Co-requisite courses are designed so that a student who takes two courses at the same time either for purposes of remediation or to cover related materials at the same time. For instance, a student may take beginning algebra and pre-algebra or college algebra and intermediate algebra at the same time.
The idea is to teach remedial and college level math simultaneously, in order to strengthen students' understanding of mathematical foundations (http://www.completecollege.org/docs/CCA%20Co-Req%20Model%20-%20Transform%20Remediation%20for%20Chicago%20final(1).pdf).
IMACC is also involved in spurring innovation in math education at the community colleges. Recent initiatives include the creation of a new preparatory mathematics for general education course. It is being forwarded to the IAI panel for statewide articulation
(http://www.imacc.org/connexion/summer2013.pdf). Similarly, Elgin Community College led
development of a new fourth year math course for high school students, which is aligned to Elgin and NIU expectations and is being piloted in 2013 (Schaid).
Lastly NIU designed a women only calculus class in 2001 to provide additional opportunities for female student involvement. Women In Calculus was funded by a $100,000 NSF grant to Amy Levin and Diana Steele. The goal was to allow female students to feel more comfortable without the competition of their male counterparts (http://www.math.niu.edu/programs/ugrad/steele.html). Bernard Harris recalled that students in the program performed very well, but it ended when grant funds ran out (Harris).
Section 4: Methods
Research for this paper primarily consisted of interviewing local individuals involved in the Regional College Readiness Partnership and other educators at the state and national levels. The protocol below was used as a starting point for each interview, with follow up questions as appropriate. In some cases more specific questions were used to gain information on particular programs and issues. The
information was recorded by hand. Care was taken for the interviewer to remain neutral throughout the interview. While the researcher is doubtful that any misinformation is included here, readers will need to consider the range of perspectives and data gathered. Interviewees sometimes advocated for the implementation of a certain product or method. Unintended bias may arise due to interviewees' close relationships, constant exposure, and personal involvement with particular pathways. There may also be unintended bias due to the fact that those interviewed were mostly educators and administrators who bring their own opinions into their answers. While unlikely, there may be intended bias due to a profit motive because money to be made by the implementation of a new pathway at a new institution. These issues must be kept in mind when reviewing any data.
Individuals Interviewed
Kathleen Almy
Associate Professor, Mathematics Rock Valley College
JCSM-0125
3301 North Mulford Road Rockford, IL 61114 815-921-3511
13 Section 4: Methods
[email protected] Lauren Anderko
Mathematics Instructional Coordinator and Associate Professor, Mathematics Elgin Community College
Berg Instructional Center (BIC), room 3081f, 425 Fawell Blvd., Glen Ellyn IL, 60137 630-942-2182
[email protected] Brian Durham
Senior Director for Academic Affairs and Career & Technical Education Illinois Community College Board
Department Chair and Professor, Mathematics Northern Illinois University,
Watson Hall 320A
1425 W. Lincoln Hwy., DeKalb, IL 60115-2828 815-753-6725
[email protected] Rodger Hergert
Math Department Chair and Professor, Mathematics Rock Valley College
Assistant Vice President of Academic Affairs, West Campus Associate Professor, Mathematics
Montgomery County Community College
14 Section 4: Methods
West Campus, 2nd Floor Faculty Offices (Room 232) 101 College Drive
Pottstown, PA, 19464 610-718-1893
[email protected] Tom Pulver
Developmental Education and College Readiness and Assistant Professor, Mathematics Waubonsee Community College
Bodie 121, Sugar Grove Campus Route 47 at Waubonsee Drive Sugar Grove, IL 60554-9454 630-466-5718
[email protected] Medea Rambish
Dean for Developmental Education and College Readiness Waubonsee Community College
Colins Hall Room 160, Sugar Grove Camps Route 47 at Waubonsee Drive
Sugar Grove, IL 60554-9454 630-466-7900 ext. 5778 [email protected] Matt Read
Department Chair and Instructor, Mathematics Kishwaukee College
Associate Dean College Readiness and School Partnerships Elgin Community College
Assistant Chair and Associate Professor, Mathematics Northern Illinois University
Watson Hall 320B
1425 W. Lincoln Hwy., DeKalb, IL 60115-2828 815-753-6723
15 Section 4: Methods
Interview Protocol
Prompt: For this interview a pathway is defined to be a set of courses and curriculum geared towards a certain goal. For example, a statistics pathway would be designed for majors and careers that are statistic heavy, while the calculus pathway (considered the current status quo) is designed with the understanding of calculus being the end goal (possibly geared towards physics, math, engineering, etc.).
The purpose of this study is to answer the question “What are the different available pathways in math education, and what barriers/incentives exist to hinder/promote them?” in some degree. Before we go on, I want to state that I and this report will remain neutral towards the topic of having different pathways in mathematics. No recommendations will be made.
1) What are the current pathways that exist in your institution?
What are the requirements of each pathway (courses, goals, etc.)?
2) What would make a successful pathway?
3) What would make a doomed pathway?
4) Can you think of any barriers that have/can be erected towards the creation of a different pathway at the departmental level?
at the institutional level?
at the state level?
how do the barriers work?
5) Can you think of any incentives or promotion that have/can be provided towards the creation of a different pathway
at the departmental level?
at the institutional level?
at the state level?
how well do the incentives/promotions work?
6) Can you think of any alternative pathways or programs that have been used past or presently?
In the High School
High School to Community College High School to University
In the Community College Community College to University In the University
What were the results?
7) Can you think of any particular programs to help women succeed?
16 Section 4: Methods
8) Can you think of any particular programs to help minorities succeed?
9) Can you think of any particular programs to help at-risk groups succeed?
10) Can you think of any particular programs to help math-phobic students succeed?
11) What kinds of different pathways can you imagine being helpful?
What audiences are these targeted towards?
How might the curriculum vary from the status quo?
12) Can you direct me to any other people or places to obtain more information for this report?
13) Would you like a copy of the report when it is completed?
Prompt: Thank you! I appreciate your input for this report. You have been very helpful.