[MATHEDCC] We had the same success with five-week summer courses. All of

Roxann King (Rk1@email.pg.cc.md.us)
Tue, 17 Nov 1998 13:45:54 -0500

We had the same success with five-week summer courses. All of our summer arithmetic, prealgebra, and
beginning algebra courses in developmental math have phenomenal pass rates. All meet for eight weeks with 8
hours of class time (two hours a day, Monday through Thursday) and three hours of lab time each week. This has
been the case for many years.
We tried to replicate this success by offering a similar format during a regular semester. The trial was a disaster.
Completion rates were much lower than the usual completion rates (45%) for daytime students. We concluded that
summer attracts more serious students. I don't know what would happen if all our courses were only available in
five-week modules. We may see different results than in a trial.

---------- Forwarded message ----------
Date: Tue, 17 Nov 1998 09:39:41 -0500
From: Brad Thurmond <bthurmon@IVY.TEC.IN.US>
To: mathedcc@archives.math.utk.edu
Subject: [MATHEDCC] Short Math Classes

Just wanted to relate an experience and ask for your thoughts. First a
little background. I teach developmental math courses (a basic math course
and a beginning algebra course) at Ivy Tech State College in Indiana. Our
semesters are 16 weeks long, summers are usually 10 weeks.

This past summer, we began offering two summer sessions, each five weeks
long. I taught one section of the basic mathematics course during this
five week semester and had a great deal of success. In fact, I had the
highest completion rate I have ever had in a developmental math section.
(We compute completion rates for each section every semester. The
completion rate is the percent of students who earn a grade of A, B, or C
out of the total number of students enrolled.)

I taught the class three days a week for about three hours per session
(with a couple breaks to let the students smoke or get coffee). The
students were advised before the semester started that the course would be
short and fast and that they must make every effort to attend every class
session.

At the end of the semester 17 of the 20 students earned an A, B, or C. Of
the three that did not, one was advised against taking the class because of
her low assessment scores and lack of available time to study, one missed a
number of classes and fell way behind, and the third ran away. (He was
from a local youth correctional facility and his guard didn't stay with him
during one of the breaks. He saw a chance to run and took it.)

Has anyone taught classes with a similar format? If so what are your
thoughts?

I'm going to start working on ways to improve these 5 week classes after
the first of the year and would love to hear about your experiences.

thanks!
Brad

*******************************************
* Bradley H. Thurmond *
* Program Chair *
* Mathematics, Life and Physical Science *
* Ivy Tech State College - Region 5 *
* 1815 E. Morgan St. *
* Kokomo, IN 46901 *
* (765) 459-0561, Ext. 378 *
*******************************************

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