATH 1100, thinking it would better serve these students and give the departments more room for advanced curriculum. This issue deserves more study. The College of Business (COB) has a well-defined math pathway, as all college students are directed to MATH 1050, College Algebra, or MATH 1120, Pre-Calculus. The former

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was specifically created for the COB several years ago, replacing the MATH 1120 requirement. COB students then take two semesters of business statistics courses. The college is generally pleased with MATH 1050, although their curriculum committee told us it would be even better if a small amount of Probability and Statistics were added. The Quantitative pathway primarily includes liberal arts majors. Currently, these students are given the dreaded choice of selecting any 1000-level (or higher) math course to satisfy their core math requirement, which is contrary to DCMP guidance. They are often advised to take either MATH 1050 or MATH 1100 (or higher, based on their placement scores). Most take Math 1100, Finite Math, even though little to none of its content will benefit them in their degree pursuit. To better delineate this Quantitative pathway at AUM, we investigated several departmental degree plans to determine the amount and type of math content necessary for follow-on coursework. We found no current math courses satisfied those needs. Appendix 9 contains the tool used for this limited study. Indeed, in discussions with several, non-STEM department chairs and advisors, we confirmed that very little of the math offered in these two courses would ever be useful to their students. Leveraging an initiative that has gained traction nationwide, we proffered the concept of a “Liberal Arts” or “Quantitative Reasoning” math course. Many states and institutions have already added such a course to their quiver (usually replacing Finite Math, but sometimes not), and major publishers such as Pearson and McGraw-Hill Education (MHE) already carry such textbooks. [In fact, when creating the corequisite NCBO MATH 1102 (for our MATH 1100, Finite Math), we were unable to find a MHE ALEKS course product to support it. In its place, we used their Corequisite Support for Liberal Arts Math product as the most appropriate alternative.] This course would possibly include financial/consumer math, real-life applications of statistical data, geometry, and uses of mathematics in modeling, for example. The course concept was well-received by several Liberal Arts departments, as it was regarded as curriculum that would provide students with how mathematical and statistical data are used in the everyday world, including their areas of study. The creation of a Quantitative Reasoning (or Liberal Arts) math course as the gateway for this path has the full backing of the Provost and the Dean, College of Sciences and Dr. Jerome Goddard has a convened a committee to build this course for pilot in the 2020 spring semester. [NOTE: There may even be a fifth pathway, Education. This needs further study.] Measuring Math Anxiety SLO #3 Student anxiety relating to mathematics will be minimized

To assess achievement of this SLO, the QEP called for use of the Mathematics Anxiety Rating Scale (MARS) (Suinn & Winston, 2003). However, we felt that its 30 questions

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for measuring one’s level of math anxiety – both before AND after a math course – would pose an undue burden for students and possibly affect the results. In its place, we chose to use the highly-recommended MAS-R instrument (Measuring Mathematics Anxiety: Psychometric Analysis of a Bidimensional Affective Scale, Haiyan Bai, LihShing Wang, Wei Pan, and Mary Frey, 2009), which merges positive and negative affect dimensionalities among only 14 survey items. Its lead author provided approval for its use with our QEP in January 2019 (see Appendix 10). AUM’s adapted version is displayed in Appendix 11. With OIE assistance, we initiated its use in the form of pre- and post-surveys at the summer math boot camps, receiving 42 full responses. Below are the results. MAS-R Results – Math Boot Camps, Summer 2019. t df Sig.

(2- tailed) 95% Confidence

Interval of the Difference

Lower Upper

I find math interesting -0.401 42 0.691 -0.42 0.28 I get uptight during math tests 1.000 42 0.323 -0.118 0.35 I think that I will use math in the future 0.163 42 0.872 -0.265 0.312 I am unable to think clearly when doing a math test 0.573 42 0.570 -0.234 0.42 Math relates to my life** 2.383 42 0.022 0.046 0.558 I worry about my ability to solve math problems -1.242 42 0.221 -0.488 0.116 I get a sinking feeling when I try to do math -0.476 42 0.637 -0.365 0.225 I find math challenging 0.269 42 0.789 -0.302 0.395 Mathematics makes me feel nervous -0.339 42 0.736 -0.323 0.23 I would like to take more math classes* 1.834 42 0.074 -0.03 0.634 Mathematics makes me feel uneasy -0.703 42 0.486 -0.36 0.174 Math is one of my favorite subjects -1.062 42 0.294 -0.404 0.125 I enjoy learning with mathematics 0.184 42 0.855 -0.232 0.278 Mathematics makes me feel confused* -1.715 42 0.094 -0.556 0.045

** Significant at the .05 level * Significant at the .10 level We found statistically significant outcomes/results for the following topics (highlighted in green above) from before math boot camp to after math boot camp: - Math relates to my life: INCREASED - I would like to take more math classes: INCREASED - Mathematics makes me feel confused: DECREASED To determine whether math anxiety is minimized through the addition of a combined developmental math course (MATH 0902) and corequisite support courses (MATH 1052, MATH 1102, and MATH 2672), we distributed the survey to all Fall 2019 students in the courses referenced below. A pre-course and post-course comparison study should be performed at the conclusion of the Fall semester, as follows:

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Proposed MAS-R Comparison Study – Fall 2019. MATH Course MAS-R (Pre-) MAS-R (Post-) MATH Course MAS-R (Pre-) MAS-R (Post-)

0703 vs 0902 0803 vs 0902 1050 vs 1050 + 1052 1100 vs 1100 + 1102 2670 vs 2670 + 2672

Student Success/UNIV

Goal #1 Decrease the DFW rates in all developmental math courses and core math courses to below 20%

Goal #3 Increase the retention rate of all remedial math students to at least 50% SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills In an effort to bolster the math skills of developmental math students, the UNIV Program proactively developed a UNIV 1000, University Success – Math Cohort, student success course. We planned to pilot one section each with MATH 0703 and MATH 0803 students this Fall. These students were to spend one UNIV 1000 class meeting per week in a computer lab working on an ALEKS corequisite course product. However, this course rollout has been delayed and is currently being reimagined as a math placement course for all developmental math students (see next section).

VI. Recommendations and Way Ahead

These are presented in an unfiltered fashion and in no particular order of importance. Summer Math Boot Camps Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #3 Student anxiety relating to mathematics will be minimized

1. Consider using Banner to register students. The camp was approved as a course, MATH 0002, by the Curriculum Committee and is coded in Banner. Qualtrics registration gave students more camp date/time options and allowed for collection of date for future study, but it became difficult to manage. 2. Hire a faculty member to serve as math camp coordinator. Between purchasing notebooks/pencils, ordering snacks/drinks, hiring tutors and faculty, building schedules, reserving lab rooms, submitting Facility Request Forms, placing/retrieving

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yard signs, attending Orientation Browse sessions, etc, the task of running the camps became nearly a full-time job. 3. Although feedback received on the two-days/week-for-three-weeks structure was overwhelmingly positive, consider offering a few intensive sessions (maybe once per month) during the summer for non-locals. These could last from Monday afternoon through Thursday evening/Friday morning and be accompanied by dorm room usage funded by the university. They could even be held the week of New Student Orientation to allow for math course registration on that Friday. 4. Consider adding 1-2 evening camps for those who work all day. There were several requests for these throughout the summer. Measure success of those placing higher via ALEKS Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills We need to track how well students who test out of developmental math via ALEKS and into core math courses perform, and then adjust ALEKS cut scores, as needed. Change the traditional developmental math pedagogy Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% Goal #3 Increase the retention rate of all remedial math students to at least 50% SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills SLO #3 Student anxiety relating to mathematics will be minimized

Much of the developmental math content is repeat material from high school. We strongly believe students would learn more effectively if there’s additional practice time in class. Therefore, as mentioned earlier, provide more contact time, less lab time, and insert embedded tutors to facilitate active learning and group activities. Study the Math Boot Camp data Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students

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Qualtrics registration included the collection of self-reported ACT math scores, HSGPA, and highest high school math course completed/grade/date. Now that we have ALEKS placement scores, we can analyze the data and look for correlations. What does it tell us? Can we use the data for better placement and save AUM money on ALEKS testing? Create a new Math course for non-STEM majors

Goal #1 Decrease the DFW rates in all developmental math courses and core math courses to below 20%

AUM offers Finite Math as a core math course for non-STEM majors, but very little of the content is useful or applicable to most degree programs. In fact, no department has expressed a bona fide need for Finite Math. We found that most non-STEM programs simply told their students to take any core math course. The “Contemporary Math” course under development is intended to replace finite math. Mandatory Math Placement Course Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students Goal #3 Increase the retention rate of all remedial math students to at least 50%

For those not attending a summer boot camp, all incoming students destined for developmental math (ACT Math score under 20/19) should be required to take MATH 0002, Math Accel/Placement Course, as a 1-credit, pre-remediation course in their first semester. Others have a similar program (https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/highered/platforms/aleks/aleks-ppl-case-study-utah-valley.pdf). This would provide every new student a chance to “test out” of remedial math before taking a math course in their second semester. This course would meet one day per week for a total of 17.5 contact hours per semester, which is sufficient time for placement testing and associated preparation (per ALEKS recommendations). The course could be standalone in Goodwyn/Taylor math labs, or it could be coupled with UNIV 1000, University Success – Math Cohort and UNIV 1004, University Success – Bridge Program, in Clement computer labs. The syllabus could be similar to that used in the math boot camps. (See Appendix 3) Lower ACT Math Cut Scores for Corequisite NCBOs Goal #2 Decrease the number of students enrolled in remedial mathematics

courses to 25% or less of first-time students SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills We propose adding at least one more corequisite course, MATH 1122, to support MATH 1120, Pre-Calculus, in Fall 2020. Pending the results of the pilot NCBOs, we also

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propose lowering ACT Math cut scores from 20 to 19 in Fall 2020 (and then possibly to 18 in Fall 2021). Guided Math Pathways Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% Continue to define these pathways. Should there also be STEM/non-STEM pathways starting in developmental math? Improved Lab Instructor/Assistant/Tutor Training Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% Goal #3 Increase the retention rate of all remedial math students to at least 50% SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills SLO #3 Student anxiety relating to mathematics will be minimized

We need to train our tutors working in math labs to be more proactive and less passive. We found during the boot camps that some students (primarily the weaker ones) won’t ask for help. If we don’t intervene, they’ll likely succumb to their ignorance and failures. Redesign of Developmental Math Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% Goal #3 Increase the retention rate of all remedial math students to at least 50% SLO #1 Students completing the remedial mathematics program will succeed in a

core mathematics course SLO #2 Students enrolled in mathematics courses will be able to demonstrate an

increase in math skills SLO #3 Student anxiety relating to mathematics will be minimized

Research has shown that developmental math isn’t really effective and often just contributes to poor retention. All incoming AUM students have had at least Algebra I in high school, and the vast majority have had Algebra II. Since AUM’s two remedial math courses are essentially these two high school math courses at double-speed in a college setting, why are students forced to repeat them? Until recently, it was primarily due to a poor ACT Math score. As we’ve seen from the summer math boot camps, some pre-remediation can help students demonstrate enough math proficiency to overcome a subpar ACT math score and place into the higher developmental math course (MATH 0803) or even into college-level math.

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What about the weakest math students that can’t even test out of MATH 0703 after pre-remediation, or those with abysmally low ACT Math scores? It seems this cohort needs a different pedagogy than currently offered. The two lecture/two lab structure of AUM’s developmental math courses may not be adequate (as evidenced by DFW rates between 35% and 45%). We propose a four-day per week classroom experience involving active learning, group activities, and embedded tutors to accompany formal lecturing. More contact time, more hands-on math performance, and a “slowing down” of curriculum delivery may be the recipe for success. [Note: A three lecture/one lab structure may also be effective, with some of the active learning taking place in lab instead.] Math in first semester Goal #1 Decrease the DFW rates in all developmental math courses and core math

courses to below 20% Goal #3 Increase the retention rate of all remedial math students to at least 50% SLO #3 Student anxiety relating to mathematics will be minimized

We should mandate that all students take math in their first semester. Math skills are perishable, and delaying math only hurts DFW rates and possibly retention. Organization Remove the QEP Director from under the Associate Provost for Graduate Studies and Faculty Services AND the Department Chair, Mathematics and Computer Science and place them directly under the Dean of the College of Sciences ONLY. Recognizing that the goals of the STEM and pre-health math courses are different than the goals of the remedial and liberal arts math, reimagine the administration of the remedial and non-stem courses as a program slightly removed from the administration of the traditional math curriculum. Designate the QEP director as the Director of the Developmental Mathematics Curriculum. Budget Give the Director of the Developmental Mathematics Curriculum its own budget line (FOAP). Build a QEP Math Lab If the MATH 0902 and the corequisite courses are successful in lowering DFW rates and increasing math skills, we should adopt and scale the Emporium Model pedagogy. In that case, we’d need more math lab space. The QEP budget already includes funding for a math lab coordinator, tutors, and computers. We just need a room for a lab. Future Emporium Model-based Courses 1. Equip all math labs, especially 115 Goodwyn and 310 Taylor, with pod-type workstations (5-6 desk/chair/computer sets partitioned and arranged in a circular shape). This would greatly facilitate instructional support and enhance test security.

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Currently, only 201 and 205 Goodwyn allow adequate access and freedom of movement for faculty and tutors, but having pod-type furniture would improve this. 2. We strongly recommend the use of one faculty and two tutors per section containing over 12 students. There will be times a student needs more direct attention on a lesson. Math Anxiety Surveys Find a consistent and effective method for delivery/retrieval. We’ve used email with moderate success, but students don’t always check email. Is there a better way? Delivery of MATH 0902 If this course is continued, it should meet daily at the same time in the same location each week. It should also be led by a faculty member, not a lab assistant. This isn’t the case with the pilot. Results of Pilot Courses and MAS-R Surveys

To accurately determine the way forward, ensure the following data are collected: 1. DFW rates/final grades: For the students pre-remediating in summer and testing out of MATH 0703 and into MATH 0803 vs all other MATH 0803 students. 2. DFW rates/final grades: For the students testing out of developmental math in summer pre-remediation and into core math vs all other core math students by course. 3. DFW rates/final grades: For the students taking MATH 1050/1100/2670 with corequisite MATH 1052/1102/2672 vs all other MATH 1050/1100/2670 students. 4. MAS-R results: As proposed in the previous section. Automate uploading of ALEKS scores into Banner It’s done manually now, which is time-consuming. VII. Final Thoughts All in all, this QEP has had a humble beginning. With the present strong backing and support of the Provost and the AUM community, it possesses loads of potential and promise. Realization of goals and SLOs could have life-changing effects on dozens, possibly hundreds, of disadvantaged and underserved families in the Montgomery area.

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VIII. Key Contacts

Name Position/Org Email Phone Comments

Matt Ragland Associate Provost [email protected] 3138 Provost’s QEP Lead

Joy Clark Associate Provost [email protected] 3539 Curriculum Committee

Sameer Pande Associate Provost [email protected] 3780 Enrollment/Student Success

Lin Young Provost’s Office [email protected] 3960 QEP minor expenditures

Jan Dennis Dining Hall [email protected] 3133 Boot camp snacks

Leon Higdon Auxiliary Services [email protected] 3576 Dining/Bookstore/Facilities

Ben Lee Bookstore [email protected] 3956 Boot camp/MATH 0902 notebooks

Virginia Lacy Chief, Advising [email protected] 3258 Advisory Forums

Amy Ingram UNIV Program [email protected] 3153 Student success

Keri Burnett Dir, Marketing [email protected] 3643 Boot camp yard signs/info cards

Yi Wang Math Dept Chair [email protected] 3318

Robert Granger Dean, Sciences [email protected] 3678 QEP 1-on-1 update meetings

Sissy Speirs Bridge Program [email protected] 3473 Conditionally-admitted students

Paul Fox WASC [email protected] 3383 UNIV and Bridge

Doris Willis Orientation [email protected] 3851 Orientations/Browse Sessions

Holly Benson Registrar [email protected] 3125 Courses/AUM Course Catalog

Gail Childs Bursar [email protected] 3656 Student Financials

Wes Black ALEKS [email protected] 601-405-9945 ALEKS course products

Cara Mia Braswell Dir, OIE [email protected] 3498 AUM SACS Liaison

Phil Brodeur OIE - Assessment [email protected] 3918 Math anxiety (MAS-R) surveys

Phill Johnson Dean, Library [email protected] 3202

Tamara Massey Dir, CDS [email protected] 3754

Sam Hussey ALEKS PPL [email protected] 603-748-5741 ALEKS placement program

Tobias Mense Chief, ITS [email protected] 3838

Bill Broadway ITS [email protected] 3736 Systems support

Melinda Kramer Provost’s Office [email protected] Banner expert; data analyst

Rebecca Crumpton Qualtrics [email protected] 3350 Boot camp registration page

Rachael Mann Computer labs [email protected] 3352 Clement labs; math labs door codes

Ting Lo Math Lab Coord [email protected] 3717 TC 310; Goodwyn 115/201/205

Lei Wu Comp Sci Chair [email protected] 3862 Grant proposal with QEP

Ronnie McKinney Admissions [email protected] 3662 Math placement/boot camp info

Josh Coats Marketing [email protected] 3809 Web page support

Carolyn Rawl Online Learning [email protected] 3934 Lead for proctored testing

Steve Lobello Psychology Dept [email protected] 3309 QEP statistical studies assistance

Brenda Mitchell Police Chief [email protected] 3464 Boot camp - visitor parking passes

Sue McCarron Conf Services [email protected] 3807 Boot camp - facility reservations

Gloria McDonald Math Lecturer [email protected] 3203 Lead boot camp faculty

Sarah Valentine Math Lecturer [email protected] 3989 Lead ALEKS faculty

Sowmya Akula Grad student [email protected] Lead boot camp/ALEKS tutor

Sydney Fields Math major [email protected] Lead boot camp/ALEKS tutor

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IX. Suggested Reading There exists an abundance of research papers and articles on topics related to this QEP. Here is a brief sampling. Effectiveness of Developmental Math Making It Through: Interim Findings on Developmental Students’ Progress to College Math with the Dana Center Mathematics Pathways, Elizabeth Zachry Rutschow, July 2018, CAPR. (https://postsecondaryreadiness.org/interim-findings-dana-center-mathematics-pathways/) CAPR: Answers to Pressing Questions in Developmental Education, Blog Editor (various), December 2018, NCER. (https://nces.ed.gov/blogs/research/post/capr-answers-to-pressing-questions-in-developmental-education) The Effectiveness of Developmental Mathematics Courses at Suburban Community College, Houston, Raymond Michael, 2017. (https://eric.ed.gov/?id=ED577511) (Mis)Measuring Developmental Math Success: Classroom Participants’ Perspectives on Learning, Rebecca D. Cox & Meaghan Dougherty, p 245-261, Apr 2018. (https://www.tandfonline.com/doi/abs/10.1080/10668926.2018.1456378) Faculty views of developmental math instruction at an urban community college: A critical pedagogy analysis, Dissertation, Chad E. Kee, Iowa State University, 2013.(https://pdfs.semanticscholar.org/693d/6bb48217c0efec29663e432e691665c473f6.pdf) Developmental Mathematics: Challenges, Promising Practices, and Recent Initiatives, Barbara S. Bonham and Hunter R. Boylan, Journal of Developmental Education, 2011. (https://ncde.appstate.edu/sites/ncde.appstate.edu/files/JDE%2034-3%20Bonham%20%20Boylan.pdf) Redesign of Developmental Math Developmental Mathematics: A New Approach, William W. Adams, MAA, 2012. (https://www.maa.org/developmental-mathematics-a-new-approach) Teaching Matters and So Does Curriculum: How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics, Susan Bickerstaff and Nikki Edgecombe, June 2019, CCRC Working Paper No. 110 (https://ccrc.tc.columbia.edu/media/k2/attachments/cuny-start-math-instruction.pdf) Alternative Approaches to Developmental Math, Bruce and Katherine Yoshiwara, MAA Focus, 2016. (https://www.maa.org/sites/default/files/aug-sept%20crafty.pdf)

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The Next Frontier in Guided Pathways: Linking Developmental Education and Pathways Reforms, Davis Jenkins, Hana Lahr, and John Fink, July 2017, CAPR.

(https://postsecondaryreadiness.org/linking-developmental-education-guided-pathways-reforms/) Modularization in Developmental Mathematics in Two States: Implementation and Early Outcomes, Susan Bickerstaff, Maggie P. Fay and Madeline Joy Trimble, May 2016, CCRC Working Paper No. 87. (https://ccrc.tc.columbia.edu/media/k2/attachments/modularization-developmental-mathematics-two-states.pdf) Redesign Approaches to delivering Developmental math courses, 2012-2013 Report, Achieving The Dream. (https://www.achievingthedream.org/intervention/15639/redesign-approaches-to-delivering-developmental-math-courses) Evaluation of Developmental Math Pathways and Student Outcomes, Elizabeth Z. Rutschow, CAPR Report, 2018. (https://postsecondaryreadiness.org/research/projects/developmental-math-pathways/) Alternative Models to Deliver Developmental Math: Issues of Use and Student Access, Holly Kosiewicz, Federick Ngo, and Kristen Fong, CCR, 2016. (https://pullias.usc.edu/wp-content/uploads/2016/06/Kosiewicz-Ngo-Fong.-2016.-Alternative-Models-to-Deliver-Developmental-Math.pdf) 2016-2017 Impact Report: Six Years of Results from the Carnegie Math Pathways, Melrose Huang, January 2018. (https://www.carnegiefoundation.org/resources/publications/2016-2017-impact-report-six-years-of-results-from-the-carnegie-math-pathways/) Redesigning Developmental Mathematics, Maxine T. Roberts, April 2019. (https://strongstart.org/get-a-strong-start/resource-library/redesigning-developmental-mathematics) Instructional Innovations: From developmental math to differential equations, Henry Ford College, News Release, May 2019. (https://www.hfcc.edu/news/2019/instructional-innovations-developmental-math-differential-equations) Math Department pilots fast-track developmental class options, Austin Community College, News Release, June 2017. (https://sites.austincc.edu/newsroom/2017/06/27/math-department-pilots-fast-track-developmental-class-options/)

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Retooled Courses Help Students Avoid a Remedial-Math Roadblock to College, Catherine Gewertz, Education Week, May 2018 (https://www.edweek.org/ew/articles/2018/05/23/retooled-courses-help-students-avoid-a-remedial-math.html) Reforming Developmental Education Not by Command or Control, but Through Collaboration, Carlos E. Santiago, Massachusetts Commissioner of Higher Education, March 2019 (https://ednote.ecs.org/reforming-developmental-education-not-by-command-or-control-but-through-collaboration/) Bridging the Pathways to STEM and Technical Preparation Fields, Kiya Mirmozaffari, Carnegie Foundation, February 2015. (https://www.carnegiefoundation.org/blog/bridging-pathways-stem-technical-preparation-fields/) Multiple Measures for Math Placement Alternative to Placement Tests Allows More Community College Students to Take and Pass College-Level Math and English, Elizabeth Ganga, CAPR, September 2018. (https://postsecondaryreadiness.org/multiple-measures-allow-more-students-pass-math-english/) Do High-Stakes Placement Exams Predict College Success?, Judith Scott-Clayton, CCRC Working Paper No. 41, February 2012. (https://ccrc.tc.columbia.edu/media/k2/attachments/high-stakes-predict-success.pdf) Predicting Success in College: The Importance of Placement Tests and High School Transcripts, Clive R. Belfield and Peter M. Crosta, CCRC Working Paper No. 42, February 2012. (https://ccrc.tc.columbia.edu/media/k2/attachments/predicting-success-placement-tests-transcripts.pdf) Predicting Success in a Gateway Mathematics Course, Michael C. Morrison and Shelly Schmit, July 2010. (https://files.eric.ed.gov/fulltext/ED511033.pdf) Middlesex Community College: Piloting Math Placement based on High School GPA, Multiple Measures RFA Case Study, 2016. (https://www.rfamultiplemeasures.org/campus-profiles/middlesex-community-college-piloting-math-placement-based-on-high-school-gpa/) Using High School GPA for College Placement, Multiple Measures RFA, 2016. (https://www.rfamultiplemeasures.org/lessons-learned/using-high-school-gpa-for-college-placement/)

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Improving the accuracy of remedial placement, Scott-Clayton, J., & Stacey, G. W., CCRC, 2015. (https://ccrc.tc.columbia.edu/publications/improving-accuracy-remedial-placement.html) Modernizing College Course Placement by Using Multiple Measures, Elizabeth Ganga and Amy Mazzariello, April 2019. (https://www.ecs.org/wp-content/uploads/Modernizing-College-Course-Placement-by-Using-Multiple-Measures.pdf) Multiple Measures Placement Using Data Analytics - An Implementation and Early Impacts Report, Elisabeth A. Barnett, Peter Bergman, Elizabeth Kopko, Vikash Reddy, Clive R. Belfield, and Susha Roy, September 2018. (https://www.insidehighered.com/sites/default/server_files/media/CAPR_Multiple%20Measures%20Assessment%20implementation%20report_final%20%281%29.pdf) Using Multiple Measures to Make Math Placement Decisions: Implications for Access and Success in Community Colleges, Federick Ngo and Will Kwon, University of Southern California, July 2014. (https://pullias.usc.edu/wp-content/uploads/2014/11/Ngo-Kwon-2014-Using-Multiple-Measures-0714web.pdf) Multiple Measures, California Community Colleges/Assessment and Placement, 2018. (https://assessment.cccco.edu/what-are-multiple-measures) Multiple Measurements to Predict Success, Inside HigherEd, Ashley A. Smith, September 2018. (https://www.insidehighered.com/news/2018/09/20/new-report-encourages-use-multiple-measurements-student-placement) Moving to Multiple Measures, Vikash Reddy and Elisabeth Barnett, CAPR, March 2017. (https://postsecondaryreadiness.org/moving-to-multiple-measures/) Assessing College Readiness Using Multiple Measures: Is It Better for Students? Elisabeth Barnett, CCRC Essays, September 2018. (https://ccrc.tc.columbia.edu/blog/multiple-measures-better-for-students.html) Calculating the English Placement Index (EPI) and the Mathematics Placement Index (MPI), University System of Georgia, 2016. (https://www.usg.edu/assets/academic_affairs_handbook/docs/CalculatingEPIMPI.pdf) Mathematics Placement Policy, South Dakota State University, 2019. (https://www.sdstate.edu/testing-center/mathematics-placement-policy) Changing Placement Policies, California Acceleration Project, 2015. (https://accelerationproject.org/Placement)

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Corequisite Support (NCBOs) as Remediation The Extensive Evidence of Co-Requisite Remediation's Effectiveness, Alexandra W. Logue, Alexandra W. Logue, July 2018. (https://www.insidehighered.com/views/2018/07/17/data-already-tell-us-how-effective-co-requisite-education-opinion) Effectiveness of a Corequisite Delivery Model for Developmental Mathematics, Katherine E. Fair, Dissertation, Eastern Kentucky University, January 2017. (https://encompass.eku.edu/etd/525/) Implementing Corequisite Models, California Acceleration Project, 2019. (https://accelerationproject.org/Corequisites) Corequisite Support, Complete College America, 2019. (https://completecollege.org/strategy/corequisite-support/) Developing a Successful Co-Requisite Course, Rob Birrell and Claudia Pinter-Lucke, Presentation, California State University. (http://www.calstate.edu/app/mathqr/documents/co-req-development-backward-mapping.pdf) Bridges to Success: Corequisite Remediation, Website, Ohio HigherEd, 2019. (https://www.ohiohighered.org/B2S/co-requisite-remediation) Co-Requisite Math Doesn’t Result in Weak Foundational Knowledge, Marilyn Carlson and J. Michael Pearson, The Chronicle of Higher Education, March 2019. (https://www.chronicle.com/blogs/letters/co-requisite-math-doesnt-result-in-weak-foundational-knowledge/) Corequisite Remediation: Spanning the Completion Divide, Executive Summary, Complete College America. (https://www.luminafoundation.org/files/resources/corequisite-remediation.pdf)

Evidence Clearly Favors Corequisite Remediation, Alexandra W. Logue, Daniel Douglas and Mari Watanabe-Rose, The Chronicle of Higher Education, March 2019. (https://www.chronicle.com/blogs/letters/evidence-clearly-favors-corequisite-remediation/) Math for Non-STEM Majors Math in the Real World: Early Findings from a Study of the Dana Center Mathematics Pathways, Elizabeth Zachry Rutschow, John Diamond, and Elena Serna-Wallender,

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MDRC Research Brief, May 2017. (https://postsecondaryreadiness.org/wp-content/uploads/2017/05/dcmp-math-real-world.pdf) Math Pathways for non-STEM majors (based on Regents Advisory Committee Recommendations at the University System of Georgia), 2019. (https://completegeorgia.org/Math-Non-STEM)

Algebra No More, Maxine Joselow, Inside Higher Ed, July 2016. (https://www.insidehighered.com/news/2016/07/06/michigan-state-drops-college-algebra-requirement) Math – Algebra is Not the Only Path to Success, Mark Siegel, Proficiency Ed, July 2017. (http://www.proficiencyed.org/math-algebra-is-not-the-only-path-to-success/)

What math do students need to know? Ellie Ashford, Community College Daily, May 2019. (http://www.ccdaily.com/2019/05/reforms-way-math/) Are Universities Providing Non-STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of a Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion, Charles Merritt Allen, Dissertation, University of Nevada, Las Vegas, 2017. (https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3936&context=thesesdissertations) Non-Stem Pathway Acceleration (Math 137), Report, Achieving The Dream, 2019. (https://www.achievingthedream.org/intervention/15849/non-stem-pathway-acceleration-math-137) Developmental Math Reform, Report, Achieving The Dream, 2017. (https://www.achievingthedream.org/intervention/16757/developmental-math-reform) Finding a Balance: Purposeful Mathematics Pathways, Nancy S. Shapiro and Dewayne Morgan, University of Maryland System, Presentation, 2017 AACU Annual Conference. (https://www.aacu.org/sites/default/files/files/AM17/Math%20pathways%20PPT.pdf) Support Innovations to Improve Underprepared non-STEM Student Success in Mathematics, Michael Norris, Academic Senate for California Community Colleges, 2012. (https://www.asccc.org/resolutions/support-innovations-improve-underprepared-non-stem-student-success-mathematics) Guided Math Pathways Dana Center Mathematics Pathways, The University of Texas Charles A. Dana Center, Website, 2019. (https://www.utdanacenter.org/our-work/higher-education/dana-center-mathematics-pathways)

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Mathematics Pathways: The Right Math for the Right Student at the Right Time, Frank Savina, DCMP, March 2017. (https://d3n8a8pro7vhmx.cloudfront.net/math/pages/172/attachments/original/1489675371/Savina.pdf?1489675371)

Three Compatible Reforms for Increasing College Success: Corequisite Math Remediation, Dana Center Mathematics Pathways, and Guided Pathways, Alexandra W. Logue, CAPR, November 2018. (https://postsecondaryreadiness.org/three-compatible-reforms-increasing-college-success/)

Five States to Join Math Project for College Students, UT News, December 2015. (https://news.utexas.edu/2015/12/07/five-states-to-join-math-project-for-college-students/)

The Next Frontier in Guided Pathways: Linking Developmental Education and Pathways Reforms, Davis Jenkins, Hana Lahr, and John Fink, CAPR, July 2017. (https://postsecondaryreadiness.org/linking-developmental-education-guided-pathways-reforms/)

Math Pathways: Expanding Options for Success in College Math, Elizabeth Ganga and Amy Mazzariello, CAPR, October 2018. (https://postsecondaryreadiness.org/math-pathways-expanding-options-success/) Pathways System, Carnegie Math Pathways/WestEd, 2019. (https://carnegiemathpathways.org/the-pathways-system/#pedagogy)

Math in the Real World: Early Findings from a Study of the Dana Center Mathematics Pathways, Elizabeth Zachry Rutschow, John Diamond, and Elena Serna-Wallender, MDRC Research Brief, May 2017. (https://www.mdrc.org/sites/default/files/2017_MathRealWorld.pdf)

Math Pathways: Math Pathway Recommendations by Program of Study or Major, The University System of Georgia, 2019. (http://completecollegegeorgia.org/math-pathways)

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X. Appendices Appendix 1 – SACS COC Request and Response: QEP Executive Summary

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AUM QEP Executive Summary Title: Mathematics Pathways Success Initiative: Helping Students Succeed in Math Courses Institution: Auburn University at Montgomery Contact: Anthony D. Moninski, QEP Director, [email protected], 334-244-3321 The overall goals of AUM’s QEP are: Goal 1: Decrease the DFW rates in all developmental math courses and core math courses to below 20%; Goal 2: Decrease the number of students enrolled in remedial mathematics courses to 25% or less of first-time students; Goal 3: Increase the retention rate of all remedial math students to at least 50%. The Student Learning Outcomes (SLOs) are: SLO1: Students completing the remedial mathematics program will succeed in a core mathematics course; SLO2: Students enrolled in mathematics courses will be able to demonstrate an increase in math skills; SLO3: Student anxiety relating to mathematics will be minimized. AUM has DFW rates well above 30% in its developmental and core math courses, and AUM retains just 34% of its remedial students. The QEP is designed to address these issues and help students, at higher rates, become competent in college-level mathematics. To achieve these goals, AUM plans to implement the innovative Dana Center Math Pathways model for developmental and core math success. The model has been successfully implemented in several states including Texas, Oklahoma, Washington, Missouri, and Ohio. The proposed model – whose key component will be McGraw-Hill Education’s ALEKS diagnostic tool – will assess students’ math background and need for remediation prior to students enrolling in mathematics courses. This non-course based option (NCBO) implements sophisticated, assessment-based, individualized training modules and one-on-one tutoring that will allow students to quickly pre-remediate their math skills so that they can be placed into core math courses. In particular, these NCBOs will allow for students to focus only on certain areas where remediation is needed. They will be tailored to students’ needs, which is preferable to asking students to sit through an entire semester of remediation when they might only need a few weeks’ worth of skills taught to them in order to be successful at the next level.

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Appendix 2 – Example Syllabus for Corequisite Course (MATH 2672) MATH 2672 Corequisite Support for Elementary Statistics Fall 2019

_________________________________________________________________________________________

Schedule: Refer to your class schedule

Room: 205 Goodwyn Hall

Instructor: Anthony D. Moninski

Office: 310-R Goodwyn Hall

Phone: 334-244-3321

E-mail: [email protected]

Office Hours: 1:00-2:00

Important Dates:

September 2-3 Labor Day holiday & student holiday!

October 25 Last day to drop/resign classes

CEF date TBA Class evaluations

November 18-22 Thanksgiving Holiday!

December 2-3 Last day of classes

Required Textbook/ISBN: MATH 2672 requires publisher digital content and will use the

eBook Navidi/Monk: Elementary Statistics, 3rd Ed. (McGraw-Hill) - ALEKS 360 with

an online program from McGraw-Hill called Introduction to Statistics with Corequisite

Support. The cost for 52-week access to the program is $59.00 and will be billed to your

AUM tuition account. You are not charged if you drop the course before the add/drop

date. You may also purchase a paper textbook from McGraw-Hill if desired.

Prerequisites: ACT Math subscore 20-21 OR SAT Math subscore 480-515 (prior to March

2016)/530-545 (since March 2016) OR ALEKS PPL Placement Test score 41-45.

Corequisite: MATH 2670

Catalog Description: MATH 2672 provides just-in-time review of relevant mathematics skills needed for

successful completion of MATH 2670. Topics include whole numbers, fractions, and decimals; percents,

proportions, and geometry; signed numbers, linear equations, and inequalities; lines and systems of linear equations;

relations and functions; integer exponents and factoring; quadratic and polynomial functions; rational expressions

and functions; radicals and rational exponents; exponentials and logarithms; and trigonometry. Credit is in addition

to minimum degree requirements.

Course Rationale: MATH 2672 is a corequisite companion course to MATH 2670 for those students just missing

placement into MATH 2670. It allows these students to skip the prerequisite MATH 0803 course and enroll directly

into MATH 2670. This corequisite support course provides a concurrent refresher of high school Algebra I and II

math skills as determined from a student’s initial knowledge check.

Course Objectives: Upon successful completion of this course, students will demonstrate an understanding of and

ability to apply some, most, or all of the following topics:

Whole numbers, fractions, and decimals

Percents, proportions, and geometry

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Signed numbers, linear equations, and inequalities

Lines and systems of linear equations

Relations and functions

Integer exponents and factoring

Quadratic and polynomial functions

Rational expressions and functions

Radicals and rational exponents

Exponentials and logarithms

Trigonometry

Course Credit Information: MATH 2672 is a one-credit hour course which earns students a letter grade on their

transcript. Course completion is tied directly to the student’s final grade in MATH 2670. You must pass MATH

2670 with a D or better final grade in order to be able to pass MATH 2672 (see Grading Policy below).

MATH 2672 does not satisfy the mathematics requirement of the University Liberal Education Program (the “Core

Curriculum”), but the knowledge gained from MATH 2672 is required in MATH 2670, which does meet the core

requirement. Credit received in this course counts toward a student’s grade-point average (GPA).

Method of Instruction: Each class generally consists of student-centric, computer-driven, instructor-guided

problem-solving in a customized learning module focused on topics unique to the student’s skill set. Faculty may

also provide complementary instruction, group activities, quizzes, and homework as needed. Students may be

comingled with students from other corequisite math courses covering similar math content.

Classes meet once a week in a math lab (for a total of 14 sessions) during the semester. Lab instructors, student lab

assistants, and/or math tutors will also be available during each session to assist in learning the material and

answering questions. A high-level of student engagement is required to enable successful completion.

Class Behavior: Food and drinks are not allowed in the classroom. Students are expected to be respectful to the

instructor and other students.

Calculator Policy: Calculators are provided within the program. No outside calculators are permitted.

Electronic Devices: Cell phones, computers, tablets, and other electronic devices must be powered off, set to emit

no audible sound, and put away during class.

Attendance: Although scheduled for two sessions per week, attendance at just one session is required and is

factored into course achievement. Class attendance is mandatory, and roll will be taken. Students are expected to

arrive to each meeting on time and will be considered absent if they come in after attendance has been taken or leave

early. Students are solely responsible for catching up on material that they miss due to any absence. A grade

of FAN may be issued for students with more than 2 unexcused absences.

Makeup Sessions: Attending Open Lab or dropping in on other lab classes if needed and space is available is

permitted for a maximum of 75 minutes in order to give all students equal opportunity to get caught up on any

missed work in their learning module. Dropping in does not count toward the attendance requirement.

All Open Labs are held on Friday from 8:00 AM to 12:00 PM. To make an appointment for Open Lab:

1) Go to MyAUM.

2) Click on Advisortrac.

3) Click on Search Availability.

4) In the box below Center, select Math Lab.

5) In the box below Reason, select Open Lab.

6) Click Search.

7) Select the time you want and type in your phone number.

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You will receive an email confirming your appointment immediately after making it. Students who cannot keep

their Open Lab appointment are strongly encouraged to cancel it to make space and time for students who wish to

attend Open Lab that day.

Grading Policy: A student’s final grade in MATH 2672 is based on the final grade from MATH 2670 (50%),

demonstration of topic mastery on a mid-term knowledge check (10%) and final knowledge check (20%), and

completion of course objectives (20%). Scheduled knowledge checks occur during the middle and at the end of the

semester. A final grade of D or higher in MATH 2670 provides 50 of the 100 total points for MATH 2672.

Grade - MATH 2670 Points - MATH 2670 Points - MATH 2672 MATH 2672 Final Grade

A, B, C or D 50 40 – 50 A

A, B, C or D 50 30 – 39.9 B

A, B, C or D 50 20 – 29.9 C

A, B, C or D 50 10 – 19.9 D

A, B, C or D 50 0 – 9.9 F

F 0 0 – 50 F

A final grade below D in MATH 2670 provides 0 of the 100 total points (and a final grade of F) in MATH 2672. In

that case, both MATH 2670 and MATH 2672 must be repeated.

Free Academic Support: All students have the opportunity to receive free academic support at AUM. Visit the

Learning Center (LC) in the WASC on second floor Library or the Instructional Support Lab (ISL) in 203 Goodwyn

Hall. The LC.ISL offers writing consulting as well as tutoring in almost every class through graduate school. The

LC may be reached at 244-3470 (call or walk-in for a session), and the ISL may be reached at 244-3265. ISL

tutoring is first-come-first served. Current operating hours can be found at https://www.aum.edu/learningcenter.

Academic Integrity: Students are expected to maintain academic integrity in all work in this course. See the AUM

Undergraduate Catalog for details. Procedures for violations are outlined in the Aumanac. Cheating of any form is

not tolerated and violators will punished on a case-by-case basis.

Disability Accommodations: Students who need accommodations are asked to arrange a meeting during office

hours to discuss your accommodations. If you have a conflict with my office hours, an alternate time can be

arranged. To set up this meeting, please contact me by e-mail. If you have not registered for accommodation

services through the Center for Disability Services (CDS), but need accommodations, make an appointment with

CDS, 147 Taylor Center, or call 334-244-3631 or e-mail CDS at [email protected].

Withdrawing from the Course: Since MATH 2672 is a corequisite course with MATH 2670, a student may only

drop MATH 2672 in conjunction with dropping MATH 2670. The student will receive a grade of W (Withdrawn) if

done before October 25, 2019. Courses may be dropped on the AUM Web site (www.aum.edu), in the Records

Office, or in the department of the student’s major. It is the responsibility of the student to make sure he/she has

been dropped from the course. A student should notify the instructor if he/she drops or withdraws from the course

as soon as possible.

Accessing the Course for the first time:

1. Open a new browser tab and enter www.aleks.com

2. Click in Yellow Box: New Student? Sign Up Now!

3. Enter this Class Code: 3VKCY-AKPF4

4. Select “No, I have not used ALEKS before”

5. Enter your personal/AUM information

6. Write down your Login Name and Password in your notebook for future reference

7. You will now access the course using the above link and your Login information.

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Appendix 3 –Math Boot Camp (MATH 0002) Syllabus MATH 0002 Math Accel/Placement Course Summer 2019 – CRN: ????

_____________________________________________________________________________________________

Schedule: M/W 8:30 – 11:30 (3 hours)

Room: 115 Goodwyn Hall

Instructor: Mr Anthony D. Moninski

Office: 310-R Goodwyn Hall

Phone: 334-244-3321

E-mail: [email protected]

Office Hours: M/T/W/Th 1:00 – 2:00

Important Dates: None

Text: None

Software: ALEKS Placement, Preparation and Learning (ALEKS PPL) by McGraw-Hill Education. Students

access the course software on any lab computer through their “My AUM” portal account and/or Banner using their

9-character S-number.

Prerequisite: None

Catalog Description: MATH 0002 serves as a refresher in high school mathematics, possibly enabling improved

placement into a student’s first mathematics course. Topics include whole numbers, fractions, and decimals;

percents, proportions, and geometry; signed numbers, linear equations, and inequalities; lines and systems of linear

equations; relations and functions; integer exponents and factoring; quadratic and polynomial functions; rational

expressions and functions; radicals and rational exponents; exponentials and logarithms; and trigonometry. Credit is

in addition to minimum degree requirements.

Course Rationale: MATH 0002 is a refresher course in high school Algebra I and II math skills and is offered in

conjunction with new student orientation throughout the summer as 2- and 3-week camps. Students who perform

well in a camp normally earn a placement score that allows them to bypass one or both of AUM’s developmental

(non-credit) mathematics courses (MATH 0703 and MATH 0803). They can then enroll directly in a core

mathematics course for college credit.

Course Objectives: Upon successful completion of this course, students will demonstrate an understanding of and

ability to apply some, most, or all of the following topics:

Whole numbers, fractions, and decimals

Percents, proportions, and geometry

Signed numbers, linear equations, and inequalities

Lines and systems of linear equations

Relations and functions

Integer exponents and factoring

Quadratic and polynomial functions

Rational expressions and functions

Radicals and rational exponents

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Exponentials and logarithms

Trigonometry

Course Credit Information: Students receive either CR (for completing the course) or NC (for failure to complete

the course) on their transcript. MATH 0002 does not satisfy the mathematics requirement of the University Liberal

Education Program (the “Core Curriculum”), but the knowledge gained from MATH 0002 is required in courses

which do meet the core requirement. Further, hours for Math 0002 do not count toward graduation, and credit

received in this course does not count toward a student’s grade-point average (GPA).

Method of Instruction: Classes typically meet twice a week, three hours per session, for three weeks. Each class

consists primarily of student-centric, computer-driven, instructor-guided problem-solving in a customized learning

module focused on topics unique to the student’s skill set. Faculty, lab instructors, student lab assistants, and/or

math tutors will be available during each session to assist in learning the material and answering questions. Students

will need ample paper and writing tools to work out the dozens of exercises and problems presented in the course.

A high-level of student engagement is required for successful completion.

Course Procedure: Following initial login access to the software, students will complete a short, interactive

tutorial in ALEKS PPL to understand how to properly enter mathematical data. Students will then take a placement

test to determine their level of mathematical knowledge. Upon test completion, students will be able to view their

results and receive feedback on areas needing improvement. They will then begin work on an ALEKS PPL learning

module designed and customized to address only those specific mathematical topics in which they lack sufficient

expertise. Work in the module will continue throughout the course. Students may be able to take additional

placement tests to measure their progress in learning the course topics. The last class meeting is reserved for a final

placement test to measure each student’s overall achievement in the course.

Placement Tests and Scores: Placement tests consist of approximately 30 problems requiring a free-form answer

(not multiple choice). Most students can complete a test in 60-90 minutes. Scores are immediately provided to the

student and instructor. The final placement test score (if the test is proctored) becomes the student’s official AUM

Math Placement Test Score and is used for math course placement in the Fall semester. Placement tests can be

taken up to five times, and the highest score of a proctored test is used for placement.

Extra Practice: Students learn differently and at different speeds. Those who want or need more time in the

ALEKS PPL learning module may work from home or any place that has internet access. However, students are

encouraged to work diligently in the lab setting to be able to take advantage of individualized instruction and

tutoring by qualified and experienced personnel.

Success in the Course: ALEKS PPL learning modules immerse students in the learning and assessment of

important and necessary mathematical skills. Instantaneous answers to problems and an increasing complexity in

the material as a student demonstrates subject-matter aptitude can be both satisfying and frustrating. It’s imperative

that a student work diligently during the allotted class time, free from distractions. This will ensure the greatest

possible student outcome.

Class Behavior: Food and drinks are not allowed in the classroom. Students are expected to be respectful to the

instructor and other students.

Calculator Policy: Calculators are provided within the ALEKS PPL program. No outside calculators are

permitted.

Electronic Devices: Cell phones, computers, tablets, and other electronic devices must be powered off, set to emit

no audible sound, and put away during class.

Attendance: Attendance at all class sessions is expected and is factored into course achievement. Roll call will be

taken. Students are expected to arrive to class on time and will be considered absent if they come in after attendance

has been taken or leave early. The instructor may require absent or tardy students to perform additional work in the

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learning module from an alternate location to ensure they are making satisfactory progress toward course

completion.

Self-Study: Incoming students unable to attend this course (typically offered as a summer boot camp) can complete

MATH 0002 online at their own pace prior to the start of Fall semester classes.

Grading Policy: A student receives a CR for MATH 0002 by earning at least 70 of a possible 100 points AND

completing a final placement test. Total points earned is based on achievement of the following performance

milestones (per instructor discretion):

Percent Milestone Measurement Criteria Points / Notes

5% Initial Placement Test (No=0, Yes=100) * 0.05 Either 0 or 5 points

10% Final Placement Test (No=0, No change=50, Yes=100) * 0.1 Either 0, 5 or 10 points

10% Attendance (# Attended / 6) * 10 e.g. 3/6 attended = 5 points

30% Hours in Learning Module (Hours / 15) * 30 Max of 17 hours is counted

45% Topics Learned [(# Learned * 3) / (# Mastered + # Remaining)] * 45

100% Cumulative points from right column >= 70 yields CR for MATH 0002

A final (proctored) placement test is mandatory for the receipt of course credit, even if a student has achieved more

than 70 points in the course. However, in the absence of a final (proctored) placement test, a previous placement

test score, if the test is proctored, can be used for placement in a Fall semester math course.

Midterm Grade: No midterm grade is given for MATH 0002.

Tracking Progress: ALEKS PPL provides continues assessments of newly-learned material and updates on

completed topics using a variety of visual products. Students and instructors can immediately see where a student is

making progress and which areas require more work.

Free Academic Support: All students have the opportunity to receive free academic support at AUM. Visit the

Learning Center (LC) in the WASC on second floor Library or the Instructional Support Lab (ISL) in 203 Goodwyn

Hall. The LC/ISL offers writing consulting as well as tutoring in almost every class through graduate school. The

LC may be reached at 244-3470 (call or walk-in for a session), and the ISL may be reached at 244-3265. ISL

tutoring is first-come-first served. Current operating hours can be found at https://www.aum.edu/learningcenter.

Academic Integrity: Students are expected to maintain academic integrity in all work in this course. See the AUM

Undergraduate Catalog for details. Procedures for violations are outlined in the Aumanac. Cheating of any form is

not tolerated and violators will punished on a case-by-case basis.

Disability Accommodations: Students who need accommodations are asked to arrange a meeting during office

hours to discuss your accommodations. If you have a conflict with posted office hours, an alternate time can be

arranged. To set up this meeting, please contact me by e-mail. If you have not registered for accommodation

services through the Center for Disability Services (CDS), but need accommodations, make an appointment with

CDS, 147 Taylor Center, or call 334-244-3631 or e-mail CDS at [email protected].

Withdrawing from the Course: A student may drop the course with a grade of W (Withdrawn) if done before the

final drop deadline. Courses may be dropped on the AUM Web site (www.aum.edu), in the Records Office, or in

the department of the student’s major. It is the responsibility of the student to make sure he/she has been dropped

from the course. A student should notify the instructor if he/she drops or withdraws from the course as soon as

possible.

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Appendix 4 – Math Boot Camp – Typical Day 1 Activities Day 1 Math Accel/Placement Boot Camp

Done Activity

Check - Notebooks in lab?

Check - Pencils and erasers in lab?

Check - Lanyards for faculty/tutors in lab?

Check - Dry erase markers in lab?

NLT 8:15 (morning) or 12:45 (afternoon) - Arrive/unlock door/turn on lights Codes for Clement: 110 CH (7495#); 111 CH (4519#); 114 CH (5677#) – Alarm 1700 (only if armed) Codes for Goodwyn: 115 GH (2973#) – Alarm 1992; 201 GH (7108#); 205 GH (4620#)

Greet arriving students and have them sign in on sheet (see below) (AUM Catering requirement!) – Return to Tony

Provide them a notebook/pencil. Have them write their name and phone/email on the first page (in case they lose or misplace)

Have students set up MyAUM account and @aum.edu email if needed (early students can start right away)

If not completed BEFORE arrival Have students complete survey found at link in @aum.edu email (only do survey once)

Take roll and CHECK PICTURE ID so all placement tests can count as proctored! NOTE: You may have walk-ins from previous camps seeking more work/tests, as well as some students simply coming in to take an ALEKS placement test. Please assist them!

Welcome and opening comments (see suggested topics below)

Optional: Journal entry #1 (What topic in math do you most enjoy? 1-2 sentences)

Enter ALEKS @ www.aum.edu/aleksprogram. (Backup is www.aleks.com, New Student sign-up now, Class Code: WUF9P-CAYRC)

Direct students to complete ALEKS and Tools Tutorial in ALEKS, then WAIT before starting practice placement test!!

Proctor password needed before test! Override “Unproctored” to “Proctored” on Placement Assessment page if needed! (see below)

Have students take practice placement test (no notes, devices, assistance); unlimited time, but normally takes 60-90 minutes

BREAK (15 min; light snacks provided by AUM Catering)

Optional: Journal entry #2 (What topics did you feel most comfortable with? 1-2 sentences)

Optional: Journal entry #3 (What topics did you struggle with the most? 1-2 sentences)

Guide students in setting up “Prep for” Learning Module (It can be one above/below “Recommended, so do “College Algebra” or up)

Students work in Learning Module. Float around/check to see what topic they’re on and if they need help. They might not ask for it!

Optional: Journal entry #4 (What is a new math skill you learned today? 1-2 sentences)

Lights off/door closed/locked upon conclusion of day. Take supplies to your office/my office or leave in room if another camp follows

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Appendix 5 – Hiring Tutors/Application for Math Boot Camp

Application for AUM Math Boot Camp - Adjunct Tutor

Minimum Qualifications: “A” in Precalculus Algebra with Trigonometry; “A” or “B” in Calculus I; appropriately

strong grades in higher mathematics. Generally must have completed one or more mathematics courses at AUM;

some exceptions may be made for stronger students. Strong skills in algebra and communication, as well as strong

people skills, are needed.

Hiring Requirements:

- Complete a test of their course-related math skills

- Submit to a background check

- International students may need to complete additional requirements (such as obtaining a social security number)

Responsibilities:

- Work with faculty and tutors in assisting students studying Elementary & Intermediate Algebra

- Serve as a proctor for students taking placement tests

- Help students navigate through the course content (McGraw Hill Education’s ALEKS)

- May work no more than 20 hours per week

Please complete the following information and return to Mr. Tony Moninski, Goodwyn Hall, Room 310-R, via

email ([email protected]) or paper copy:

Name: ________________________________ Student Number: S______________________

Email: _______________________________ Best Phone Number: ______________________

Major: ________________________________ Advisor: _______________________________

Highest AUM Math Course Completed*: __________________________ Final Grade: ______

* Provide a transcript of non-AUM math courses if no AUM math courses have been taken.

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I authorize the AUM Math Department to review the course work and grades in my online AUM transcript for the

purpose of determining my qualifications for this position:

Signature: _________________________________________ Date: ____________________ Appendix 6 – End of Math Boot Camp Survey

Tell Us How We Did! -- Math Boot Camp

Circle the most appropriate response using this scale:

1 = Strongly Disagree 2 = Disagree 3 = No Opinion 4 = Agree 5 = Strongly Agree N/A = Doesn’t Apply

The ALEKS program was a great way to learn math 1 2 3 4 5 N/A

I wish someone taught the class instead 1 2 3 4 5 N/A

The faculty helped me learn the math I was struggling with 1 2 3 4 5 N/A

The tutors helped me learn the math I was struggling with 1 2 3 4 5 N/A

The computer lab was a great place to use for this camp 1 2 3 4 5 N/A

The journaling helped me to think more about math topics 1 2 3 4 5 N/A

The snacks and lunch were a nice treat 1 2 3 4 5 N/A

This camp helped me achieve my math course goals 1 2 3 4 5 N/A

This camp was worth my time, and I’m glad I attended 1 2 3 4 5 N/A

_________________________________________________________________________________________________

This camp was (circle one): Too Long Too Short Just Right

Would you recommend this camp to other students (circle one)? Yes No Not Sure

What should we change? ___________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

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Appendix 7 – Continuing After Math Boot Camp Math Boot Camp doesn’t have to end!

If you’re trying for better placement or just want to continue strengthening your math skills, you can continue online or sit in on another camp!

Use the same URL (www.aum.edu/ALEKSProgram) or www.aleks.com login to re-enter the course.

NOTE: The boot camp/online program concludes with a proctored placement test, which must be completed before the start of Fall classes.

Learning Module/Testing:

- After the second assessment and 3 more hours in the Prep and Learning Module, you can take a third practice placement assessment OR a proctored placement test.

- After the third assessment and 3 more hours in the Prep and Learning Module, you can take another practice placement assessment OR a proctored placement test.

- After 3 more hours in the Prep and Learning Module, you can repeat (or take for the first time) the proctored placement test.

You can take up to FIVE placement tests in the program if you want. We’ll use the best proctored placement test score.

Proctored Testing:

When you’re ready for a proctored placement test, you have options:

1. Come back to another math boot camp and take the test here

2. Schedule a math placement test through MyAUM’s AdvisorTrac to test on a Friday at 1:00 on campus in Taylor Center 310

3. Contact a local community college/university (see link below) or a learning center (such as Huntington, Sylvan or Pearson) to schedule a test near your home (for a fee of approximately $25-$35 per proctored test). Provide them my contact information.

https://ncta.memberclicks.net/index.php?option=com_mcsearchresults&view=search&uuid=367b2496-0cc7-4ddb-b100-2d700ac31312#/

4. Schedule a test using AUM’s remote proctoring service ProctorU to test from your home. Set up a student account first at www.proctoru.com. Each test costs $24. In order to use ProctorU, you will need a high-speed internet connection, a webcam (internal or external), a Windows or Apple Operating System, and a government issued photo ID. ProctorU recommends that you visit https://test-it-out.proctoru.com/ prior to your proctoring session to test your equipment. They also recommend you click on the button that says “connect to a live person” to fully test out your equipment.

ProctorU Test Taker Walk Through Video: https://vimeo.com/129576577#t=105s

Next Math Course: After you finish working in ALEKS and take all your tests, if you still place in MATH 0703 or MATH 0803, please consider taking MATH 0902 instead. It’s a combined version of 0703 and 0803 using ALEKS, so you can finish both courses in one semester (or less).

Please contact me if you have any questions:

Tony Moninski / [email protected] / Office (334) 244-3321 / Text (334) 201-3874

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Appendix 8 – Syllabus for MATH 0902, Fundamentals of Algebra MATH 0902 Fundamentals of Algebra (Accelerated) Fall 2019

____________________________________________________________________________________________

Schedule: Lab: Refer to your class schedule

Room: Refer to your class schedule

Instructor: Anthony D. Moninski

Office: 310-R Goodwyn Hall

Phone: 334-244-3321

E-mail: [email protected]

Office Hours: 1:00-2:00

Important Dates:

September 2-3 Labor Day holiday & student holiday!

October 25 Last day to drop/resign classes

CEF date TBA Class evaluations

November 25-29 Thanksgiving Holiday!

December 3 Last day of classes

Required Textbook/ISBN: MATH 0902 requires publisher digital content and will use the

eBook Miller/O'Neill/Hyde: Beginning and Intermediate Algebra, 5th Ed. (McGraw-Hill) -

ALEKS 360 with an online program from McGraw-Hill called Beginning and Intermediate

Algebra Combined. The cost for 52-week access to the program is $62.50 and will be billed to

your AUM tuition account. You are not charged if you drop the course before the add/drop

date. You may also purchase a paper textbook from McGraw-Hill if desired.

Catalog Description: Designed to help students develop basic skills in algebra in preparation

for college-level mathematics courses. Topics include sets, real numbers, polynomials and factoring, algebraic

fractions, exponents, roots, radicals, linear equations and inequalities, quadratic equations, functions and graphing,

and an introduction to systems of equations and graphs. Credit is in addition to minimum degree requirements.

Course Rationale: MATH 0902 is intended to prepare students for core math courses such as MATH 1100 (Finite

Mathematics), MATH 1050 (College Algebra), MATH 1120 (Precalculus Algebra), MATH 1150 (Precalculus

Algebra with Trigonometry), and MATH 2670 (Elementary Statistics). It covers much of what would be found in

high school Algebra I and II.

Prerequisites: None

Methods of Instruction: MATH 0902 is taught using an Emporium Model approach, in which students perform

work in a math lab with support from faculty and lab assistants. This course is sequenced by module and is

generally self-paced, but it is designed to be completed within one semester. Students take an initial knowledge

assessment to determine their starting point in the course. Not all students will begin in the same module depending

on their topic mastery level. Students move to the next module/topic after achieving 80% mastery of the current

module/topic as measured by knowledge checks built into the delivery platform. Work can also be performed

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outside of lab to ensure students stay on track to finish before the end of the semester.

Course Credit Information: MATH 0902 is a four-credit course, but these hours do not count toward the 120

hours required for graduation at AUM. The final grade in MATH 0902 is not included in determining your AUM

grade point average. However, the credit hours and/or grades do count in determining whether or not you are taking

a full load of courses, for financial aid or insurance purposes. In addition, MATH 0902 does not satisfy the

mathematics requirement of the University Liberal Education Program (the “Core Curriculum”), but the knowledge

you will gain from MATH 0902 is required in courses which do meet the core requirement.

Students unable to complete the course in one semester will receive an IP (“in progress”) on their transcript and be

required to re-register for the course in the following semester. However, they will not have to relearn content that

was already mastered in the first semester. Upon completion in their second semester, the final grade in MATH

0902 will replace the IP on their transcript. Students unable to complete MATH 0902 in two consecutive semesters

will be required to enroll in either MATH 0703 or, more likely, MATH 0803 as determined by their progress in

MATH 0902.

Course Objectives: Upon successful completion of this course, students will demonstrate an understanding of and

ability to apply the following topics:

Solving and graphing linear equations and inequalities in one variable

Graphing linear equations in two variables

Solving equations and inequalities in various applications

Identifying sets and simplifying expressions containing real numbers and/or fractions

Manipulating, evaluating, graphing algebraic functions:

Polynomials. radicals, rationals

Factoring polynomials and solving quadratic equations

Graphing and solving systems of equations

Problem solving with various applications

Attendance: Class attendance is mandatory, and roll will be taken. Students are expected to arrive to each meeting

on time and will be considered absent if they come in after attendance has been taken or leave early. Students are

solely responsible for catching up on material that they miss due to any absence. A grade of FAN may be

issued for students with more than 10 unexcused absences.

Grading Policy: The final grade in the course is determined by your overall performance on course objectives and

in demonstrating topic mastery on scheduled knowledge checks (the last of which is the final exam). Scheduled

knowledge checks occur approximately every three weeks during the semester.

Scheduled Knowledge Checks: These closed-book exams (similar to chapter tests) are given online approximately

every three weeks throughout the semester. Knowledge checks measure how well you have learned the course

material to date and are thus comprehensive. These checks occur within the ALEKS software and are available -

and thus must be taken - within a 7-day period. The last knowledge check of the semester is the final exam.

Course Objectives: These are sets of sequenced topics that must be mastered in order to successfully pass the

course. Students must master a topic to the 80% level before being allowed to move to the next topic. Each

student’s course objectives are determined by their performance on a diagnostic check given the first class day.

Final Exam: The final examination is a comprehensive test with questions similar to those on the knowledge

checks. Failure to take final exam will result in a final course grade of FAN.

The MATH 0902 course average is determined by:

40% Scheduled Knowledge Checks (Four total = 10% each)

30% Course Objectives

30% Final Exam (comprehensive)

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Course Average Attendance Final Course Grade

90% – 100% AND 10 or fewer absences = A#

80% – 89% AND 10 or fewer absences = B#

70% - 79% AND 10 or fewer absences = C#

0% - 69% AND 10 or fewer absences = F#

0% - 100% AND > 10 absences OR missing Final Exam = FAN

Midterm Grade/Progress Checks: Your midterm grade will consist of the weighted average of knowledge checks

and course objectives to date. This grade is only meant to be an estimate of current progress in the class and can be

different than your final course grade. Your instructor will provide periodic checks to ensure you are making

sufficient progress toward course completion based on your pacing in the lab.

Missed Knowledge Checks: Retakes are NOT ALLOWED. Requests for a makeup knowledge check are ONLY

allowed for the reasons outlined in the AUM Attendance Policy and must be justified with an official written

excuse:

1. official university events with excuses provided in advance by the head of the University unit involved

(e.g. for intercollegiate athletic matches, required academic events/academic travel)

2. student illness/medical emergency or medical emergency for member of student’s immediate family

3. death of a member of student’s immediate family

4. military orders (notification should occur prior to the absence)

5. jury duty or court subpoena (notification should occur prior to the absence)

6. religious holiday (notification should occur prior to the absence)

7. weather emergencies or perilous driving conditions (with notification if feasible)

The student should initiate the makeup by contacting their instructor, preferably in advance of the absence. Your

instructor will then verify the written excuse and set the makeup date/time. Please do not request a make-up if you

do not have a valid reason as outlined above.

Makeup Work/Open Lab: Students seeking to stay on track, make up missed work, or take a scheduled

knowledge check may attend Open Lab for 75 minutes. All Open Labs are held on Friday from 8:00 AM to 12:00

PM. To make an appointment for Open Lab:

8) Go to MyAUM. 9) Click on Advisortrac. 10) Click on Search Availability. 11) In the box below Center, select Math Lab. 12) In the box below Reason, select Open Lab. 13) Click Search. 14) Select the time you want and type in your phone number.

You will receive an email confirming your appointment immediately after making your appointment. Students who

cannot keep their Open Lab appointment are strongly encouraged to cancel the appointment to make space and time

for students who wish to attend Open Lab.

Class Behavior: Food and drinks are not allowed in the math lab. Students are expected to be respectful to the

instructor and other students.

Calculator Policy: Calculators are provided within the software. Outside calculators are not permitted.

Electronic Devices: Cell phones, computers, tablets, and other electronic devices must be powered off, set to emit

no audible sound, and put away during class.

Free Academic Support: All students have the opportunity to receive free academic support at AUM. Visit the

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Learning Center (LC) in the WASC on second floor Library or the Instructional Support Lab (ISL) in 203 Goodwyn

Hall. The LC offers writing consulting as well as tutoring in almost every class through graduate school. The LC

may be reached at 244-3470 (call or walk-in for a session), and the ISL may be reached at 244-3265. ISL tutoring is

first-come-first served.

Academic Integrity: Students are expected to maintain academic integrity in all work in this course. See the AUM

Undergraduate Catalog for details. Procedures for violations are outlined in the Aumanac. Cheating of any form is

not tolerated and violators will be punished pursuant to the university policy.

Withdrawing from the Course: A student may drop the course with a grade of W (Withdrawn) if done before

October 25. Courses may be dropped on the AUM Web site (www.aum.edu), in the Records Office, or in the

department of the student’s major. It is the responsibility of the student to make sure he/she has been dropped from

the course. A student should notify the instructor if he/she drops or withdraws from the course as soon as possible.

Disability Accommodations: Students who need accommodations are asked to arrange a meeting during office

hours to discuss your accommodations. If you have a conflict with my office hours, an alternate time can be

arranged. To set up this meeting, please contact me by e-mail. If you have not registered for accommodation

services through the Center for Disability Services (CDS), but need accommodations, make an appointment with

CDS, 147 Taylor Center, or call 334-244-3631 or e-mail CDS at [email protected].

Schedule of Major Topics: The following study plan will ensure completion within one semester, even for

students starting near the beginning of the course content based on their initial knowledge check:

Week 1: Real Numbers Week 8: Rational Expressions and Equations

Week 1: Linear Equations and Inequalities Week 9-10: Relations and Functions

Week 2: Graphing Linear Equations Week 11: More Equations and Inequalities

Week 3: Systems of Linear Equations Week 12-13: Radicals

Week 4-5: Polynomials and Exponents Week 14: Quadratic Equations

Week 6-7: Factoring Polynomials

Accessing the Course for the first time:

1. Open a new browser tab and enter www.aleks.com

2. Click in Yellow Box: New Student? Sign Up Now!

3. Enter this Class Code: AMWUY-V4WGH

4. Select “No, I have not used ALEKS before”

5. Enter your personal/AUM information

6. Write down your Login Name and Password in your notebook for future reference

7. You will access the course using the above link and your Login information from now on.

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Appendix 9 - Aligning Math Course Content to Degree Program Requirements

Math Skills/Proficiency Checklist Below is an estimate of the amount of familiarity with a mathematics topic and/or proficiency in the use of a mathematics skill that is needed for (and/or is beneficial to) successful completion of follow-on course work in a chosen degree plan. KEY: EA = Elementary Algebra/MATH 0703; IA = Intermediate Algebra/MATH 0803; CA = College Algebra/MATH 1050; FM = Finite Mathematics/MATH 1100; ES = Elementary Statistics/MATH 2670 1 Little or none required (for a student's progression toward degree completion) 2 Moderate or somewhat significant amount required 3 Significant or fairly high amount required

Mathematics Topic or Skill Relative Amount of Familiarity/Proficiency

Required and/or Desired

Additional Comments for Consideration

Low1 Med2 High3

Prime Factors and the Least Common Multiple EA

Fractions and Mixed Numbers EA

Decimals and Percents EA

Symbols and Sets of Numbers EA

Properties of Real Numbers EA

Adding and Subtracting Real Numbers EA

Multiplying and Dividing Real Numbers EA

Order of Operations EA

Rounding and Estimating -

Ratios, Rates and Proportions -

Area and Perimeter -

Lines and Angles -

Plane Figures and Solids -

Volume -

Pythagorean Theorem -

Congruent and Similar Triangles -

Simplifying Algebraic Expressions EA

Solving Linear Equations EA

An Introduction to Problem Solving EA

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Formulas and Problem Solving EA

Percent and Mixture Problem Solving EA

Linear Inequalities EA

Absolute Value Inequalities CA

Rectangular Coordinate System EA

Graphing Linear Equations EA

Intercepts EA

Slope and Rate of Change EA

Equations of Lines EA

Graphing Linear Inequalities in Two Variables EA

Solving Systems of Linear Equations EA

Systems of Linear Equations/Problem Solving EA

Exponents EA

Negative Exponents and Scientific Notation EA

Polynomials EA

Adding and Subtracting Polynomials EA

Multiplying and Dividing Polynomials EA

Dividing Polynomials - Remainder and Factor Theorems

CA

The Greatest Common Factor and Factoring by Grouping

IA

Factoring Trinomials IA

Factoring by Special Products IA

Solving Quadratic Equations and Problem Solving

IA

Simplifying Rational Expressions IA

Multiplying and Dividing Rational Expressions IA

Adding and Subtracting Rational Expressions IA

Solving Equations Containing Rational Expressions

IA

Problem Solving with Rational Equations IA

Simplifying Complex Fractions IA

Introduction to Functions IA

Polynomial and Rational Functions IA

Zeros of Polynomial Functions CA

Rational Functions and Their Graphs CA

Polynomial and Rational Inequalities CA

Interval Notation/Domains and Ranges/Piecewise Functions

-

Shifting and Reflecting Graphs of Functions IA

Transformations of Functions CA

Solving Systems of Linear Equations in Three Variables

-

Partial Fractions CA

Solving Systems of Equations Using Matrices -

Systems of Linear Inequalities -

Variation and Problem Solving -

Measures of Variation -

Modeling Using Variation CA

Square Roots, Radical Expressions, and Radical Functions

IA

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Rational Exponents IA

Simplifying Radical Expressions IA

Adding, Subtracting, and Multiplying Radical Expressions

IA

Rationalizing Numerators/Denominators of Radical Expressions

IA

Radical Equations and Problem Solving IA

Complex Numbers IA

Solving Quadratic Equations IA

Solving Equations by Using Quadratic Methods IA

Nonlinear Inequalities in One Variable IA

Quadratic Functions and Their Graphs IA

The Algebra of Functions -

Inverse Functions CA

Combinations of Functions; Composite Functions

CA

Exponential Functions CA

Exponential Growth and Decay Functions CA

Doubling Time and Half-Life -

Real Population Growth -

Modeling Data CA

Logarithmic Functions CA

Properties of Logarithms CA

Common Logarithms, Natural Logarithms, and Change of Base

CA

Exponential and Logarithmic Equations and Problem Solving

-

The Parabola and the Circle IA

Distance and Midpoint Formulas CA

The Ellipse and the Hyperbola -

Solving Nonlinear Systems of Equations -

Systems of Nonlinear Equations in Two Variables

CA

Nonlinear Inequalities and Systems of Inequalities

CA

Banking and Checking Accounts -

Gross Pay: Wages and Salaries -

Income Tax -

Social Security, Medicare, and Other Taxes -

Property Tax -

Property Insurance -

Life Insurance -

Loan Payments, Credit Cards, and Mortgages -

Simple and Compound Interest -

Principal, Rate, and Time -

Types of Loans -

Inflation -

Savings Plans and Investments -

Budgeting -

Annuities and Retirement Accounts -

Stocks, Bonds, and Mutual Funds -

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Invoices and Trade Discounts -

Series Discounts and Single Discount Equivalents

-

Markup on Cost and Selling Price; Markdown -

Turnover and Valuation of Inventory -

Depreciation -

Systems of Linear Equations and Augmented Matrices

FM

Gauss—Jordan Elimination FM

Matrices: Basic Operations FM

Inverse of a Square Matrix FM

Matrix Equations and Systems of Linear Equations

FM

Leontief Input—Output Analysis -

The Table Method: An Introduction to the Simplex Method

-

The Simplex Method: Maximization w/ Constraints of the Form ≤

-

The Dual Problem: Minimization with Constraints of the Form ≥

-

Maximization and Minimization with Mixed Problem Constraints

-

Logic; Conditional Statements FM

Propositions and Truth Values -

Analyzing Arguments -

Inductive and Deductive Reasoning -

Mean, Median, Mode, and Range -

Frequency Distribution -

Variance and Standard Deviation -

Sampling Techniques -

Basic Counting Principles FM

Permutations and Combinations FM

Sample Spaces, Events, and Probability FM

Union, Intersection, and Complement of Events; Odds

FM

Venn Diagrams -

Conditional Probability, Intersection, and Independence

FM

Assessing Risk -

Bayes’ Formula FM

Random Variable, Probability Distribution, and Expected Value

FM

Discrete Probability Distributions ES

Normal Probability Distributions ES

Confidence Interval Estimation -

Estimating Parameters and Determining Sample Sizes

ES

Large Random Samples -

Sampling Distributions of Estimators -

Hypothesis Testing ES

Statistical Significance -

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Inferences from Two Samples ES

Correlation and Linear Regression ES

Multiple Regression -

Goodness-of-Fit and Contingency Tables -

Analysis of Variance -

Chi-square Tests -

Nonparametric Tests -

Statistical Process Control -

Ethics in Statistics -

Time-Series Forecasting -

Properties of Markov Chains FM

Regular Markov Chains FM

Absorbing Markov Chains FM

Defining and Collecting Data -

Exploring Data with Statistical Tables and Graphs

ES

Describing and Comparing Data ES

How Numbers Can Deceive: Polygraphs, Mammograms, etc.

-

Graphing Data FM

Pictographs, Bar Graphs, Histograms, and Line Graphs

-

Circle Graphs -

Euler Path and Circuits -

Hamilton Paths and Circuits -

Measures of Central Tendency FM

Measures of Dispersion FM

Bernoulli Trials and Binomial Distributions FM

Normal Distributions FM

Strictly Determined Games -

Mixed-Strategy Games -

Linear Programming and 2 x 2 Games: A Geometric Approach

-

Linear Programming and m x n Games: Simplex/Dual Problem

-

Conversions Between U.S. and Metric Systems of Measurement

-

Theory of Voting -

Apportionment; Flaws in Voting System -

KEY: EA = Elementary Algebra/MATH 0703; IA = Intermediate Algebra/MATH 0803; CA = College Algebra/MATH 1050; FM = Finite Mathematics/MATH 1100; ES = Elementary Statistics/MATH 2670 1 Little or none required (for a student's progression toward degree completion) 2 Moderate or somewhat significant amount required 3 Significant or fairly high amount required

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From: Haiyan Bai

Sent: Wednesday, January 23, 2019 3:51 PM

To: Anthony Moninski

Subject: RE: Permission to use MAS-R instrument

Dear Tony,

I am happy to know that you are doing research in this area. You have my permission to use MAS-R. I

appreciate it if you could share your study results with me once it is done.

Good luck to your study,

Haiyan ====================================

Haiyan Bai, Ph.D.

Professor

Quantitative Methodology

College of Community Innovation & Education

University of Central Florida

222J Education Complex

PO Box 161250

Orlando, FL 32816-1250 [email protected]

Appendix 10 - Approval to use MAS-R Instrument in the QEP

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Appendix 11 - MAS-R Instrument Survey Items. (adapted from Measuring Mathematics Anxiety: Psychometric Analysis of a Bidimensional Affective Scale, Haiyan Bai, LihShing Wang, Wei Pan, and Mary Frey, 2009).

For each statement below, circle the most appropriate response using this scale:

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

I find math interesting 1 2 3 4 5

I get uptight during math tests 1 2 3 4 5

I think that I will use math in the future 1 2 3 4 5

I am unable to think clearly when doing a math test

1 2 3 4 5

Math relates to my life 1 2 3 4 5

I worry about my ability to solve math problems

1 2 3 4 5

I get a sinking feeling when I try to do math 1 2 3 4 5

I find math challenging 1 2 3 4 5

Mathematics makes me feel nervous 1 2 3 4 5

I would like to take more math classes 1 2 3 4 5

Mathematics makes me feel uneasy 1 2 3 4 5

Math is one of my favorite subjects 1 2 3 4 5

I enjoy learning with mathematics 1 2 3 4 5

Mathematics makes me feel confused 1 2 3 4 5

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Appendix 12 – Proposed MATH 1200, Mathematical Applications (Syllabus)

MATH 1200-? Mathematical Applications Spring 2020 – CRN: ????

____________________________________________________________________________________________

Lecture Schedule: [M/W] [8:00-9:15] (75 minutes, period 1)

Lecture Room: [insert] Goodwyn Hall

Instructor: [insert]

Office: [insert]

Phone: [insert]

E-mail: [insert]

Office Hours: [insert]

Important Dates:

February 10 Last day to drop/resign classes

[insert CEF date] Class evaluations

March 17-21 Spring Break!

April 24 Last day of classes

Text: Using & Understanding Mathematics: A Quantitative Reasoning Approach, 13th Edition, by Bennett and

Briggs, published by Pearson, 2019.

Prerequisites: A score of 22 on the ACT math sub-section or a score of 520/550 on the SAT math subsection or a

score of 35-45 on the AUM Mathematics Placement Test.

Catalog Description: Primarily for students not continuing to calculus. Sets, truth values, problem-solving,

numerical applications, managing money, taxes, fundamentals of statistics, probability, modeling, fundamentals of

geometry, and theory of voting. Additional topics as time allows.

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Course Rationale: MATH 1200 satisfies the university’s core mathematics requirement. It prepares students for a

variety of non-STEM career paths by developing their quantitative literacy and critical thinking skills using

mathematical applications encountered in everyday life.

Course Objectives: Upon successful completion of this course the student will demonstrate an understanding of

and ability to apply each of the following topics (time permitting):

55

Propositions and Truth Values

Fundamentals of Geometry

Approaches to Problem-Solving

Applications with Numbers

Income Taxes

Savings Plans and Investments

Loan Payments and Mortgages

Statistical Inference

Correlation, Variation, Distributions

Counting and Probability

Linear vs Exponential Growth

Theory of Voting

Course Credit Information: MATH 1200 is a three credit hour course.

Method of Instruction: MATH 1200 includes interactive lectures, in-class discussion, and group activities.

Student participation is highly encouraged.

Homework: Homework problems from each textbook section are listed in the attached outline; homework is due

the class period after the material is covered. Late homework will not be accepted. It is essential to complete ALL

homework assignments if you intend to do well in this course. Expect to devote at least five hours each week to

homework and study. There are 21 assignments, they are worth 20 points each, and I will drop your lowest six

scores. You are expected to read the sections ahead of the lecture/discussions!

Tests: There will be three full-session in-class cumulative exams (150 points each). NO makeup tests are

allowed. If you miss an exam, the final exam will replace only one missed test for “excused” absences as outlined

in the AUM Attendance Policy and only with appropriate verification. If you miss two tests you will receive a zero

for the second one unless you have extensive documentation for your absences.

Midterm Grade: Your midterm grade will consist of the average of the homework and the exams given to date.

This grade is only meant to be an estimate of current progress in the class and can be quite different than your final

course grade.

Final Exam: There will be a comprehensive final exam at the end of the semester. Being absent from the final

exam will result in a course grade of FA unless you prove to the instructor’s satisfaction, and with appropriate

documentation, that your absence was unavoidable. You may then make up the final exam at the instructor’s

convenience. Your score on the final exam cannot be dropped.

Your final exam is scheduled for [insert mon/day/year] at [insert time] in Room [insert] Goodwyn Hall.

Class Environment: Please be courteous to your fellow students and the instructor at all times. For example, do not

converse with other students, use any electronic devices, or sleep during the lecture. DO NOT PLAY ON YOUR

PHONE OR LISTEN TO MUSIC DURING CLASS!!

Cell phones, computers, tablets, and other electronic devices must be powered off, set to emit no audible sound, and

put away during class. If you must answer a cell phone call during class, please quietly leave the classroom and

move to a location where your conversation does not disrupt any class in progress. Cell phones must be turned

OFF during all tests/exams.

Children should not be brought to class, except in emergency circumstances and only with the permission of the

instructor prior to class time. AUM prohibits smoking in campus buildings.

Calculator Policy: A Texas Instrument’s TI-30X IIS is more than sufficient for this class. Calculators may NOT

be allowed on ALL tests/exams, but may be used for any homework assignment or in-class discussion. However,

students are still required to show, step by step, ALL of the mathematical procedure for each problem in order to get

full credit on a test/exam. Graphing calculators featuring a CAS (Computer Algebra System, e.g. TI-89 or TI-

92) are not allowed. Please bring your own calculator to all class meetings and exams. Cell phones are NOT

allowed to be used as a calculator during tests/exams.

Attendance: Attendance will be taken at each class meeting. A student is considered to be absent if they come in

after attendance has been taken or leave more than five minutes early. Perfect or near-perfect class attendance is

56

important for students to gain and demonstrate competency in course concepts and skills. Students are expected to

accept responsibility for class attendance and to complete assignments and examinations as scheduled by the

instructor. Students are solely responsible for catching up on material that they miss due to any absence. Be

advised that missing all of the first three class meetings automatically disqualifies you for financial aid. For more

information, see the list of acceptable reasons for absences listed in the AUM Attendance Policy.

Grading Policy: Your semester grade will be computed as follows:

Homework (HW) – 30% of course grade

Test Average (TA) – 45% of course grade

Final Exam (FE) – 25% of course grade

The following grading scale will be used to determine your semester grade:

A (90-100)

B (80-89)

C (70-79)

D (60-69)

F (59 and below)

To calculate your grade manually, use this formula: Course Grade = HW(0.30) + TA(0.45) + FE(0.25)

You can check your test grades on Blackboard. All borderline cases will be determined according to class

attendance, student participation, and overall effort. If you have more than 3 absences the instructor reserves the

right to assign a course grade of FA.

Free Academic Support: All students have the opportunity to receive free academic support at AUM. Visit the

Learning Center (LC) in the WASC on second floor Library or the Instructional Support Lab (ISL) in 203 Goodwyn

Hall. The LC.ISL offers writing consulting as well as tutoring in almost every class through graduate school. The

LC may be reached at 244-3470 (call or walk-in for a session), and the ISL may be reached at 244-3265. ISL

tutoring is first-come-first served. Current operating hours can be found at https://www.aum.edu/learningcenter.

Academic Integrity: Students are expected to maintain academic integrity in all work in this course. See the AUM

Undergraduate Catalog for details. Procedures for violations are outlined in the Aumanac. Cheating of any form is

not tolerated and violators will punished on a case-by-case basis.

Disability Accommodations: Students who need accommodations are asked to arrange a meeting during office

hours to discuss your accommodations. If you have a conflict with my office hours, an alternate time can be

arranged. To set up this meeting, please contact me by e-mail. If you have not registered for accommodation

services through the Center for Disability Services (CDS), but need accommodations, make an appointment with

CDS, 147 Taylor Center, or call 334-244-3631 or e-mail CDS at [email protected].

Withdrawing from the Course: A student may drop the course with a grade of W (Withdrawn) if done before the

date below. Courses may be dropped on the AUM Web site (www.aum.edu), in the Records Office, or in the

department of the student’s major. It is the responsibility of the student to make sure he/she has been dropped from

the course. A student should notify the instructor if he/she drops or withdraws from the course as soon as possible.

[Lecture instructors should include a table listing your tentative lecture schedule, e.g. class day, date, topics

covered, etc.]

57

Appendix 13 – Proposed MATH 1000, Quantitative Reasoning (Syllabus)

MATH 1000-? Quantitative Reasoning Spring 2020 – CRN: ????

_____________________________________________________________________________________________

Lecture Schedule: [M/W] [8:00-9:15] (75 minutes, period 1)

Lecture Room: [insert] Goodwyn Hall

Instructor: [insert]

Office: [insert]

Phone: [insert]

E-mail: [insert]

Office Hours: [insert]

Important Dates:

February 10 Last day to drop/resign classes

[insert CEF date] Class evaluations

March 17-21 Spring Break!

April 24 Last day of classes

Text: A Survey of Mathematics with Applications, 10th Edition, by Angel, Abbott and Runde, published by

Pearson Education, Inc. 2017.

Prerequisites: A score of 22 on the ACT math sub-section or a score of 520/550 on the SAT math subsection or a

score of 46 on ALEKS.

Catalog Description: Primarily for students not continuing to calculus. Sets, logic, number theory, linear and

quadratic equations, metric system, geometry, consumer math, probability, statistics, graph theory, and voting and

apportionment. Additional topics as time allows.

Course Rationale: MATH 1000 satisfies the university’s core mathematics requirement. It prepares students for a

variety of non-STEM career paths by developing their quantitative literacy and critical thinking skills using

mathematical applications encountered in everyday life.

Course Objectives: Upon successful completion of this course the student will demonstrate an understanding of

and ability to apply each of the following topics (time permitting):

58

Sets and Venn Diagrams

Logic and Truth Tables

Real Numbers, Exponents, and Scientific

Notation

Linear Equations and Inequalities

Metric System and Conversions

Fundamentals of Geometry

Loans, Interest, and Mortgages

Basics of Probability and Statistics

Graphs, Paths, and Circuits

Voting and Apportionment Method

Course Credit Information: MATH 1000 is a three credit hour course.

Method of Instruction: MATH 1000 includes interactive lectures, in-class discussion, and group activities.

Student participation is highly encouraged.

Homework: Homework problems from each textbook section are listed in the attached outline; homework is due

the class period after the material is covered. Late homework will not be accepted. It is essential to complete ALL

homework assignments if you intend to do well in this course. Expect to devote at least five hours each week to

homework and study. There are 21 assignments, they are worth 20 points each, and I will drop your lowest six

scores. You are expected to read the sections ahead of the lecture/discussions!

Tests: There will be three full-session in-class cumulative exams (150 points each). NO makeup tests are

allowed. If you miss an exam, the final exam will replace only one missed test for “excused” absences as outlined

in the AUM Attendance Policy and only with appropriate verification. If you miss two tests you will receive a zero

for the second one unless you have extensive documentation for your absences.

Midterm Grade: Your midterm grade will consist of the average of the homework and the exams given to date.

This grade is only meant to be an estimate of current progress in the class and can be quite different than your final

course grade.

Final Exam: There will be a comprehensive final exam at the end of the semester. Being absent from the final

exam will result in a course grade of FA unless you prove to the instructor’s satisfaction, and with appropriate

documentation, that your absence was unavoidable. You may then make up the final exam at the instructor’s

convenience. Your score on the final exam cannot be dropped.

Your final exam is scheduled for [insert mon/day/year] at [insert time] in Room [insert] Goodwyn Hall.

Class Environment: Please be courteous to your fellow students and the instructor at all times. For example, do not

converse with other students, use any electronic devices, or sleep during the lecture. DO NOT PLAY ON YOUR

PHONE OR LISTEN TO MUSIC DURING CLASS!!

Cell phones, computers, tablets, and other electronic devices must be powered off, set to emit no audible sound, and

put away during class. If you must answer a cell phone call during class, please quietly leave the classroom and

move to a location where your conversation does not disrupt any class in progress. Cell phones must be turned

OFF during all tests/exams.

Children should not be brought to class, except in emergency circumstances and only with the permission of the

instructor prior to class time. AUM prohibits smoking in campus buildings.

Calculator Policy: A Texas Instrument’s TI-30X IIS is more than sufficient for this class. Calculators may NOT

be allowed on ALL tests/exams, but may be used for any homework assignment or in-class discussion. However,

students are still required to show, step by step, ALL of the mathematical procedure for each problem in order to get

full credit on a test/exam. Graphing calculators featuring a CAS (Computer Algebra System, e.g. TI-89 or TI-

92) are not allowed. Please bring your own calculator to all class meetings and exams. Cell phones are NOT

allowed to be used as a calculator during tests/exams.

Attendance: Attendance will be taken at each class meeting. A student is considered to be absent if they come in

after attendance has been taken or leave more than five minutes early. Perfect or near-perfect class attendance is

important for students to gain and demonstrate competency in course concepts and skills. Students are expected to

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accept responsibility for class attendance and to complete assignments and examinations as scheduled by the

instructor. Students are solely responsible for catching up on material that they miss due to any absence. Be

advised that missing all of the first three class meetings automatically disqualifies you for financial aid. For more

information, see the list of acceptable reasons for absences listed in the AUM Attendance Policy.

Grading Policy: Your semester grade will be computed as follows:

Homework (HW) – 30% of course grade

Test Average (TA) – 45% of course grade

Final Exam (FE) – 25% of course grade

The following grading scale will be used to determine your semester grade:

A (90-100)

B (80-89)

C (70-79)

D (60-69)

F (59 and below)

To calculate your grade manually, use this formula: Course Grade = HW(0.30) + TA(0.45) + FE(0.25)

You can check your test grades on Blackboard. All borderline cases will be determined according to class

attendance, student participation, and overall effort. If you have more than 3 absences the instructor reserves the

right to assign a course grade of FA.

Free Academic Support: All students have the opportunity to receive free academic support at AUM. Visit the

Learning Center (LC) in the WASC on second floor Library or the Instructional Support Lab (ISL) in 203 Goodwyn

Hall. The LC.ISL offers writing consulting as well as tutoring in almost every class through graduate school. The

LC may be reached at 244-3470 (call or walk-in for a session), and the ISL may be reached at 244-3265. ISL

tutoring is first-come-first served. Current operating hours can be found at https://www.aum.edu/learningcenter.

Academic Integrity: Students are expected to maintain academic integrity in all work in this course. See the AUM

Undergraduate Catalog for details. Procedures for violations are outlined in the Aumanac. Cheating of any form is

not tolerated and violators will punished on a case-by-case basis.

Disability Accommodations: Students who need accommodations are asked to arrange a meeting during office

hours to discuss your accommodations. If you have a conflict with my office hours, an alternate time can be

arranged. To set up this meeting, please contact me by e-mail. If you have not registered for accommodation

services through the Center for Disability Services (CDS), but need accommodations, make an appointment with

CDS, 147 Taylor Center, or call 334-244-3631 or e-mail CDS at [email protected].

Withdrawing from the Course: A student may drop the course with a grade of W (Withdrawn) if done before the

date below. Courses may be dropped on the AUM Web site (www.aum.edu), in the Records Office, or in the

department of the student’s major. It is the responsibility of the student to make sure he/she has been dropped from

the course. A student should notify the instructor if he/she drops or withdraws from the course as soon as possible.

[Lecture instructors should include a table listing your tentative lecture schedule, e.g. class day, date, topics covered,

etc.]

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