Advising Students Toward Successful Opportunities in Mathematics Courses
type: CreativeWork
description: College algebra continues to cause a barrier for students seeking a college education. Many institutions require students who are less academically prepared to enroll in a remedial course before entering college algebra. This process is costly and time prohibitive to students; adding financial burden to the already present academic barrier that is college algebra. In order to alleviate the college algebra barrier, one public research university in the Midwest has implemented an Enhanced Math course. This course allows more students who previously did not meet the qualifications to enter college algebra to directly enroll into a supplementary course requiring less hours and time to complete the college algebra requirements necessary for a Bachelor’s degree. The enhanced course integrates cooperative learning, time on task and self-regulation into a workshop format guided by student learning outcomes. In order to ensure that eligible students enroll into the enhanced course, the focus of this study is to better understand how advisors talk to students about Enhanced Math and other math courses at the institution. Advisors make enrollment recommendations to students as they enroll. After speaking to an advisor, students are able to make their own selections for mathematics courses; the Enhanced Math course is just one of the choices students make as they enroll. In this study, a qualitative research approach was used to interview advisors about how they discuss math course selection with students. Data was analyzed and categorized by subject. The study revealed that inconsistencies exist regarding how advisors understand the Enhanced Math course and how they describe it to students. Additional findings revealed that some departments represented in the study have alternative course offerings in place of college algebra; in some cases, algebra is not recommended by advisors. Based on these findings, implications are discussed and recommendations are made to improve the l…
abstract: College algebra continues to cause a barrier for students seeking a college education. Many institutions require students who are less academically prepared to enroll in a remedial course before entering college algebra. This process is costly and time prohibitive to students; adding financial burden to the already present academic barrier that is college algebra. In order to alleviate the college algebra barrier, one public research university in the Midwest has implemented an Enhanced Math course. This course allows more students who previously did not meet the qualifications to enter college algebra to directly enroll into a supplementary course requiring less hours and time to complete the college algebra requirements necessary for a Bachelor’s degree. The enhanced course integrates cooperative learning, time on task and self-regulation into a workshop format guided by student learning outcomes. In order to ensure that eligible students enroll into the enhanced course, the focus of this study is to better understand how advisors talk to students about Enhanced Math and other math courses at the institution. Advisors make enrollment recommendations to students as they enroll. After speaking to an advisor, students are able to make their own selections for mathematics courses; the Enhanced Math course is just one of the choices students make as they enroll. In this study, a qualitative research approach was used to interview advisors about how they discuss math course selection with students. Data was analyzed and categorized by subject. The study revealed that inconsistencies exist regarding how advisors understand the Enhanced Math course and how they describe it to students. Additional findings revealed that some departments represented in the study have alternative course offerings in place of college algebra; in some cases, algebra is not recommended by advisors. Based on these findings, implications are discussed and recommendations are made to improve the l…
author: Urban, Ashley Lynette
language: en
keywords: Educational administration, Mathematics education, Educational evaluation, advising, course placement, math anxiety, Mathematics, supplemental mathematics
date published: 2019-08-31
date modified: 2026-07-24T02:44:56Z
provider: University of Kansas
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Kansas

PropertyValue
property ID: Handle
value: http://hdl.handle.net/1808/31526