nade 2015 – math spin. mat 030mat 060mat 090mat 099 traditional colorado developmental course...
TRANSCRIPT
DEVELOPMENTAL MATH REDESIGNNADE 2015 – MATH
SPIN
Why the change?
MAT 030
MAT 060
MAT 090
MAT 099
Traditional Colorado Developmental Course Sequence
Basic College Math
PreAlgebra Beginning Algebra
Intermediate Algebra
Why the change?
“The more levels of developmental courses a student needs to go through,
the less likely that student is to ever complete college English or math.”
- Thomas Bailey (2009) CCRC Brief.
CCCS Pipeline Example
For a student starting in MAT 090 (Beginning Algebra):
0.60 * 0.80 * 0.60 * 0.80 * 0.60 = 14%14% of students starting in Beginning Algebra complete their college level math classFor a student starting in MAT 060 (PreAlgebra):0.60 * 0.80 * 0.60 * 0.80 * 0.60 * 0.80 * 0.60 = 7% 7% of students starting in PreAlgebra complete their college level math class
The Math Pathway Model
MAT 025 (1)EA 45 - 59
Assessment Prep
(non-credit & not FA eligible)
MAT 050 Quantitative Literacy (4)
EA 30 – 84 or AR > 40
MAT 055 Algebraic Literacy (4)EA 60 - 84
Non-TransferCollege Level
Courses
MAT 103MAT 107MAT 108MAT 109MAT 112EA > 61
Non-STEMCollege Level
Courses
MAT 120MAT 135MAT 155MAT 156
EA > 85
STEMCollege Level
Courses
MAT 121MAT 123
EA > 85MAT 091 (1)EA 30-84 or AR
> 40
MAT 092 (1)EA 80 - 84
MAT 093 (1)EA 80 - 84
Why Two Pathways?
Students pursuing Non-STEM majors need different math skills than students pursuing STEM majorsExamples of Career and Technical: Medical Office Technology, Automotive Tech, Radiology
Examples of Non-STEM: Journalism, Communications, Education
Examples of STEM: Engineering and the Sciences
As a result of these different needs, the learning objectives for the new courses were created using reverse design and overlap was removed.