Perceptions of advising for new math pathways: Exploring the legacy of traditional developmental education
Session Number: 1891
Track: Internal Evaluation
Session Type: Poster
Tags: community colleges, Curriculum Evaluation, internal evaluation, Qualitative
Session Facilitator: Stephanie Hall [Graduate Assistant - University System of Maryland]
First Author or Discussion Group Leader: Stephanie Hall [Graduate Assistant - University System of Maryland]
Second Author or Discussion Group Leader: Dewayne Morgan [P-20 Director - University System of Maryland]
Time: Oct 31, 2018 (06:30 PM - 08:00 PM)
Room: Poster 153
Audience Level: All Audiences
Session Abstract (150 words):
A barrier to college completion for low-income students is the high rate of remediation – or developmental coursework – required. Further, students who need developmental math are the least likely to complete a degree. The majority of developmental math students are non-STEM majors who would benefit from a relevant statistics pathway. This roundtable presentation will share the work of an internal evaluation of the implementation of such a pathway at a community college. The internal evaluation took place in the context of a state-wide math reform project and its larger evaluation. Findings indicated consistent information and flexibility on the part of the institution led to student confidence and satisfaction with both the advising process and their experience in their statistics courses. Faculty and staff perceived success in the program, which they credited to systematic, broad-based implementation. Implications for internal evaluation as a source of formative feedback for partners will also be discussed.
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