Meet the Teams

**Lee R. Pearce, EdD in Educational Psychology**

As principal investigator, Lee reviewed scientifically-based research to develop a multi-tiered system of supports (MTSS) model and evaluation method to improve academic success for at-risk college students placed in developmental mathematics. In addition, he revised and validated selected student attribute measures to assess math anxiety, math confidence, math usefulness and academic motivation; directed MTSS model implementation of the evidence-based practices used throughout the two year study; and managed the project data base by mentoring undergraduate research assistants with work study support. Using regression techniques, Lee analyzed how student attributes, learner behaviors, and instructional methods influenced student success in passing Basic and Intermediate Algebra as the project’s overall evaluation design.

**Daluss Siewert, PhD in Mathematics**

As co-pi, Daluss targeted 30 learning outcomes for each developmental mathematics course for students to successfully complete Basic and/or Intermediate Algebra. He selected My Math Lab problem sets as a computerized formative assessment (e.g., homework assignments and quizzes) to implement the MTSS model so students who failed a learning outcome quiz were immediately directed to seek assistance in the Math Assistance Center. In addition, Daluss developed and maintained a daily data collection system to record student attendance, academic progress, and instructional methods used for every fifty minute class session. As mathematics department head, he hired, made teaching assignments, and supervised instructors and math mentors during the two year project.

**Curtis Card, PhD in Mathematics**

As co-pi, Curtis had re-structured Basic and Intermediate Algebra coursework schedules to provide four blocks of time for “second chance” to pass three units of instruction while serving as department chair when NSF grant proposal was submitted. This schedule change provided the necessary foundation to build a multi-tiered system of supports model in a university setting. His early leadership set the cultural shift in motion to commit departmental efforts to improve at-risk student success. Appointed Associate Vice President for Academic Affairs in 2012, he oversees institutional research to track long-term outcomes (e.g., passing CAAP and graduation) of students enrolled in Basic and Intermediate Algebra during the two year project.

**Kristi L. Pearce, EdD in Educational Psychology**

As co-pi, Kristi designed the professional development process for MTSS model implementation based on a continuous improvement approach. Utilizing participatory action research methods, Kristi conducted perception surveys, focus groups, and individual interviews with students, math mentors, and instructors at the end of each of the four semesters during the project. She analyzed this “in the midst” feedback to guide their use of instructional methods grounded in scientifically-based research to implement the MTSS model during workshops and follow-along instructor meetings. As a result, Kristi adapted use of peer video review as the faculty development process to support instructor use of an explicit instruction routine to engage students in interactive learning.

**Ms. Kristel Ehrhardt**

Ms. Ehrhardt taught multiple sections of Tier I developmental mathematics during the two year project.

**Dr. Colin Garnet**

Dr. Garnet taught one section of Tier I developmental mathematics during the last semester of the two year project.

**Mr. Paul Kopco**

Mr. Kopco taught multiple sections of Tier I developmental mathematics during the two year project.

**Dr. Hui Ma**

Dr. Ma taught multiple sections of Tier I developmental mathematics during the last three semesters of the two year project.

**Mr. Chad Pelster**

Mr. Pelster taught multiple sections of Tier III developmental mathematics during the two year project.

**Ms. Holly Stillson**

Ms. Stillson taught multiple sections of Tier I developmental mathematics during the first three semesters of the two year project.

**Ms. Gretchen Thompson**

Ms. Thompson taught two sections of Tier I developmental mathematics during the first year of the project.

**Ms. Jill Trimble**

Ms. Trimble taught two sections of Tier I developmental mathematics during the last semester of the two year project.