Mathematics Pathways

Mathematics Pathways A survey of alternative pathways and issues related to implementation 10/11/2013 Northern Illinois University Glenn Harris, Researcher Paulette Bowman, Editor

2 Contents Contents Contents... 2 Introduction... 3 Section 1: Available pathways.... 3 1.a. Developmental level... 3 1.b. College level... 6 Section 2: Barriers... 7 2.a. Departmental barriers.... 7 2.b. Institutional barriers.... 8 2.c. State-level barriers.... 9 Section 3. Actions in Illinois to expand options in mathematics.... 11 Section 4: Methods.... 12 Section 5: Resources and references..16

3 Introduction Introduction Lack of student success in mathematics presents a challenge to higher education institutions across the United States. The Higher Education Transitions Committee at Northern Illinois University (NIU) studied math performance issues in 2010-2011 and reported that 38% of incoming students were placed into college math courses required for majors; 29% were placed into college algebra, a prerequisite for most college math courses; and 32% were recommended for developmental math. The graduation rate for students placed into developmental courses via NIU s Math Placement Exam was less than 45%. With such a high percentage of students in need of remediation and unsatisfactory retention rates for students taking developmental courses, educators have been exploring alternative math pathways that might aid student success without compromising expectations for math knowledge and skills. Math pathways are comprised of a series of courses that combine a particular instructional style with specific content in order to motivate students and to support their understanding of increasingly complex ideas which are distinct to a particular field of mathematics. Each pathway enables students to meet state and institutional requirements for program completion. This report seeks to answer the question, What are the alternative pathways in math education and what barriers exist to hinder them? The first section describes alternative pathways and their impact. The second section focuses on the barriers to implementation that exist at the departmental, institutional, and state levels. The third section reports on actions taken in Illinois during the past several years to expand options available in mathematics education. The report concludes with a discussion of the methods of information gathering and possible biases. Section 1: Available pathways A variety of pathways are available for students to meet state and institutional math requirements, although choices tend to be limited within each institution. This section begins with a discussion of developmental courses, which provide a foundation for study in college-level pathways, and proceeds to describe typical college pathways. 1.a. Developmental level Students readiness for college-level math is usually determined by testing. At NIU, a majority of incoming students take the Math Placement Exam, a locally devised assessment. NIU and local colleges also use the Compass, Accuplacer, and other test scores to determine placement. Students who are not adequately prepared are recommended for developmental course(s) before proceeding to the collegelevel math pathway of their choice. At most northern Illinois institutions, the components of developmental math courses are organized sequentially: arithmetic, elementary algebra, intermediate algebra, and geometry, depending on students entry level knowledge and skills. These developmental courses prepare students for college algebra and are most often geared toward an eventual study of calculus, which is the status quo route to majors in the STEM fields (science, technology, engineering, and mathematics). This pathway is strongly rooted in higher education, and plenty of instructional materials are available.

4 Section 1: Available pathways Challenges to the status quo in both developmental math and the calculus track have emerged due to the retention rates of students who complete developmental courses, the high attrition rate of students in college-level math courses, and the questions about the appropriateness of calculus in the humanities and other fields. Recently, What Does it Really Mean to be College and Work Ready, a publication of the National Center on Education and the Economy, stated that only 5% of American workers use calculus in their jobs and do not need to master the courses in the calculus track. Kathleen Almy and Heather Foes at Rock Valley College have developed alternative developmental courses. Math Literacy for College Students (MLCS) is a 3- to 6-credit hour course that uses what Almy and Foes call the discovery teaching style. To qualify for this course, students must earn a passing score on a placement test, receive a specific ACT score, or pass a pre-algebra course. While the content of MLCS is intended to be unique from high school mathematics, the level is approximately the same as beginning algebra. The discovery teaching style focuses on learning mathematics through problem solving, critical thinking, and communication of mathematics. The concepts of numeracy, proportional reasoning, algebraic reasoning, and functions are addressed while using statistics and geometry as recurring themes. The Illinois geometry requirement is satisfied by this course. Upon completing the course, students are prepared to enter a college-level statistics course, a general education mathematics course, or an intermediate-level algebra course that leads toward STEM majors. Teaching materials for MLCS are available through Pearson and include a book, online resources, and teacher training aids. The authors are working with several publishers to produce both online and print resources for similar courses (Almy, http://www.slideshare.net/kathleenalmy/mlcs-packet-almy-foes-2012). Initial sample sizes are small, but pass rates range from 55-70%, and MLCS students pass intermediate algebra at a higher rate than do beginning algebra students in traditional courses (http://www.niu.edu/collegereadiness/links/developmental_math_pathways_presentation). Long term tracking is underway. Modular pathways offer another alternative for students at Rock Valley College. The modules are eightweek courses, offered continuously so that students who fail one module have the opportunity to retake it in the next eight-week period and may continue on through the next eight-week module after that. Students begin the modular pathway at a point based on results of a placement test, ACT score, or by passing pre-algebra, which is also offered in a modular format. Conceptually, offering mathematics in modules prevents students from moving on to more difficult material before they have mastered prerequisite ideas. The pace is slower so that students won t fall behind. The geometry requirement is not met in this pathway, so students must complete a separate geometry class unless they met the geometry requirement in high school. Under the traditional model, students at Rock Valley College passed algebra courses with an A, B, or C 48% of the time. In contrast, since 2009 students in the modular pathway have passed at an overall rate of 69%, with 55-70% passing part 1 modules and 60-80% passing part 2 modules (http://www.slideshare.net/kathleenalmy/rvc-developmental-math-modelpacket-2013). Rock Valley also offers accelerated pathways, a seemingly opposite concept from modular pathways. Accelerated options may combine beginning and intermediate algebra into a one-semester course of six credit hours. Students entering such courses may need a higher placement score than students going

5 Section 1: Available pathways into beginning algebra. This pathway does not usually satisfy the geometry requirement. The overall intent of this course is to get better-prepared students into college-level mathematics quicker than their counterparts. At Rock Valley College, the pass rate (A,B,C) for traditional algebra courses was 48%, while the pass rate for students in the combined algebra accelerated path attained a pass rate of 71% since 2009 (http://www.slideshare.net/kathleenalmy/rvc-developmental-math-model-packet-2013). These numbers may demonstrate a bias, since students enrolled in accelerated pathways may, as a group, be better prepared for an algebra course than those in the modular pathways. Two other pathways, Quantway and Statway, were engineered by the Carnegie Foundation for the Advancement of Teaching with leadership from Dr. Uri Triesman of the Charles A. Dana Center at the University of Texas. Quantitative literacy and statistics are being promoted by advocates as alternatives to both developmental math courses and to the curricular emphasis represented by the traditional calculus track. Quantway leads students into a general education mathematics course through mastery of quantitative reasoning. Statway is a two-semester pathway that satisfies a college-level statistics requirement while remediating developmental math concepts. These pathways have materials available and are being implemented across the country. In spring of 2012, 56% of all students enrolled in Quantway received a C or better, compared to a baseline 21% success rate along a traditional year-long pathway. Students enrolled in Statway passed the two semesters 51% of the time, as compared with 15% on the traditional pathway. To truly understand these numbers, especially the baseline used for comparative pass rates, one must refer to the following document: (http://www.carnegiefoundation.org/sites/default/files/ccp_descriptive_report_year_1.pdf).. While not a complete pathway, another developmental course with successful results is Concepts of Numbers. Pioneered by Barbara Lontz at Montgomery County Community College in Blue Bell Pennsylvania, the course reorganizes a classic pre-algebra course and utilizes the discovery approach. It divides units by concepts like adding, subtracting, multiplying, and dividing versus whole numbers, integers, and fractions. In Illinois, Triton Community College and Kankakee Community College are offering Concepts of Numbers as a replacement or an alternative to pre-algebra. Materials published by Pearson are available for this course. The results of its implementation have been impressive, with a 61% pass rate compared to the 35% for the traditional pre-algebra course (Lontz). A final alternative is to eliminate developmental mathematics altogether. Complete College America makes this argument in Remediation: Higher Education's Bridge to Nowhere (2012). Citing evidence that students who pass developmental (remedial) courses do not perform as well in college credit courses as do similarly ill-prepared students who start in college-level courses in the first place. In fact, only 9.5% of students who enter at the developmental level graduate from two-year colleges within three years. At four-year colleges, only 35% of students who enter at the developmental-level graduate within six years. Bridge to Nowhere (page 9) recommends three alternatives that have succeeded in the United States: Place students with few academic deficiencies into redesigned first-year courses with built-in support, just-in-time tutoring, self-paced computer labs, targeted help for individuals, and required extra time in the classroom or the lab.

6 Section 1: Available pathways Lengthen redesigned full-credit courses with full support to two semesters for less than wellprepared students. Provide high-quality career certificates with embedded remediation and adult basic skills, including mathematics for students with significant academic needs. Career- or major-centric pathways can be devised at any level with specific courses focused on the mathematical material necessary to achieving the goals of the program. This design could result in a myriad of new courses. A similar approach could be taken to creating courses linked to majors which may require less mathematics, such as fine arts or humanities. Going a step further, the National Center for Education and the Economy argues that the only mathematics necessary for a general education is similar to the math taught in middle school. The following resource states that the content taught by math departments is disconnected from the needs of students, another reason to eliminate developmental courses. (http://www.ncee.org/wpcontent/uploads/2013/05/ncee_mathreport_may20131.pdf). 1.b. College level As mentioned previously, traditional developmental and general education courses are designed to prepare students for the calculus pathway. This pathway usually is designed as follows: - College Algebra - Trigonometry or Pre-calculus - Calculus I - Calculus II After taking this sequence of courses, students have many options for additional mathematics courses. This pathway serves as a gateway for most STEM majors. It is considered to have more complex material and includes more courses than other pathways. The STEM pathway also leads to business majors, which are usually designed as follows: - College algebra - Business calculus and/or finite mathematics - Statistics, which is sometimes redesigned to address business concepts Business mathematics courses may cover more concepts, but less theory and more application. Statistics offers another pathway, which can be considerably shorter and is used by a number of majors. This pathway often consists of one basic statistics course. Usually, this path can be completed after the standard STEM pathway. Students taking developmental MLCS, Quantway, or Statway courses can shorten the route to statistics or quantitative literacy, since requirements are streamlined with the intent of moving students through their programs faster. A fourth option for students who have completed the traditional STEM pathway is math for elementary education majors. This consists of one or two classes designed to prepare elementary education majors to teach mathematics. These are not necessarily methods courses. Rather, they are intended to be

7 Section 2: Barriers content courses providing potential teachers with the mathematical knowledge and skills necessary for an elementary educator. Technical or vocational mathematics pathways emphasize the knowledge and skills that are necessary to achieve the goals of each program. These pathways vary widely depending on their aim. Programmatic mathematics courses may be designed specifically for programs like welding, fire science, or nursing, to name a few. Finally, there is a general education mathematics pathway intended to satisfy the college requirement for mathematics in liberal arts, fine arts, and other disciplines. The pathway consists of one course that surveys potentially useful mathematics that students can use in their lives and work. At Rock Valley, the MLCS course leads to this pathway as well as to the traditional STEM pathway. Classes like MLCS and Quantway are designed for students who intend to take a general education mathematics course. Section 2: Barriers A number of steps are involved in the development, adoption, and implementation of a new pathway in mathematics. Each step may encounter potential barriers. This section will be broken into three subsections: departmental, institutional, and state-level barriers. 2.a. Departmental barriers One of the most commonly recurring barriers to new mathematical pathways at the departmental level is faculty attitude. This theme manifests itself in several ways: trust, philosophy, pride, caution, and conservatism. Other barriers at the departmental level may be related to materials, training, and placement tests. Trust between the administration and the faculty is critical to the success of a new mathematical pathway (Cappetta). A lack of trust may cause faculty members to hesitate before proposing or implementing a new pathway. A rough push from administration may make people uneasy and less inclined to cooperate (Lontz). In other cases, faculty members may doubt whether a new pathway is actually in the best interests of students, the department, or the institution. Faculty within a department generally have philosophical views about their discipline and about instruction. These views may prevent them from teaching a course that does not include what they consider to be essential elements of a college education. Their concern is that removing certain topics from a student s education would be doing them a disservice and could make the institution, as a whole, less credible. Without a critical mass of faculty members whose philosophies are open to creating new pathways, the department may not be able to bring about serious change. Pride may also be an issue with some faculty members. Interviewees suggested that a change in teaching methods or curriculum could be viewed as a reflection on past and present practices, even as an attack on the methods that they have been using for years. Some people take a call for change as a personal criticism, causing defensiveness and resistance. Adopting new pathways may be seen as an admission of ineffective teaching. Fear of failure may also be a driving factor since faculty who implemented a new pathway could be blamed if the new courses fail to improve student success.

8 Section 2: Barriers Some departments and faculty members may be generally more cautious about change, and their conservatism may manifest itself in a variety of ways. First, faculty members may fear watering down the curriculum. Secondly, being academics, they demand evidence of the value of new pathways. Other faculty may resist change as a matter of principle, deny existence of a problem, or assert that change is impossible. Numerous interviewees suggested that the lack of comprehensive information on the need for and success of a new pathway constitutes a serious barrier to implementation at their institutions. While some promising preliminary data was compiled on the success of alternative programs described in this paper, many departments are waiting on thorough long-term data to justify the creation of a new pathway (Almy, Anderko, Pulver, Read). Aside from individual and department objections, another barrier to implementing a new pathway is the lack of materials available. Inadequate access to books and other instructional materials and resources acts to deter the creation of a new pathway. When the MLCS course was first being implemented at Rock Valley, the instructors created their own materials and distributed copies. Do-it-yourself course materials can make replication of a course within pilot sites or at other institutions difficult. Over time the MLCS instructors published a textbook, which made the process of teaching more manageable (Almy). Similarly, the Concepts of Numbers course mentioned earlier developed a book (Lontz). In both cases the books were authored by the faculty who designed the course. Training is another important issue. When Barbara Lontz s Concepts of Numbers course is replicated at another institution, she makes sure to visit the campus to provide training to those who will teach the course (http://www.takepart.com/article/2013/05/23/college-math-crisis). In some of the innovative pathways, the style of teaching differs significantly from the traditional lecture style. Teachers who are new to the discovery approach, for instance, will need support from people who are experienced in the new delivery methods (Almy). Finding teachers who want to teach the new course is also an issue. Most alternative pathways employ innovative pedagogy and cannot be utilized to their full potential without teachers who are willing to adopt new methods. Lastly, placement exams can present barriers whenever new courses are introduced. To consider, adopt, and implement changes requires an evaluation of prerequisite material for placement into the new courses. Poor placement of students could undermine the whole purpose of an alternative pathway, which emphasizes the need to carefully examine the entire intake process for students (Rambish). 2.b. Institutional barriers Institutional barriers also present challenges to adopting and implementing new mathematical pathways. These include curriculum committees, degree issues, cost effectiveness, counseling, and mobility. When considering a new course or pathway for students, committees must study, revise, and eventually accept the alternative. Since mathematics is a prerequisite for many fields, a new pathway may need to be confirmed by multiple curriculum committees (Almy). Agreement among so many departments may be difficult to obtain (Harris). A new pathway also has implications for degree attainment. Separate committees may be involved in the alteration of a degree, a necessary step for a new pathway to be

9 Section 2: Barriers sustainable. Changing the degree requirements for some programs may take longer than a year (Cappetta). Each of these committees would also investigate the probability that a new pathway may mean that other institutions or accrediting agencies do not recognize that degree or course (Anderko). Implementing such a course or pathway would be ultimately damaging to both the program and the institution. In an increasingly competitive environment, institutions must consider whether new courses will be viable and profitable over the long term. Consideration must be given to questions like Is this going to make students successful, and in turn, the institution? (Read). If a course ends up costing the school more than is gained, then it likely will not remain. Factors that impact cost effectiveness include enrollment, student success, and student retention as well as new equipment and materials, flexibility, and marketing. Marketing may be necessary for new courses to be successful. Advisors are a primary resource for students making course selections and represent an important point of contact in the success of new classes. Both advisors and students need to know when a new pathway exists, and if it will help them achieve their goals quickly and efficiently. Advisors need to have accurate information about the course design and training necessary to make the appropriate suggestions to the students (Hergert, Rambish). Rodger Hergert offered an example that illustrates the advising problem. A group of nursing students who needed college algebra as a prerequisite for chemistry were placed in the MLCS course, which must be followed with intermediate algebra before taking college algebra (Hergert). While some of the students may have wanted to take the MLCS course (there is a bridge between MLCS and college algebra so there is no backward movement in the student s pathway), taking all three courses may not have been appropriate for all of the students. When students goals change, as they often do, will those students need to start a whole new pathway to achieve their goals? The issues of both vertical and horizontal mobility need to be addressed when designing or implementing alternative pathways. Vertical mobility relates to how easy it is to finish a single pathway. For instance, one statistics course is more vertically mobile than the business pathway, which includes a minimum of two courses. Horizontal mobility refers to how easily one switches pathways. Changing majors or focus within a major poses the biggest challenge for students. Under the traditional model, such changes can cause significant setbacks to a student s progress toward program completion. Consideration should be given to pathways that reduce the impact of these setbacks. (Read). The MLCS pathway was designed so that students moving into the STEM or another pathway would not have go back to beginning algebra, since the MLCS course takes its place and thus reduces time lost in the transition (Almy). 2.c. State-level barriers Barriers to new mathematical pathways extend all the way to the state level. Challenges exist with the Illinois Community College Board (ICCB), the Illinois Board of Higher Education (IBHE), and the Illinois Articulation Initiative (IAI). The Illinois State Board of Education s (ISBE) K-12 policies may also act as barriers to innovation, especially the lack of a fourth-year high school mathematics requirement and the complex approval processes for teacher certification.

10 Section 2: Barriers The ICCB approves new courses or programs (including degrees or transfer programs) at community colleges (Pulver). Colleges must submit to ICCB staff a request for any new course or program or for revision to an existing course or program before they offer the course or program to their students. While approval is needed for content, ICCB does not examine the delivery method of the course, leaving such decisions to the institution. Requests for changes or additions to programs and degrees must be approved by board decision (Durham). Kathleen Almy described the process as less difficult than some of the other needed approvals due to state-level support from ICCB for alternative math pathways. Board approval may take more time depending on the people on that board and their work load (Durham). The IBHE s high standards and hard line on policy changes can also act a barrier. Illinois is one of two states with a geometry requirement; for instance, a student must take geometry and intermediate algebra prior to taking statistics. In California, the other state with a geometry requirement, students need take only intermediate algebra. Rules at this granular level can make innovation more difficult (Almy, Read). The IBHE, in conjunction with the Illinois State Board of Education (ISBE), is also committed to aligning developmental courses with the Common Core State Standards. This additional layer of requirements may be considered a barrier by others, although the state agencies expect that the Common Core will result in marked improvement to students' preparation for college math. The Illinois Articulation Initiative (IAI) is the system that determines which courses in Illinois are transferable across postsecondary institutions. Currently 111 institutions are members of the IAI (http://www.itransfer.org/iai/participating.aspx?section=faculty&subsection=school). While the initiative makes transfers easier for students, IAI can also act as a hindrance to innovation (Almy, Cappetta, Harris, Hergert, Rambish). The process for courses to be reviewed is time consuming, and the extra regulations may prevent or deter a transformation in education or even meaningful adjustments. Kathleen Almy recalled that her experience with state articulation for the MLCS course took three years (Almy). Graduation requirements, another state policy issue, also affect alternative math pathways. Illinois does not currently require students to take a fourth year of mathematics in order to graduate from high school (Harris, Schaid). As a result, some students go nearly two years (or more in some cases) between high school and college math courses. Since math knowledge and skills evaporate quickly, students who take a "math vacation" are underprepared and out of practice when they arrive at college, impacting both placement and overall aptitude in mathematics. Students who were once prepared to enter a pathway at a certain level may find themselves lacking the skills necessary to succeed at that level. Development courses and bridge programs help to fill the gap that this policy allows to develop. Lastly, teacher preparation and certification may also present barriers to adopting new mathematical pathways. ISBE must confirm any alteration made to a teacher certification program. (Wolfskill). Adding alternative pathways affects teacher preparation programs in two ways. First, students entering teacher preparation programs may arrive via different mathematical pathways, bringing different skills with them. Secondly, teacher preparation programs will need to train teacher candidates to teach concepts included in new pathways and the pedagogical methods required by those courses.

11 Section 3. Actions in Illinois to expand options in mathematics Section 3. Actions in Illinois to expand options in mathematics As mentioned earlier, compelling reasons can be found for considering changes to mathematics education. To date, steps have been taken in Illinois to expand options in mathematics. These actions include bridge programs, alternative delivery methods and alternative course content, Illinois Mathematics Association of Community Colleges (IMACC) involvement, and the Women in Calculus program. A bridge program helps to prepare students for transfer to another institution; e.g., students going from high school to college and from community college to university. In either case, students may need a mathematics refresher. Bridge programs are typically non-credit, small (15 students), short term (three weeks), possibly team taught, with engaging projects to help students shore up forgotten material, and then to place them in a higher-level class. A bridge program is in full swing at Elgin Community College, where 73% of participants have increased their placement (http://elgin.edu/community.aspx?id=8812). At NIU, a bridge program offered under the name Summer Mathematics Bridge Program (SMBP) targets engineering and engineering technology students. The Elgin Community College course costs $75 (unless a student can t pay) with the option of earning all $75 back if the student has perfect attendance (Schaid). NIU's SMBP course costs $450. While not formally a part of any pathways, bridge programs are important to mention because they may significantly reduce the length of a student s mathematical pathway by helping a student qualify for higher-level courses. Alternative content such as MCLS, Quantway, and Statway have been discussed. Alternative delivery methods for the teaching of all types of mathematics are also bringing significant change and improvement to students' success in math; e.g., the emporium model, team teaching, and co-requisites teaching. The emporium model is a redesigned traditional mathematics course where students spend the bulk of class time performing problems on a website or software in class rather than listening to and observing lectures. Instructors still provide some lectures and mini-lectures as primers on what students will be doing. Students are required to attend lab hours where they must work on their problems via the software. They receive immediate feedback from the software and can request help from instructors while working in the lab (http://www.thencat.org/mathematics/cte/ctesix_principles_dmcrsred.htm). By using the same tests to measure students' learning, NIU math instructors have shown that students in the emporium model perform better on the standard tests and pass the course at higher rates than do students in traditional sections. In 2013-2014, all sections of Math 110 at NIU will use the emporium model (Wolfskill). Team teaching offers another delivery method for mathematics. The traditional approach involves two or more teachers teaching the same course and collaborating. Another approach joins separate courses sharing a similar theme. Each cohort of students is taught in both classes, coming together once a week or so in a session where the teachers jointly discuss similar or parallel concepts. A third approach connects a pair or series of courses at the same time so that the instructors can join them when they find it appropriate. They are not connected by a cohort, so the instructors must try to build a community themselves. (http://cft.vanderbilt.edu/teaching-guides/teaching-activities/teamcollaborative-teaching/).

12 Section 4: Methods 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 k.almy@rockvalleycollege.edu Lauren Anderko Mathematics Instructional Coordinator and Associate Professor, Mathematics Elgin Community College Main Campus D214 1700 Spartan Drive Elgin, IL 60123-7193 847-214-7965 landerko@elgin.edu Robert (Bob) Cappetta Professor, Mathematics College of DuPage Berg Instructional Center (BIC), room 3081f, 425 Fawell Blvd., Glen Ellyn IL, 60137 630-942-2182 capetta@cod.edu Brian Durham Senior Director for Academic Affairs and Career & Technical Education Illinois Community College Board 401 East Capitol Avenue Springfield, IL 62701-1711 217-524-5502 Brian.durham@illinois.gov Bernie Harris Department Chair and Professor, Mathematics Northern Illinois University, Watson Hall 320A 1425 W. Lincoln Hwy., DeKalb, IL 60115-2828 815-753-6725 harris@math.niu.edu Rodger Hergert Math Department Chair and Professor, Mathematics Rock Valley College JCSM-0157 3301 North Mulford Road Rockford, IL 61114 815-921-3514 r.hergert@rockvalleycollege.edu Barbara Lontz 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 blontz@mc3.edu 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 tpulver@waubonsee.edu 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 mrambish@waubonsee.edu Matt Read Department Chair and Instructor, Mathematics Kishwaukee College U-207 21193 Malta Road Malta, IL 60150 815-825-2086, ext: 3910 Matt.Read@kishwaukeecollege.edu Julie Schaid Associate Dean College Readiness and School Partnerships Elgin Community College Bldg G, Room G219 1700 Spartan Drive Elgin, IL 60123-7193 847-214-7951 jschaid@elgin.edu John Wolfskill 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 wolfskil@math.niu.edu 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. Section 5: Resources and references Almy, Kathleen. Developmental Math Pathways in Illinois. 2013. Web. October 10, 2013. http://www.niu.edu/collegereadiness/links/developmental_math_pathways_presentation Almy, Kathleen. Rock Valley College Developmental Math Model Packet. 2013. Web. October 10, 2013. http://www.slideshare.net/kathleenalmy/rvc-developmental-math-model-packet-2013 Almy, Kathleen and Heather Foes. Information and Sample lesson for MLCS. 2012. Web. October 10, 2013. http://www.slideshare.net/kathleenalmy/mlcs-packet-almy-foes-2012 Complete College America. Remediation: Higher Education's Bridge to Nowhere. Web. October 10, 2013. http://completecollege.org Complete College America. Transform Remediation: The Co-Requisite Course Model. Web. October 10, 2013. http://www.completecollege.org/docs/cca%20co-req%20model%20- %20Transform%20Remediation%20for%20Chicago%20final(1).pdf "Annual Report 2010." Higher Education Transitions Committee, Northern Illinois University. Web. October 10, 2013. www.niu.edu/collegereadiness/.../hetc_final_report_2010-2011.pdf IAI Participating Schools. October 10, 2013. Web. October 10, 2013. http://www.itransfer.org/iai/participating.aspx?section=faculty&subsection=school Koenig, Diane (Editor). The Math ConneXion, Newsletter of the Illinois Mathematics Association of Community Colleges. Volume 42, Summer 2013, Number 3. Web. October 10, 2013. http://www.imacc.org/connexion/summer2013.pdf

17 Section 4: Methods National Center on Education and the Economy, What does it really mean to be college and work ready? The mathematics required of first year community college students. May 2013, Web. October 10, 2013. http://www.ncee.org/wp-content/uploads/2013/05/ncee_mathreport_may20131.pdf Parisi, Tom. NIU researchers aim to increase women s participation in math. Northern Today (NIU staff newsletter). November 13, 2000. Web. October 10, 2013. http://www.math.niu.edu/programs/ugrad/steele.html Parker, Suzi. How to Fix America s Dire College Math Problem. May 23, 2013. Web. October 10, 2013. http://www.takepart.com/article/2013/05/23/college-math-crisis Strother, Scott, James Van Campen, and Alicia Grunow, Community College Pathways, 2011-2012 Descriptive Report. March 14, 2013. Web. October 10, 2013. http://www.carnegiefoundation.org/sites/default/files/ccp_descriptive_report_year_1.pdf The National Center for Academic Transformation. Redesigning Developmental and College-Level Math, Six principles of Successful Course Redesign. Web. October 10, 2013. http://www.thencat.org/mathematics/cte/ctesix_principles_dmcrsred.htm