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.