Karen Wyrick
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Transcript Karen Wyrick
GETTING STARTED IN COURSE REDESIGN
Cleveland State Community College
“And that means looking for some of the best
models out there. There are community colleges
like Tennessee's Cleveland State that are
redesigning remedial math courses and boosting
not only student achievement but also graduation
rates. And we ought to make a signif icant
investment to help other states pick up on some of
these models.”
- President Barack Obama
Houston, We Have A Problem
The Problem – Developmental Math
High failure rates
Low attendance
Good students stuck for 1 – 2 semesters
Roadblock to student success
The Solution – Course Redesign
Try something new
Completely different approach
Utilize online learning systems
Remove roadblock to success
TBR Involved In System-Wide Redesign
How long did it take?
Semester 1 - Worry
Yes, we are going to do this
Oh no, we are going to do this
What exactly are we supposed to do?
Read and research
Semester 2 - Plan
What is everyone else doing?
What works? What does not?
Take a field trip
Talk about specifics
Semester 3 - Implement
Spring 2008, Elementary Algebra and Intermediate Algebra
Semester 4 – Tweak and Move On
Fall 2008: Basic Math, College Algebra, Statistics, Finite Math
Fall 2009: Precalculus I, Precalculus II, and Applied Calculus
Hit the Highlights
3 Developmental Math Classes
Basic Math, Elementary Algebra, Intermediate Algebra
Emporium Model
Mastery Learning
7 College Math Classes
College Algebra, Finite Math, Statistics (1 + 2)
Precalculus I & II, Applied Trig, Business Calculus (2 + 1)
Emporium Model
Mastery Learning
Our Little Twists*
Course Layout
Each course consists of 10 – 12 mini-modules*
1 hour class meeting each week – students work in class*
2 hours work outside class each week – at least 1 hour in lab
Students expected to complete one module each week*
Course Grade
10% Attendance Grade - class & lab attendance, module finished
30% Homework Sets – 2 to 5 sections per module
60% Quiz and Exam Grades – 1 quiz each module, 2 exams
Course Standards
Students must complete every homework set (70 or better)
Students must pass every module quiz and exam (70 or better)
Students must pass attendance grade (70 or better)
Students may take each quiz and exam multiple times
*Our Little Twists On NCAT Recommendations
Our Non-Negotiables
Emporium
Mastery Learning
Bite–sized approach
Points for everything
Nothing is optional
Technology based
Attitude Adjustments
Before Redesign
After Redesign
Students
Students
I want my lecture!
I like this!
Study night before exam
Weekly homework, quiz
What do I need to pass?
I want an A.
Teachers
Teachers
I want my lecture!
This works!
Class
Class
Low attendance
Median attendance grade 88
Don’t do homework
Average homework grade 97
Not engaged in class
Come to class early, stay late
Results Update
Developmental Math
Basic Math increased from 48% before to 53% after (still needs work)
Elementary Algebra increased from 52% before to 67% after
Intermediate Algebra increased from 55% before to 71% after
College Level Math
College Algebra increased from 65% before to 77% after
Introductory Statistics decreased slightly from 79% before to 73% after
Finite Math increased from 75% before to 89% after
Precalculus I increased from 55% before to 75% after
Precalculus II increased from 75% before to 81% after
Doing More with Less
Math department has grown 40% since redesign (from 1100- to 1600+)
College Math enrollment is 800+ S2011 – more than Dev Math
Cost/FTE has been reduced by over 40%
College retention increased by 7% in Spring 2009 ($400K revenue)
Number of students passing a math course increased by 50+%!!!
Much Ado About Something
TBR Study (Schutz & Tingle) - Cleveland State Redesign
◦ Students tracked 3 semesters before and after redesign
◦ Students tracked from dev math into college math
◦ Examined impact on course success & next course success
◦ Logistical regression, significance level 95%
The Results
◦ Redesign had a strong positive impact on course success
◦ Redesign had a strong positive impact on next course
success, including both dev math and college math
◦ Gender and race were not factors in predicting course
success - achievement gaps were closed
Reap the Benefits
Scheduling Benefits
Continuous Enrollment Plan
One Room Schoolhouse
Math on Demand
Quality Matters
Consistency is improved through online instruction
Student success increases through a redesign approach
Dual Enrollment
Passing rates often 100% in these courses
Our campus or yours; our instructor or yours
MML Features
Batch enrollment – students work on day one
Personalized homework after first quiz attempt
Leadership and Teamwork
Leadership is essential to a successful redesign project
Someone has to say “We are going to do this”
Putting the right person in charge is essential
Teamwork is an important part of course redesign
Getting faculty involved helps get buy-in
Administration and faculty must work together
The Turning Point
Focus at beginning is on resistance to change
Once everyone focuses on “How do we make this
work?” success will follow – it is only a matter of time
Final Thoughts
Redesign (not redesign)
Don’t be afraid to try something new. It might work!
Goal: Transformation
Lawrence - “I’ve decided that I like math.”
Jacqueline – “My confidence is so much better. If I can do this, I can
do anything.”
Lakeisha – “Let me show you how I learned this.”
Questions?
Karen Wyrick
[email protected]