Transcript JACKSON STATE COMMUNITY COLLEGE

JACKSON STATE COMMUNITY COLLEGE
Betty Frost, Presenter
[email protected]
DEVELOPMENTAL STUDIES MATHEMATICS
Annual Enrollment 2200
Number of Sections Fall Semester: 39
Size per Section: 30 (24 at off campus sites)
Stage: Currently in Pilot III (Statistics for
this presentation Pilot I & Pilot II)
Traditional Course Structure – Three Courses
(Basic Mathematics, Elementary Algebra, and
Intermediate Algebra) Instructor based with
maximum 24 students per section
Goals of Our Redesign:
 Accommodate varying levels of preparation,
math anxiety, and diverse learning styles
 Prepare students for educational goals – not
just remediate high school deficiencies
Tennessee Board of Regents Academic Preparation Initiative – Funded by FIPSE
Dr. Paula Myrick Short, Vice Chancellor of Academic Affairs, Principal Investigator
Will I ever get
out of this math
class???
Problems attempting to solve:
• High failure rates
• High drop-out rate
• Students required to study topics in math not
relevant to major
• Students required to take an entire course when
only deficient in a portion of the topics
• Student learning styles not accommodated
What did we do before the redesign?
Three Very Traditional Courses –
• Student had to pass course or start over
the next semester
• Each instructor designed own course
presentations, lectures, homework
assignments, and tests
• Student class time inflexible
• Student had to successfully complete all
three courses before being accepted
into Allied Health or Nursing programs
or taking certain college level courses
S
urvive
M
aster
Achieve
R
eview
T
ransfer
Math
Center
at
Jackson State
SMART Math at JSCC
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
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Provide Multi-Exit Opportunities
Use Modular Approach – 12 Modules
Utilize Technology
Give Individualized Assistance
Make available Small Group
Assistance
Accommodate Students’ Schedules
Accommodate Learning Styles
MODULARIZATION

12 modules covering DSPM competencies

Individual student requirements based on assessment
results and educational goals
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More frequent opportunities to successful completion
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Multiple exit opportunities provided
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Student begins new semester where ended last
semester
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Student has the opportunity to progress more quickly
(or slowly if needed!)
Student Outcomes
Student Learning (Students making ABC)
Traditional Course Spring 2008
41.4%
Redesign Course Spring 2008
53.9%
Redesign Course Fall 2008
56.7%
Course Retention (Students enrolled in the Course to End)
Traditional Course Spring 2008
73.6%
Redesign Course Spring 2008
70.5%
Redesign Course Fall 2008
75.4%
Developmental Math Program Completion
Traditional Course Fall 2007
18.0%
Redesign Course Fall 2008
35.6%
Mean Scores on Post Test
100
90
80
70
60
Traditional Spring 2008
50
Redesign Spring 2008
Redesign Fall 2008
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
PROBLEMS & SOLUTIONS
Problem:
Course Structure, Records Office, Financial Aid
– What do the students register for?
Solution:
Created “Shell Courses”
DSPM 0891 Developmental Mathematics I
DSPM 0892 Developmental Mathematics II
DSPM 0893 Developmental Mathematic III
Problem:
How do we know what modules student completed?
Solution:
Created table within SOATEST /Banner to
indicate Modules Completed for each student
PROBLEMS & SOLUTIONS
Problem:
What does a grade in the “Shell Courses” mean?
Solution:
Student passes DSPM 0891 if he/she completes all
required modules or at least 4 required modules.
Student enrolls in DSPM 0892 only if he/she still has more
modules to complete
Likewise for DSPM 0893
A student not passing DSPM 0891 must enroll in DSPM
0891 the next term and begin with the first required
module not completed.
Problem:
Record Keeping for Instructors
Solution:
MyMathLab is working to automate the process of
tracking students and reporting to Banner.
Cost Savings
For Students
•Students do not pay for unnecessary coursework
•Students are able to complete developmental
math requirements in one term
•Students can adjust schedule to suit life changes
•Students can decrease expenses
(travel, child care, etc.)
For Institution
•Reduce number of sections by increasing
maximum class size from 24 to 30
•Utilize tutors at lower cost per hour
•Retain students
•Enroll students more readily in credit bearing
courses