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Community College Mathematics: Past, Present, and Future [Kõva köide]

  • Formaat: Hardback, 256 pages, kõrgus x laius: 234x156 mm, kaal: 760 g, 8 Tables, black and white; 21 Line drawings, black and white; 21 Illustrations, black and white
  • Ilmumisaeg: 29-Jun-2022
  • Kirjastus: Chapman & Hall/CRC
  • ISBN-10: 103226232X
  • ISBN-13: 9781032262321
Teised raamatud teemal:
Community College Mathematics: Past, Present, and FutureSuurem pilt
  • Formaat: Hardback, 256 pages, kõrgus x laius: 234x156 mm, kaal: 760 g, 8 Tables, black and white; 21 Line drawings, black and white; 21 Illustrations, black and white
  • Ilmumisaeg: 29-Jun-2022
  • Kirjastus: Chapman & Hall/CRC
  • ISBN-10: 103226232X
  • ISBN-13: 9781032262321
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781032262321.html
Märksõnad:
This book explores the rich history of community college math with a specific focus on gatekeeper math classes. Gatekeeper math classes include courses such as college algebra, introduction to statistics, and all developmental math classes. For community colleges, successful completion of these classes is imperative for student retention.

This book presents a decade-by-decade analysis of the history of community college mathematics. The author employs a mix of conceptual, empirical, and quantitative research. The empirical research stems from interviews with 30 community college faculty members from seven community colleges.

From the 1970s to the pandemic in the early 2020s, the book explores math curricula as well as trends, initiatives, teaching practices, and mandates that have impacted community college math. The positives and negatives of such trends, initiatives, and mandates are presented along with suggestions on how to apply such knowledge going forward.

The author addresses the key questions: How can we build a future model for community college gatekeeper math classes that is both successful and sustainable? Additionally, how can we learn from the past and the present to build such a model?

This book will be ideal for students in graduate programs focusing on community college leadership or developmental education leadership as well as all those hoping to improve success rates in community college mathematics programs.
Preface xvii
Author xxi
1 Higher Education: From the Elite to the Mass to the Universal
1(12)
The Inception of American Higher Education
1(1)
The Start of Mathematics in Higher Education
2(1)
The Changing Landscape of Higher Education
2(2)
The Progressive Movement
4(1)
The Two-Year Junior College
5(1)
A Focus on Math and a Greater Need for Developmental Math
6(1)
The Rise of the Community College
7(1)
The Uniqueness of the Community College Model
8(1)
Summary
9(1)
References
10(3)
2 The 1970s: Mathematics and the Community College Become Acquainted
13(22)
The Participants
13(1)
Professor Ballard
13(1)
Professor Mitchell
14(1)
Professor Milacki
14(1)
Professor Morgan
14(1)
Professor DeLeon
14(1)
Professor Fenimore
15(1)
Professor Wallace
15(1)
Professional Development
15(1)
Placement Testing
16(3)
Course Structure
19(1)
Sisco Community College (Quarter System)
19(1)
Basic Mathematics (Developmental Math--No Credit)
19(1)
Algebra 1 (Credit-Bearing Course)
19(1)
Algebra 2 (Credit-Bearing Course)
19(1)
College Algebra (Credit-Bearing Course)
19(1)
Statistics (Credit-Bearing Course)
19(1)
Telford Community College (Quarter System)
20(1)
Fundamentals of Mathematics (Developmental Math)
20(1)
Elementary Algebra (Credit-Bearing Course in the Math Department)
20(1)
Intermediate Algebra (Credit-Bearing Course in the Math Department)
20(1)
College Algebra (Credit-Bearing Course in the Math Department)
20(1)
Statistics (Credit-Bearing Course in the Math Department)
20(1)
Bordi Community College (Quarter System)
20(1)
Basic Concepts of Mathematics (Developmental Math)
20(1)
Fundamentals of Algebra 1 (Credit-Bearing Course)
20(1)
Fundamentals of Algebra 2 (Credit-Bearing Course)
21(1)
College Algebra (Credit-Bearing Course)
21(1)
Statistics (Credit-Bearing Course)
21(1)
Habyan Community College (Quarter System)
21(1)
Basic Mathematics (Credit-Bearing Course)
21(1)
Elementary Algebra (Credit-Bearing Course)
21(1)
Intermediate Algebra (Credit-Bearing Course)
21(1)
College Algebra (Credit-Bearing Course)
21(1)
Statistics (Credit-Bearing Course)
21(1)
Griffin Community College (Semester System)
22(1)
Basic Arithmetic (Developmental Course)
22(1)
Algebra 1 (Credit-Bearing Course in the Math Department)
22(1)
Algebra 2 (Credit-Bearing Course in the Math Department)
22(1)
College Algebra with Trigonometry (Credit-Bearing Course in the Math Department)
22(1)
Statistics (Credit-Bearing Course in the Math Department)
22(1)
Lester Community College (Quarter System)
22(1)
Fundamentals of Mathematics (Developmental Mathematics)
22(1)
Fundamentals of Mathematics I (Credit-Bearing Course in the Math Department)
22(1)
Fundamentals of Mathematics II (Credit-Bearing Course in the Math Department)
23(1)
College Algebra (Credit-Bearing Course in the Math Department)
23(1)
Statistics (Credit-Bearing Course in the Math Department)
23(1)
Instructional Modality for Math Courses
23(4)
Study Guides What a Concept!
27(1)
Community College Math Student Population in the 1970s
27(1)
The Difference between Lower- and Higher-Level Math Students
28(1)
Learning Disabilities
29(1)
Calculator Policy
30(1)
Formal Department Meetings
30(1)
Relationships with Administration
31(1)
Summary
32(1)
References
33(2)
3 The 1980s: Community College Mathematics Reaches New Heights
35(22)
Participants in This
Chapter
35(1)
Professor Thurmond
35(1)
Professor Bell
35(1)
Professor Johnson
36(1)
Continued Professional Development
36(1)
NADE (National Association for Developmental Education)
36(1)
Course Structure (Circa Mid-1980s)
37(1)
Sisco Community College (Quarter System)
37(1)
Basic Mathematics (Developmental Math--No Credit)
37(1)
Algebra 1 (Credit-Bearing Course)
37(1)
Algebra 2 (Credit-Bearing Course)
38(1)
Algebra 3 (Credit-Bearing Course)
38(1)
Telford Community College (Quarter System)
38(1)
Computational Skills (Developmental Math)
38(1)
Basic Concepts of Algebra (Developmental Math)
38(1)
Elementary Algebra (Credit-Bearing Course in the Math Department)
38(1)
Intermediate Algebra (Credit-Bearing Course in the Math Department)
38(1)
Bordi Community College (Quarter System)
38(1)
Basic Concepts of Arithmetic (Developmental Math)
38(1)
Fundamentals of Algebra 1 (Credit-Bearing Course)
39(1)
Fundamentals of Algebra 2 (Credit-Bearing Course)
39(1)
Fundamentals of Algebra 3 (Credit-Bearing Course)
39(1)
Habyan Community College (Quarter System)
39(1)
Basic Mathematics (Developmental Course)
39(1)
Introduction to Algebra (Developmental Math)
39(1)
Elementary Algebra (Credit-Bearing Course)
39(1)
Intermediate Algebra (Credit-Bearing Course)
39(1)
Griffin Community College (Semester System)
40(1)
Basic Arithmetic (Developmental Course)
40(1)
Algebra 1 (Credit-Bearing Course in the Math Department)
40(1)
Algebra 2 (Credit-Bearing Course in the Math Department)
40(1)
Lester Community College (Quarter System)
40(1)
Fundamentals of Arithmetic (Developmental Mathematics)
40(1)
Introduction to Mathematics (Developmental Mathematics)
40(1)
Elementary Algebra (Credit-Bearing Course in the Math Department)
40(1)
Intermediate Algebra (Credit-Bearing Course in the Math Department)
40(1)
Changes in Course Structure
41(1)
A Shift to Standardized Placement Testing
42(1)
Improving Student Engagement
43(2)
Preparation Is the Name of the Game
45(1)
A Slightly Changing but Still-the-Same Student Population
46(1)
The Birth of Tutorial Services
47(1)
Emphasis on Study Skills
48(1)
Counseling for Students
49(1)
Method of Instruction
50(2)
Technology for Community College Math Courses in the 1980s
52(1)
Calculators
52(1)
Videos
53(1)
The Emergence of Computer Software
54(1)
Continued Positive Relationships with Administration in the 1980s
54(1)
Summary
55(1)
References
56(1)
4 The 1990s: Mathematics Enters a New Age
57(24)
Professor McDonald
57(1)
Professor Timlin
57(1)
Professor Mesa
57(1)
Professional Development Grows and Gains More National Attention
58(1)
AMATYC (American Mathematical Association of Two-Year Colleges)
58(1)
NADE (National Association for Developmental Education)
58(1)
Course Structure (1995)
59(1)
Basic Concepts of Arithmetic I
59(1)
Basic Concepts of Arithmetic II
59(1)
Rationale for the Restructure
60(1)
General Mathematics
60(1)
Instructional Modalities
61(1)
Lecture Plus
61(1)
Phasing Out the Emporium Model
62(1)
Contextualization
62(1)
The Development of Distance Learning
63(4)
Continued Efforts to Improve Student Success and Development
67(1)
The Continuing Development of Math Tutorials
67(1)
Student Outreach
68(1)
Women in Transition
69(1)
Calculator Policies of the 1990s
70(3)
The Student Population Ages and Changes
73(2)
The Rise of ESL Students
75(1)
The Challenges for ESL Students
75(1)
Teacher Preparatory Classes
76(1)
Shifting Relations between Faculty and Administrators
77(1)
Math Wars Brewing Below
78(1)
Summary
79(1)
References
80(1)
5 The Aughts (2000-2009): A Time of Reform and Turbulence
81(40)
What Happened?
81(1)
Returning Participants
81(1)
Additional Participants
82(1)
Professor Sutcliffe
82(1)
Professor Moyer
82(1)
Professor Trombley
82(1)
Professor Lopez
82(1)
Professor Mussina
82(1)
Developmental Math Gets Bombarded with Statistics
83(1)
Success Rates Impact State Funding
84(1)
Persistence Rates Lead to Course Restructure
84(1)
Lester Community College
85(1)
Telford Community College
86(1)
Griffin Community College
86(1)
Course Restructure Reversed
87(1)
National Initiatives to Improve Student Success in Math
88(1)
Acceleration
89(1)
The Return of the Emporium Model
89(4)
The Return of Learning Communities
93(2)
Lecture Becomes a Four-Letter Word
95(3)
Service-Learning: An Effective but Misplaced Initiative
98(2)
Supplemental Instruction
100(2)
Distance Learning Morphs into Online Learning and Explodes
102(1)
The Challenging Student Population
103(1)
Higher Demand for Arithmetic Courses
104(1)
Equity Concerns
105(1)
Additional Behavioral and Social Issues
106(1)
Shorter Attention Spans
107(1)
Student Entitlement
107(1)
Low Admissions Standards on a National Level
108(1)
Conflicting Messages from Within
109(1)
Issues with Uniformity and Too Much Uniformity
110(1)
Exams
110(1)
Collaboration
111(1)
Calculators
112(1)
Grading
112(1)
Too Much Uniformity
113(1)
What about Statistics and College Algebra?
114(1)
Statistics Moves into the Twenty-First Century
115(1)
College Algebra Remains Stagnant
116(1)
Summary
116(1)
References
117(4)
6 The Teens Part 1: Turbulence and Change Continue
121(26)
New and Returning Participants
121(1)
Professor DeSilva
121(1)
Professor Guzman
121(1)
Professor Holton
122(1)
Professor Hickey
122(1)
Professor Williamson
122(1)
Professor Noles
122(1)
Professor Douglass
123(1)
The Ambiguity of Intermediate Algebra
123(1)
Complete College America
123(1)
The Move from Quarters to Semesters and the Compression that Followed
124(1)
The Pressure to Compress
124(1)
SCC
125(2)
BCC
127(1)
TCC
128(1)
The Emporium Model Continues
128(3)
The Decline of Arithmetic Classes
131(5)
The Lowering of Standards in Higher-Level Math Classes?
136(1)
Accreditation and Faculty Credentialing Issues
136(2)
Dual Enrollment
138(2)
Multiple Measures
140(2)
Common Core Forms Below
142(1)
Summary
143(1)
References
144(3)
7 The Teens Part 2: Alternative Pathways Lead to Signs of Reform
147(34)
New and Returning Participants
147(1)
Professor Harnich
147(1)
Professor Smith
148(1)
Alternative Math Pathways
148(1)
Statway
148(1)
Quantway
149(1)
Corequisites
149(1)
The Application of Statway and Quantway
150(2)
Statway with the Corequisite Has Gone Well
152(1)
QR with the Corequisite Has Been a Tougher Transition
153(2)
Group-Based Instruction Aside, QR Has Been Beneficial
155(1)
A Closer Look at Corequisites: The Good, the Bad, and the Ugly
156(1)
The Elimination of Standalone Developmental Math
157(1)
Does Eliminating Standalone Developmental Math Increase Completion Rates?
158(2)
Arithmetic but No Algebra
160(1)
Why the Push to Eliminate?
161(1)
Slim Pickings for Non-Credentialed Faculty
162(1)
Habyan and Bordi Reverse the Course
162(1)
The Pathways at the End of the Teens
163(1)
Griffin Community College
163(1)
Bordi, Habyan, Telford, and Sisco Community Colleges
164(1)
Assisting ESL Students
164(1)
A Deeper Understanding of ESL Students
165(1)
Additional Resources for ESL Students
166(1)
Professional Development for Math Faculty
167(2)
Continued Challenge
169(1)
Addressing the Equity Gap for Minority Students in Math
169(1)
Where Are the Minority Students Coming From?
169(1)
Outreach to the Inner-City Communities
170(2)
Assistance and Guidance When Entering School
172(1)
Educating Faculty
172(1)
General Student Outreach
173(1)
Student Profiling
173(2)
Early Intervention
175(1)
Internet Videos
175(1)
Open Educational Resources
176(1)
Reduced Cost or Free Software
176(2)
Summary
178(1)
References
178(3)
8 Teaching during the Pandemic: What We Experienced and What We Learned
181(18)
Community College Math Goes Fully Virtual and Online
181(1)
The Participants
182(1)
Professor Brown
182(1)
Professor Rhodes
182(1)
Professor Stephens
182(1)
Conversion to Virtual Instruction
183(1)
Lack of Engagement
184(2)
Volume of Need Too High
186(1)
Testing
187(2)
What about Arithmetic?
189(1)
What Worked Well with Virtual Instruction?
190(1)
Higher Comfort Level and Less Anxiety
190(1)
More Time on Task
191(1)
Recorded Sessions
192(1)
Success Rates for Virtual Instruction
193(1)
Explanations
193(1)
The Style and Role of Virtual Classes
194(1)
Virtual Instruction Can Increase Accessibility for Students
195(1)
Instructor Absences
195(1)
Virtual Tutoring
196(1)
Summary
197(1)
Reference
197(2)
9 Learning from the Past and Present
199(16)
Standalone Developmental Math Will Always Be a Part of Community College Math
199(1)
Full-Length Arithmetic Courses Are Ineffective, but Addressing Arithmetic Is Essential
200(1)
There Was Culture Change, Which Led to Culture Shock
201(2)
But It Has Always Been and Will Always Be about Money
203(1)
Alternative Math Pathways Have Been the Most Successful Initiative Thus Far
204(1)
We Take Good Practices and Go Too Far
205(1)
The Emporium Model Will Always Be Around in Some Form
206(1)
Will Online and Virtual Instruction Replace In-Person Learning?
207(1)
Effective Teaching Involves Weil-Rounded Instruction
208(1)
Change Will Never Occur Unless There Is Legitimate Faculty Buy-In
209(1)
There Is No End in Sight for Student Entitlement and Student Consumerism
210(1)
While Times Have Changed, Math Content Has Remained Stagnant
211(1)
Summary
212(1)
References
213(2)
10 Suggested Mathematical Models for Sustaining Success
215(22)
Returning Participants
215(1)
Suggested Pathways for Sustained Success
215(2)
Arithmetic
217(1)
Pathway 1
217(1)
Pathway 2
217(1)
Pathway 3
218(1)
Pre-Algebra/Introduction to Algebra
218(1)
Elementary Algebra
219(1)
Intermediate Algebra
220(1)
Quantitative Reasoning
221(1)
Quantitative Reasoning Booster Course
221(1)
Introduction to Statistics
222(1)
Introduction to Statistics Booster Course
223(1)
College Algebra
224(1)
College Algebra Booster Course
224(1)
Logistics for Booster Courses
225(1)
Length
225(1)
Virtual Booster Classes?
226(1)
Instruction
227(1)
Enrollment Flexibility
227(1)
Alternative Math Pathways Reduce Time and Cost for Students
227(1)
Why Should Students Who Complete Introduction to Algebra Enroll in a Booster Course?
228(1)
How Much Uniformity Is Necessary for Policies and Assessment?
228(1)
Average Class Size
229(1)
Additional Initiatives to Sustain Success
230(1)
Supplemental Instruction
231(1)
Learning Communities
231(1)
Utilizing External Resources to Assist Students
232(1)
Tutorial Services
232(1)
Academic Advising
232(1)
Student Responsibility
233(1)
Closing Equity Gaps
233(1)
Moving Forward with Math
234(1)
References
235(2)
Appendix A Design of the Study 237(4)
Appendix B Lead Questions for Participants (1970s-2009) 241(2)
Appendix C Lead Questions for the Participants (2000-2019) 243(2)
Appendix D Lead Questions for the Participants (during the Pandemic and Beyond) 245(2)
Appendix E Demographic Questions 247(2)
Index 249
Brian Cafarella, Ph.D. is a mathematics professor at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus. Brian is a past recipient of the Roueche Award for teaching excellence. He is also a past recipient of the Ohio Magazine Award for excellence in education.

Brian has published in several peer-reviewed journals. His articles have focused on implementing best practices in developmental math and various math pathways for community college students. Additionally, Brian was the recipient of the Article of the Year Award for his article, "Acceleration and Compression in Developmental Mathematics: Faculty Viewpoints" in the Journal of Developmental Education.