Faculty attitudes toward technology-driven instruction in developmental mathematics

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.

The Effect of Developmental Math on STEM Participation in Community College: Variation by Race, Gender, Achievement, and Aspiration

We use regression discontinuity design to examine the impact of placing into developmental math on science, technology, engineering, and mathematics (STEM) participation in community colleges and whether these relationships differ for underrepresented racially minoritized (URM), women, STEM-oriented, and STEM-aspiring students. Results show that lower math placement was a deterrent to both math progression and STEM participation, especially for those at the margin of placement in transfer-level math. Subgroup analyses suggest that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits. For STEM-oriented students, we find suggestive evidence that lower placement deterred them from accumulating transferable credits. We discuss how community colleges can support these students and bolster the community college STEM pathway.

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

Researchers have characterized the challenges many deaf and hard of hearing (DHH) students face in postsecondary science, technology, engineering, and mathematics (STEM) programs to three domains: preparation, socialization, and access. Additionally, some research has found that learners who are DHH have poor autonomous learning skills. The Deaf STEM Community Alliance, a project supported by the National Science Foundation (NSF HRD-1127955), created a model virtual (online) academic community called the DHH Virtual Academic Community to directly address preparation, socialization, and access challenges with the logic that online resources provide innovative and flexible means to adapt to complex student needs and schedules. This article describes a mixed-method study regarding one instructor’s effort to supplement developmental math education with online videos for students who are DHH, addressing issues relating to the challenges of preparation and access. Data analysis used both quantitative and qualitative methods to interpret student responses ( n = 89) about viewing behaviors and perceived benefits of the videos. Analysis of viewing behaviors also incorporated aggregated user analytics generated by YouTube. An unexpected finding of the study relates to the opportunity to develop autonomous learning skills by using the videos. While previous research with this student population has frequently found that students are teacher dependent, this study suggested that providing review videos allowed students to practice and master content on their own, strengthening their autonomous study skills.

Giving Community College Students Choice: The Impact of Self-Placement in Math Courses

This study examines the impact of a “natural experiment” that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students enrolled in the lowest levels of math relative to test-placed counterparts. Difference-in-difference estimates show that self-placement led to positive outcomes, but mostly for White, Asian, and male students. This evidence suggests areas of concern and potential for improvement for self-placement policies. Self-determination theory, behavioral decision theory, and stereotype vulnerability provide possible explanations for the observed changes.

Southeast Asian and Pacific Islander Student Progression through Community College: A Disaggregated Transcript Analysis

Background/Context Research on the postsecondary education of Asian and Pacific Islander (API) students has typically focused on attainment within four-year colleges and neglected the experiences of API students in community colleges. However, many API students pursuing postsecondary education, particularly Southeast Asian and Pacific Islander (SEAPI) students, do so through U.S. community colleges. The progress and achievement of these students in community college remains largely unstudied, due in part to the limited availability of disaggregated data. Purpose/Objective/Research Question/Focus of Study (1) To what extent do API students, and specifically SEAPI students, achieve community college progress milestones, such as enrollment, completion of gatekeeper courses, and attainment of degree- and transfer-applicable credits? (2) How are these students progressing through developmental math? Research Design We examine the academic progress of API students using transcript data from a large California community college district. The disaggregated race/ethnicity data allow us to focus on oft-overlooked API subgroups. Focusing on SEAPI students, we analyze momentum towards key college persistence and completion milestones. We also track progression through developmental math education, one of the key barriers community college students face in completing community college. Findings In our disaggregated transcript analysis, we find that SEAPI students are less likely than their peers to achieve college milestones such as completing math courses and earning the degree-applicable units necessary for degree completion or transfer. Seeking explanations for these differences within the context of developmental education, we observe that SEAPI students are significantly less likely than their peers to attempt developmental math courses, though the data suggest they are more likely to complete courses when they do attempt them. These relationships hold after controlling for differences in the demographic characteristics of these students. Conclusions/Recommendations These findings point towards non-academic and institutional explanations for lower rates of college persistence and completion and offer direction for policy efforts and institutional practice to support these students.

The Relationship Between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed Mathematics Pathway

More than half of community college students fail to meet college-readiness standards in math. Developmental education (dev-ed) aims to help students acquire the knowledge and skills to succeed in college-level math but is plagued with low rates of advancement. We examined the impact of a model that accelerates developmental math coursework so that students can complete dev-ed and college math courses in their programs of study within 1 year. Using data from Texas and a propensity score matching approach, we tested the impact of the model on several college milestones. Results suggest that students in the accelerated model were more likely to persist and accumulate college-level credits during the 1st year than those in traditional dev-ed math. After 3 years, there was a strong positive relationship between participation in the accelerated model and important college milestones, like college math course completion and total accumulated college-level credits.