Program did not provide date of the last comprehensive review.
Program Description
The UHMC remedial/developmental mathematics program offers two courses using the Emporium Model to prepare students for career and college level programs.
A formal remedial/developmental mathematics mission statement has not yet been drafted by UHMC.
Part I. Quantitative Indicators
Overall Program Health:
Cautionary
Demand Indicators
Program Year
Demand Health Call
10-11
11-12
12-13
1
Enrolled in any Remedial/Developmental
1,468
1,493
1,274
Healthy
2
Semester Hours Taught
332
358
339
3
* Student Semester Hours (SSH) Taught
6243
6543
5716
4
Full Time Students (Fall) Enrolled
531
523
433
5
Full Time Students (Spring) Enrolled
499
328
277
6
Number of Classes Taught
97
103
94
Achieving the Dream
AtD Fall Cohort
2009
2010
2011
7
Percent AtD Cohort with Placement
76%
79%
86%
8
AtD Cohort Placing Remdial/Developmental
64%
69%
75%
9
Cohort Enrolling Remedial/Developmental
344
328
429
9a
Percent Cohort Enrolling Remedial/Developmental
57%
53%
59%
10
* Increase Percent Enrolling
21%
-4%
6%
Efficiency Indicators
Program Year
Efficiency Health Call
10-11
11-12
12-13
11
Average Class Size
18.9
18.4
17.2
Cautionary
12
* Fill Rate
91.2%
92.4%
100%
13
Number of Low-Enrolled (<10) Classes
1
4
7
14
* BOR Appointed Faculty (FTE)
1.9
2
2.6
15
Non-BOR Appointed Faculty Teaching Classes
19
17
14
16
Percentage Classes Taught by Regular Discipline Faculty
16%
17%
23%
17
Percentage Classes Taught by non Regular Discipline Faculty
84%
83%
77%
18
Program Budget Allocation
$499,619
$432,772
$562,876
18b
Tution and Fees
$0
$11,501
$50,971
19
Cost per SSH
$80
$66
$98
*Data element used in health call calculation
Last Updated: August 13, 2013
Effectiveness Indicators
Program Year
Effectiveness Health Call
10-11
11-12
12-13
Retention (Course Completion)
Unhealthy
20
1 Level Below College Level
90%
92%
90%
21
2 Levels Below College Level
90%
90%
91%
22
3 or More Levels Below College Level
N/A
N/A
N/A
Successful completion (Equivalent C or Higher)
23
1 Level Below College Level
43%
49%
46%
23a
1 Level Below College Level
339
432
446
24
Withdrawals (Grade = W)
78
74
98
25
2 Levels Below College Level
26%
28%
38%
25a
2 Levels Below College Level
272
282
242
26
Withdrawals (Grade = W)
101
103
59
27
3 or More Levels Below College Level
N/A
N/A
N/A
27a
3 or More Levels Below College Level
N/A
N/A
N/A
28
Withdrawals (Grade = W)
N/A
N/A
N/A
Achieving the Dream
AtD Fall Cohort
2009
2010
2011
29
Cohort Enrolled in Remedial Developmental Course
344
328
429
30
Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year
223
127
153
31
Percent Cohort Successful Completion
65%
39%
36%
Remedial/Developmental Pipeline
32
AtD Cohort Size
943
899
959
33
Percent AtD Students Placing Into Remedial/ Developmental Level
64%
69%
75%
34
Percent AtD Cohort Enrolled in Remedial/ Developmental Course
36%
36%
45%
35
Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year
37%
21%
21%
36
Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year
17%
14%
9%
Successful Next Level
Program Year
10-11
11-12
12-13
Persistence (Fall to Spring)
37
* Percent From 1 Level Below College Level, To College Level
36.8%
41.3%
37a
From 1 Level Below College Level, To College level
70
77
77
38
Percent From 2 Levels Below College Level, To 1 Level Below
70%
68%
38a
From 2 Levels Below College Level, To 1 Level Below
107
108
103
39
Percent From 3 or More Levels Below College Level, To 2 Levels Below
N/A
N/A
39a
From 3 or More Levels Below College Level, To 2 Levels Below
N/A
N/A
N/A
Success in Subsequent Level (Equivalent C or Higher)
40
College Level From 1 Level Below
49
47
38
40a
* Percent College Level From 1 Level Below
61%
49.3%
41
1 Level Below From 2 Levels Below College Level
56
63
52
42
2 Levels Below From 3 or More Levels Below College Level
Demand for developmental math continues to be high, with the number of sections at 94.
The number of students enrolled in AYE 2013 was 1,274.
The fill rate is up from 92% in AYE 2012 to 100% in AYE 2013.
Of the 94 sections offered, 7 were low-enrolled. One of the low-enrolled sections was in Lahaina, 2 were on Lana'i, and the remaining 4 were on Moloka’i.
77% of the courses were taught by Non-BOR appointed faculty.
Effectiveness as measured by course completion was 90% - 91% for each of the courses taught.
Retention (C or higher) 2 Levels Below College Level was 38% in AYE 2013, up from 28% in AYE 2012. Retention was 46% for 1 Level Below College Level.
The persistence from fall to spring for students enrolled in an Achieving the Dream Cohort, for students advancing from 1 level below college level math to college level math, increased from 40 in AYE 2010 to 77 in AYE 2013.
Due to the nature of the Emporium Model, students are able to complete a math class in less than one semester. In Fall 2012, we had 9 students complete both MATH 18 and MATH 82 in one semester. This means that these 9 students placed into and began in the lowest level of math, 2 levels below college level, and were able to take their college level MATH course after just one semester. This number is up from 3 in Spring 2012.
Program Actions
As a result of the accelerated course sequence, we needed to offer 5 MATH 103 sections in Spring 2013, compared to 4 sections in Spring 2012, 2 sections in Spring 2011 and 2 sections in Spring 2010.
In order to have students prepared to work on the first day of class, each student enrolled in a course prior to the start of the semester was emailed a letter of introduction, course syllabus, syllabus agreement, and course calendar.
Additionally we upgraded from MyMathLab to MyLabsPlus (MLP). MLP allows for batch enrollment prior to the first day of class, so that the first day of class can be used for relationship building, rather than registering students into the online software.
In order to build the relationship between classmates and the student-teacher relationship, the first day of class continued to focus on relationship-building activities.
In order to promote the completion of 2 developmental MATH courses in one semester, MATH 82 credit continued to be given for free to any student who began the semester in MATH 18 and completed both MATH 18 and MATH 82 in the same semester.
Increased retention indicates that students are coming into 1-level below stronger from 2-levels below.
Incompletes are not permitted for students taking MATH 18 and MATH 82. Weekly reports continue to show that this policy has continued to result in many students completing the course who would have requested an incomplete and either not completed the course or lost time in completing the math sequence.
The Emporium Model continues to require students to spend one hour and fifteen minutes per week in a classroom at a specific day and time with a dedicated instructor. They spent an additional 2-3 hours per week for MATH 18 and MATH 82 respectively in the Developmental Math Computer Lab, Kupa'a 203.
The workload for faculty teaching MATH 18 or MATH 82 increased from 1.25 hours in the classroom and 1.25 hours in the MATH lab to 1.25 hours in the classroom and 3.5 hours in the math lab with compensation increasing from 2 credits to 3 credits per section.
All homework, quizzes and exams were assessed using the MyLabsPlus computer software.
Based on a Survey given to Students, we put 1 peer mentor in each classroom
Pay for 2 peer mentors in each classroom was obtained from a UHCC Developmental Education Grant. The decision to increase from 1 to 2 peer mentors per classroom came from the results of a survey given to students.
Based on the the results of the Survey given to Students, one math instructor implemented 15-30 minute lectures at the start of each class. Because this was well received by her students, all math instructors were encouraged to do the same in Fall 2013.
Due to computers breaking at times, the Math Lab purchased Laptops to be used at broken stations when the lab is full.
Using the tech fee, the math department has purchased 20 new computers.
Math classes were again waitlisted. Instructors had to allow up to 22 students per class to accommodate waitlisted students, although a survey indicated that students thought 17-20 students per class was most appropriate.
FTE of BOR appointed faculty is minimal, with only 23% of developmental math classes taught by BOR appointed faculty. This ratio is still far too low to sustain this important program.
Our program efficiency remains cautionary due to the low number of BOR appointed faculty teaching classes.
Part III. Action Plan
Due to the increase in successful completion of these courses, it was decided to keep the amount of time required in the Math Computer Lab at 2 hours per week for MATH 18 and 3 hours per week for MATH 82.
After reviewing data from weekly reports, we have identified where students struggle the most. Since this point comes early in the textbook, students wind up frustrated early and stop coming to class or doing their work. As such, for Fall 2013, we ordered new textbooks where this topic can be introduced later in MATH 18 once students have a stronger foundation.
Students who completed MATH 18 in Spring 2013 can still take MATH 82 in the old textbook, so they will not be asked to purchase any new material.
Study skills modules will be embedded in the MATH 18 curriculum.
For Fall 2013, there will be pre-quizzes for all modules. Pre-quizzes give students credit for their prior knowledge. These can be taken at home. When a student takes the pre-quiz, any objective that he/she already shows mastery in will be automatically marked correct on the accompanying homework assignments. This will greatly reduce the workload for students who need help only in a few areas. For those students who need help in all areas, the pre-quiz will not negatively impact them at all. When a student opens the pre-quiz, if he/she decides that he/she doesn’t know any of the questions, the student can submit right away. The score of the pre-quiz will not impact students’ grades.
More student mentors were hired before and during the Fall 2013 semester to assist in the Math Computer Lab and classrooms.
For Fall 2013, we were able to place two student mentors in every MATH 18 and MATH 82 classroom.
We will continue to waitlist all math classes.
To serve waitlisted students, we need to secure an additional computer classroom that can be used for both the developmental and college level math courses.
Add faculty positions in math to support the developmental math program, the college level math program, and the CTE math programs.
We will continue to evaluate the retention and persistence of accelerated math courses in particular as it relates to college level math courses, using the new MyLabsPlus software.
Dialogue with system faculty on standardized policies, such as the COMPASS placement scores, for all UHCC developmental math programs.
Professional development opportunities for developmental math faculty will continue to be encouraged. The Annual Conference of the American Mathematical Association of Two-Year Colleges (AMATYC), NADE and NCAT are appropriate for instructional faculty since their focus is on innovation and student success through curriculum and instruction. Attendance at AMATYC conferences was crucial to the adoption and implementation of the accelerated math course redesign.
As a result of a focus on relationship building during the first class meeting seemingly leading to increased lab attendance during the first week, we will continue to implement.
Encourage all Developmental MATH instructors to incorporate mini lectures into their classes.
Dedicated BOR-appointed faculty members nourishing this discipline and inspiring students with enthusiasm for their study is needed to support student success. Experienced and qualified lecturers are hard to find.
In an effort to motivate students who do not complete MATH 18 or MATH 82 in one semester to re-enroll in the next semester, we will continue our Import Policy. Students are only be able to continue where they left off if they re-enroll the next semester.
The Import Policy also states that work will only be imported if the entire Module is complete, including passing the quiz. This is an effort to motivate students to follow the course calendar provided to them on the first day of class, rather than skip around.
The MATH 18 Task Force accomplished its goal of creating a MATH 18 Orientation for Fall 2013. The Task Force will analyze success data for students who attended the Orientation versus those who did not.
We will continue to allow students to earn Math Lab credit for time spent working in MyLabsPlus in the Kaiao Lab and Ho'okahua Lab
The MATH 18 Task Force plans to create a mentoring/coaching program for Math Lecturers.
In Fall 2013, the Math Department will pilot Alternative Placement into College Level Math courses. Members of the high school graduating class of 2013 who had a cumulative GPA of at least 2.6 and passed Algebra II with a C or better will have the option to self place into MATH 100, 103, 111, or 115.
Part IV. Resource Implications
As an example of the need for positions in Math, not only is the demand for college level Math steadily growing, but we only have 2 BOR appointed full time developmental math faculty teaching developmental math class. 77% of Developmental Math classes are taught by non-BOR appointed faculty.
Our MATH 18 retention rate (C or higher) increase by 10% from AYE 2012 to AYE 2013 because we hired one additional full time developmental math faculty. This increased the number from 1 to 2.
The greatest area of resource allocation needs to be expansion of the math computer lab, classrooms for math use, securing math faculty positions, and assigned time for the coordinator.
Secure support staffing for the math computer lab, and find additional classrooms to set up additional student stations and classes to meet unmet student demand.
Hire 4.0 new faculty positions (1 for developmental math, 2 for all math courses, and 1 committed to the Moloka'i campus) to reduce the current over-dependence on lecturers.
Along with salaries, these faculty positions need office space, equipment/technology, staff development opportunities, clerical support, and funds for curriculum/course development.
In addition, as more faculty require classroom technology, the college will need to continue to invest in more classroom equipment and security.
Funding for travel to conferences for professional or staff development is necessary.
We must continue to have funding for 2 student mentors per class once the grant funding goes away.