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Structured Learning Assistance,
Supporting Core Mathematics Courses
Serving Students with Mathematics Deficiencies at APSU
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Austin Peay State UniversityClarksville, Tennessee
A Tennessee Board of Regents University
• Purpose of Project: Reduce time and cost for students while improving satisfactory completion, retention, and graduation rates
• Pre-redesign course structure:
• Lecture based DSPM courses followed by core mathematics course (1984-2005)
• Computer-Based Delivery (My MATH Lab) (2005-07)
• Project status: 4th semester of pilot
Funded with grant from TN Board of Regents FIPSE grant
Chosen by NCAT as 6th National Model
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Impetus for RedesignTN Board of Regents State-Wide Redesign of
Developmental Studies--forget the focus on high school deficiency; place students in courses needed for their majors and provide the support for them to succeed
At APSUUnsatisfactory performance in non-university
level (developmental) mathematicsUnsatisfactory retention-to-graduation ratesDevelopmental courses no longer correlated with
university mathematics core courses
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Why Initiate a Redesign?
43.5 % of APSU students entered the university with a mathematics deficiency
Lower retention rate for students with deficiencies (56.6% vs. 69.7%)
Cost of developmental courses State University Students
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The Redesign Team Faculty—APSU Mathematics Department
Professional Staff Registrar Institutional Research & Effectiveness Instructional Specialist, Academic Support Center Human Resources
Administration Dean, Enrollment Management & Academic Support
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Pre-redesign Model (Math)
DSPM 0800
Elementary Algebra
•ACT 15-16•53.1% success rate
DSPM 0850
Intermediate Algebra
•ACT 17-18•Completed DSPM 0800•51.2% success rate
Math 1010
Mathematical Thought and Practice
•85.0% success rate
Math 1530
Statistics
•56.2% success rate
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Linked Workshop ModelProfessor: Classroom
•Core course content•Grade determination
SLA Leader: Workshop
•Prerequisite competencies•Reinforce key course concepts•Test review
Gui
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Fee
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Results
Student Success Rates
Pre-redesign Post-redesign
Math 1010 33.0% 70.5%
Math 1530 22.5% 51.9%
Note: • The pre-redesign success rates are calculated based on
placement levels and success rates in DSP and core courses.• Assumption: The success rate for the DSP courses is equal to the
probability of a random student passing the course.
• The post-redesign success rates are observed results.
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Results
2006 Cohort (Pre-redesign)
2007 Cohort (Post-redesign)
FTFT students entering with a mathematics deficiency
459 467
Retention rate 59.9% 63.6%
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Results
Cost / Earning ComparisonPre-redesign DSP Course
Core Course Enhanced Course
Cost / student $143 $202 $247
Tuition $321 $756 $756
Difference $178 $554 $509
SLA reduced class space requirements by 70 hours / week.
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Challenges
Technology Student familiarization/ access Banner
Personnel Faculty
Recruiting Hold harmless during pilot SLA Leaders Recruiting Training
Other Balancing the course demand Students needing pre-calculus for major
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Department of Mathematics Dr. Nell Rayburn, Professor of Mathematics [email protected]
Enrollment Management and Academic Support Services
Dr. Harriett McQueen (member, TN Board of Regents Task Force for Redesign of Developmental Studies)
APSU Contacts