Goal 7 – Transforming Remediation  Strategy 7.1 – Enroll students needing remediation in gateway collegiate courses in English and math with corequisite learning support
Enrolling students in need of remediation in gateway collegiate courses with corequisite learning support is an effort to improve firsttime pass rates out of learning support and shorten time to degree. Since students are limited as to other courses they are allowed to take prior to completing their learning support requirements, this strategy will make a significant impact on degree completion time. We are not able to implement this practice for English at the present time because our SACS/COC Quality Enhancement Plan (QEP), of which we are beginning Year Four, is focused on an alternative model for our learning support English classes. The QEP plan includes the following: Small class sizes (18 students), sections taught as learning communities with First Year Experience sections, computer assisted writing assignments, and at least five visits to the writing Writing labLab. These changes increased the success rates for students exiting learning support English from 54% to 80% in just one year (AY 2013), gains which have been replicated in the following years. It also led to higher pass rates in the English 1101 courses for those students who passed English 0098. Because we are committed to the QEP until the end of AY 20162017, the state requirements regarding corequisite learning support for English and reading will not begin until Fall 2017.
However, we have begun to implement the practice of corequisite learning support in math for all three courses that satisfy the Area A Core Curriculum math requirement. We began the process two years ago when the USG offered special training for faculty in new models of math remediation. Our faculty who attended returned to campus and began developing the necessary courses to implement the corequisite model. In a cocurricular model, the students needing learning support take both the college level and the learning support class; if the student passes the college level course, they also receive a satisfactory (S) grade in the learning support. The new courses were approved through our Academic Programs Committee and implemented for the first time in Fall 2013. That year, the completion rates for the 0091/1001 cocurricular combination were 79% in fall Fall 2013and 36.4% in sSpring 2014; completion rates for the 0092/1101 cocurricular 65.2% and 55% in the same fall and 55% in spring. In AY 20142015. Completion rates for the cocurricular MATH 0091/1001 sections was 67% in Fall 2014 and increased to 80% in Spring 2014; completion rates for the MATH 0092/1101 sections was 62.5% and 69%, respectively. A total of 359 students were able to complete successfully the learning support and benefit from this program in the twoyear period. The overall success rate is 63%, which is higher than the success rates for learning support math instruction prior to the institution of the cocurricular model.. It should also be noted that the cocurricular learning support classes are taught using the emporium model of instruction. Two different adaptive learning products have been used, Cengage’s and PrenticeHall’s.
In terms of plans for the corequisite instruction, in Fall 2015, It should also be noted that the cocurricular learning support classes are taught using the emporium model of instruction. The Two different adaptive learning products have been used, Cengage’s and PrenticeHall’s. First, the course formerly known as MATH 0098 (now MATH 0999) will be paired with MATH 1111 (College Algebra). Second, the numbers will be changed on the learning support courses to MATH 0997, 0998, and 0999, in compliance with USG policy. In Fall 2015, according to USG policy, DSC’s placement scores for learning support were lowered and students needing learning support in three areas (reading, English, math) were admitted. It is projected that this will affect success rate somewhat in the next few years, but mechanisms are in place to meet these students’ academic needs.
GOAL 
Increase likelihood of degree completion by transforming remediation 
Strategy – ONGOING 
Enroll students in need of remediation in gateway collegiate courses in math with corequisite learning support 
Summary of Activities 
Selected math faculty attended special workshop offered by USG in alternative models for math remediation; faculty developed corequisite model for all three math courses in Area A of the Core Curriculum; courses approved by DSC Academic Programs Committee; corequisite model implemented Fall 2013; model being revised for Fall 2014; DSC math faculty also working with local high school math teachers to improve preparation of students for college level math; grant proposal submitted to engage in joint professional development activities between DSC and local high school math faculty; math lab reconfigured to emporiumlike model. 
Baseline Measures of Progress 
In Fall 2012, 41% success rate in learning support math courses prior to initiation of corequisite courses (beginning in Fall 2013) Increase in number of students passing learning support math on the first try (79% in Fall 2013, 62.5% in Fall 2014, and 69% in Spring 2015) 
Measures of Success 
By 2020 Increase to 85% the number of students passing/exiting learning support math on the first try. 
The learning support class (MATH 0999) that serves as the prerequisite for College Algebra (MATH 1111) will be taught as cocurricular course in Fall 2015, completing the cohort of learning support math courses. 

Partnerships 
Ongoing efforts with DSC faculty and local high school math faculty to improve the preparation of high school students for college level math 
Resources 
Reallocation of time for some math faculty; classroom space for emporium model of instruction 
People Involved 
Dean of Science, Technology and Mathematics; Chair of Dept. of Mathematics; selected DSC math faculty; selected high school math teachers 