Transcript SMART Math - Jackson State Community College

SMART Math
Removing Roadblocks
to Student Success
www.jscc.edu/smart-math
A Tennessee Board of Regents Institution
The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily
represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.
Survive Master Achieve Review Transfer
SMART Math Center at Jackson State
Jackson State Community College
SMART Math
Goal of Our Redesign
Improve Student Success and Increase Learning
 Accommodate varying levels of
preparation, math anxiety, and diverse
learning styles
 Prepare students for educational and career
goals – not just remediate high school
deficiencies
What Did We Do Before the Redesign?
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Three Traditional Courses
Enrollment: 2200
Pass Rate: 42%
Student had to pass course or start over next term
Each instructor designed own course presentations,
lectures, homework assignments, and tests
Student class time was inflexible
Student had to successfully complete all three courses
before enrolling in Allied Health or Nursing programs or
taking certain college level courses
SMART Math Objectives
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Mastery of Competencies – Not Just Self-Paced
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Accommodation of Learning Styles
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On-demand Individual Assistance
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Immediate Feedback on Tests and Homework
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Opportunity to Progress More Quickly (or slowly)
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More Frequent Opportunities for Success
Student requirements based on educational
and career goals
How We Got Started
12 modules replaced 3 traditional courses.
MODULES
TRADITIONAL COURSE
1, 2, 3
Basic Mathematics
4, 5, 6, 7
Elementary Algebra
8, 9, 10, 11, 12
Intermediate Algebra
To satisfy a module the overall grade must be at least 75%.
Components of each module grade:
Attendance
Notebooks
Homework
Post-Test (Proctored)
5%
10%
15%
70%
SMART Math means
Mastery Learning
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New students begin with Pre-Test on Module 1
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If less than 80%, student completes
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80% mastery moves student to next module
Homework in MyMathLab
Practice Test in MyMathLab
Post Test in MyMathLab
SMART Math notes – (workbook format)
80% mastery to move from one homework
assignment to next
75% mastery on proctored post test
Why Modularize?
• Mastery learning facilitated
• Individual student requirements based on
educational and career goals
• Students can change schedule without
interrupting learning
• More frequent opportunities to successful
completion
• Student begins new semester with next
required module
• Multiple exit options
Procedure for Modularization
 Course competencies from the three traditional courses
were separated into 12 clearly defined modules
 Prerequisite modules were identified for success in
‒ general education math courses
‒ other college level courses
‒ programs not requiring college level math
 Curriculum Committee approved major change in
Developmental Math requirements
 Procedures were set up to advise students of their
multi-exit options based on their career choice
 Advisor training sessions were conducted
Program Developmental Math
Requirements
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41 Courses of Study require a General
Education Math Course
• 31 Majors allowed a Math Course with
prerequisite Modules 1 – 7
• 3 Require Modules 1-8 Modules
• 7 Require All 12 Modules
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7 Programs of Study do not require college level
Math – Allied Health & Nursing
• 1 Requires Modules 1-8
• 5 Require Modules 1-7
• 1 Requires Modules 1-4
Programs of Study
Module Requirements
Required
Modules
Number of
programs
DSPM Students
Fall 2008/Spring 2009
1-12
1-8
1-7
1-4
7
4
36
1
20.3 %
31.2 %
47.9 %
0.6 %
Students Completing DSPM
Requirements
Students who could enroll in college level
courses/programs next term
Traditional Course Spring 2008
24%
Redesign Course Spring 2008
22%
SMART Math Fall 2008
36%
SMART Math Spring 2009
42%
SMART Math Fall 2009
43%
Learning Increased
Mean Scores on Post Test by Modules
Challenges: Record Keeping
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For which course does the student register?
“Shell Courses” that do not designate modules
DSPM 0891 Developmental Mathematics I
DSPM 0892 Developmental Mathematics II
DSPM 0893 Developmental Mathematics III
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All new students enroll in DSPM 0891
• Student completes at least 4 modules (or all required if < 4)
• Grade = Average of 4 highest modules scores
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Students still needing to complete more modules
enroll in DSPM 0892/DSPM 0893
Challenges: Tracking Students
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Table created in SOATEST/Banner to indicate
modules completed for each student
When a module is indicated satisfied, the student
may enroll in any college course for which the
module is a prerequisite
The Team and Pearson Education have automated
the process of tracking students’ module
completion and reporting to Banner
Student who change major may be required to
complete more modules
Challenges:
Redefining Faculty Roles
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Faculty are now facilitators and evaluators of
student learning.
Faculty guide each student’s study through
developmental math.
Faculty counsel students on their module.
requirements relative to their career goal.
Faculty lead small group instruction on difficult
topics.
Faculty serve as tutors in SMART Math Center.
Full time faculty mentor adjunct faculty.
Challenges:
Finding Tutors
 Student tutors from JSCC
 Must be recommended by math faculty
 Must have an A or high B in last math course
 Can be students who were successful in DSPM (some of
the best tutors)
 Student tutors from local colleges & universities
 Adjunct faculty
 Retired teachers
 Full time instructors
 Online tutors
Student Success Increased
Students Passing the Course
Course
Term
% ABC
Traditional
Spring 2008
41%
Redesign
Spring 2008
54%
SMART Math
Fall 2008
57%
SMART Math
Spring 2009
59%
SMART Math
Fall 2009
60%
Overall Success Rate increased by 45%!
Retention Increased
Enrolled in Course to End
Course
Term
% Enrolled to End
Traditional
Spring 2008
74%
Redesign
Spring 2008
72%
SMART Math
Fall 2008
75%
SMART Math
Spring 2009
83%
Overall retention increased by 12%!
Cost Savings for Students
Students do not pay for unnecessary coursework
Students are able to complete developmental
math requirements in one term if motivated
Students can adjust schedule to suit life changes
instead of withdrawing from the course
Students can decrease travel & childcare
expenses
Cost Savings for Institution
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Reduced cost per student by over 20%
o Reduced total number of sections by 28%
• Increasing maximum class size from 24 to 30
• Providing opportunity for students to complete
developmental coursework more quickly
o Reduced number of sections taught by full time faculty
from 78% to 58%
Full time
Adjunct
Total
Historically
63
26
89
SMART Math
37
34
71
o Utilized tutors at lower cost per hour than faculty
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Improved retention of students by over 10%
Increased college enrollment numbers by enrolling
students more readily in credit bearing courses
Jackson State Mathematics Department
wishes to say thanks to:
 Our President, Dr. Bruce Blanding, for challenging us to try
innovative approaches to our developmental math program
 The Tennessee Board of Regents for giving us the opportunity to
make our dreams a reality.
 National Council of Academic Transformation for guidance and
encouragement throughout the whole process.
Come visit us and see our
SMART Math Center!
Mary Jane Bassett
Dean of Academic Support
[email protected]
Betty Frost, Associate Professor of
Mathematics & Redesign Team Leader
[email protected]