From Math Fear to Math Career

Student Discovers His Potential in Developmental Community

Randal Vela just “kicked algebra’s butt.” That’s how he describes scoring an A in his College Algebra class this past spring. It wasn’t easy though; it took three semesters of developmental math at Austin Community College to achieve it.

Randal Vela

Randal Vela

Vela almost didn’t make it past his first semester at ACC though. He had been out of school for a while, so he wasn’t in the habit of studying. And it was hard to stay on top of his assignments and figure out what his professors wanted. “I was like a deer in the headlights – I didn’t know what I was doing.”

Look at him now. Vela is pulling mostly A’s as a full-time student, earning credits toward an education degree – he wants to be a middle-school math teacher – and working as a peer instructor in the developmental learning community where he got his start.

“I can do things I never thought I was capable of,” Vela says.

Put skills in practice

“Randal took the ACC study skills course like many students do,” says Professor Frank Cronin, associate professor of developmental writing. “One big difference between him and other students is that he has worked hard to put those skills into practice.”

One thing Vela learned is success comes from making the right choices. “You got a party to go to this weekend? What’s your best move: Finish your homework and go to the party, or go to the party and do your homework at 3 a.m. when it’s due Monday at 8 a.m.? You have to think about those things.”

I constantly talk to my teachers. ‘How am I doing?’ ‘What else is coming?’

When Vela’s assessment scores fell below college level for math and writing, he registered for “Intersections,” a learning community that connects three developmental education courses: Writing Skills I (DEVW 1403), Basic Math (MATD 0330), and Basic Study Skills (DSSK 0012). For one semester, he attended Intersection classes with a common group of students co-taught by Cronin and Math Associate Professor Don Lavigne.

“The first time I got a college report card, I had four A’s on it; I started bawling,” Vela recalls. “That was the start of my success.”

This past spring, he became the Intersections peer instructor, attending classes and helping other students learn what it takes to be successful in college. Vela also took classes that will count toward a teaching degree at Texas State University in San Marcos.

His schedule kept him busy, but his new time management and organizational skills helped.

Outside study time

“I had about 18 hours a week of class, and I spent about 36 to 48 hours of study,” he recalls. “I carried all my stuff with me and set up study times; there were no variables where I couldn’t get things done.”

Along with procrastination, Vela says, his toughest challenge is self-doubt. “I deal with that on a daily basis. If you were never good enough for 20 years, it’s hard to get out of that hole.”

His hardest class so far has been U.S. History I, where he struggled to earn a B. “Now I go to my professors and ask to see an old test so I have a better idea what kind of questions to expect on their tests.”

As a peer instructor, Vela coaches his students on the importance of connecting with professors. “I constantly talk to my teachers. ‘How am I doing?’ ‘What else is coming?’ I had a comp teacher who terrified me, but I sat down with her, too, and by the end of the semester I had learned a lot.”

Vela understands that he is a role model for his students, Cronin says. “If he is helping them to learn and pass, then he has to do the same.”

The ACC student looks forward to someday running his own middle-school classroom, and he hopes to take the technical jargon out of math and make it more understandable for kids.

“I’m not here just to become a teacher. I want to make a difference for others,” he says.

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