6. Program features, elements and/or efforts that were effective in the corequisite implementation process.

The workbooks for MAT 101 and MAT 115A were completed and made available to students. This helped students come to class, prepared to work on the content being covered.

Some faculty implemented 10-minute bell ringer to increase on-time attendance and to continually review previous concepts covered.

Group work, mindset training, and presentations continue to be highly effective in creating a safe community-based classroom and encouraging students to stay engaged and work together.

We continue to see evidence of the following

• Students grasp the concept of conceptual learning better than the traditional algorithmic approach.
• Relationship development with fellow students and the instructors.
• Faculty develop a better understanding of student directed learning.
• Student engagement is high.
• Some students are realizing they don't know the material like they thought they did.
• Some students realize they are capable of learning and understanding mathematical concepts
• Relationship based classroom environments have fostered a positive learning environment. Student intervention and engagement has been positive
• Students are supportive of respectful and cooperative classroom culture.

7. Challenges you have faced in implementation

"Challenges you have faced in implementation and how those challenges have been addressed."

Class were scheduled five days a week in times such as 3:00 p.m. or noon which created fatigue and contributed to absences. In spring 2018, we changed the class schedule to one hour and forty minutes on Mondays and Wednesdays and one hour on Fridays. This will provide sufficient time for group work and student presentations and classes meet only three days a week.

Inquiry Based Learning (IBL) is still a growth process for both faculty and students. Since faculty were more comfortable and prepared with IBL, there were fewer problems with buy-in from students in fall 2017, compared to the previous academic year.

It was observed that the new ICs, who did not have experience in the IBL method, at times reverted to the traditional teaching. We will have to provide ongoing professional development in Inquiry Based Learning.

The workbooks need editing and restructuring and will continue to be assessed and updated.

Class attendance and assignment completion was still problematic.

Quality Enhancement Plan: “Learning that Works”