Math Success Initiative
The Center for Success in Math is currently located in a large conference room in Richland’s Center for Tutoring and Learning Connections on the second floor of Medina Hall. This is an ideal location as 90% of all developmental math instruction takes place in this building. Students referred to the Center for Success in Math receive assistance in the form of supplemental instruction, guidance, test review, approval to re-test in their classroom, referral to student service areas as needed, and other support that will directly impact their learning and academic success. As a result, student retention and success in developmental mathematics is expected to improve and will ultimately lead to increases in graduation rates.
As soon as instructors determine that students are falling behind as evidenced by poor classroom attendance, missed assignments, low test scores, personal problems, and similar issues, they are referred to the Center. Students can also self-refer. Math coaches go over student’s tests and approve re-testing in lab and computer-based sections of DMAT classes. Students in lecture sections who go over their tests with a math coach in the Center receive additional points. The Center has a non-threatening, supportive learning environment where students feel comfortable and at ease. Students find well-trained math experts and a room well equipped with up-to-date technology and cutting-edge courseware such as MyMathLab-MML, Academic Systems Algebra-ASA, and Hawkes Learning System. The Center provides laptop and desktop computers for student use and a dedicated website will include resources and links specifically designed for developmental mathematics students, thus allowing students to work on their immediate needs with help from the triage team of experts. The Center is staffed by six part-time math coaches, and three full-time Instructional Specialist III’s who spend approximately 60% of their time in the Center.
The goal of this retention initiative is to increase the retention and success of both first-time-to-college and continuing under-prepared students who are enrolled in developmental math courses. The objective of this proposal is to provide developmental math students with specific support and special assistance through a dedicated student-centered location, called the Center for Success in Mathematics. Many years of attempts to improve success in math learning have led to the belief that assistance must be provided outside as well as within the classroom. The students may be identified by their instructor or other involved college staff members on the basis of poor performance in a previous math course, poor grades on homework, a low test score, missed classes as a result of an emergency or other unavoidable absences. Other situations that may interfere with student success will also be addressed by math coaches who will refer students to individuals and services such as academic advising, financial aid, disability services, crisis counseling, and other community resources. The following assistance is routinely offered:
Group tutoring in basic math and beginning and intermediate algebra continues to be available to all students through the Center for Tutoring and Learning Connections. The Center for Success in Mathematics provides instruction and services beyond tutoring including help with math or test anxiety, learning style assessment, and time management skills. The math coaching staff has developed relationships with selected student support individuals in order to refer students when other needs are identified.
Currently, success in DMAT courses at Richland varies by mode of instruction (lab, lecture, computer-assisted, and on-line) and level of course (DMAT 0066, 0090, 0097, 0097, and 0099). Approximately 54% of DMAT students complete their course with a grade of A, B, or C. Our developmental math program does not award grades of “I” (incomplete) or “WX” (in progress) as we expect students to complete the required coursework during their semester of enrollment. State policy makers and legislative boards want students to accelerate through, not bog down in endless semesters of enrollment in developmental courses. With the support students will receive through the Center for Success in Mathematics, we expect end-of-course success rates to increase by 5 – 7%.
Other intended student outcomes include the following:
A full-time faculty member receives 40% release to supervise the Center for Success in Mathematics and track student success. The following evaluation strategies will be used: