Transcript Document
Increasing Student Success:
A Journey of Course
Redesign
Presented to
Course Redesign Workshop
The Westin La Paloma Resort and Spa
Tucson, AZ
October 27, 2007
Andreana M. Grimaldo
Assistant Professor of Mathematics
Developmental Mathematics Coach
[email protected]
Quinsigamond Community
College
Worcester, MA
www.qcc.mass.edu
Quinsigamond Community College
Profile
Established in 1963
One of the 29 colleges and universities in the
Commonwealth of Massachusetts’ system of
public higher education
Open Admissions
Located in the city of Worcester (176,000 pop.)
Offers 60 associate degree and certificate
programs, as well as non-credit options to over
6,600 day and evening students.
Diverse student population
Ethnicity
Age
Socio-economic
QCC Math Department Faculty
10 full time faculty
55 - 60 adjunct faculty
~180 sections of mathematics
per semester
~100 sections of developmental
math per semester
80% taught by adjunct faculty
Course Times and Locations
Day class (traditional, computers)
Night class (traditional, computers)
Weekend (traditional, computers)
Off campus (local high schools,
hospitals, nursing homes, correctional
facilities, etc.)
Fast track
Online
Average age: 27
50% Traditional Age
QCC
Student Profile
(18-22 years old)
46% Adult learners
4% Under 18 years of age
47% Full-time; 53% Part-time
24% Minority
60% Female
60% Day; 40% evening
97% from Worcester County
40% from Worcester
QCC Math Student Profile
85% test (CPT) into at least 1 level
of developmental math
High level of math anxiety
Long history of failure
Poor math and study skills
Overall - unprepared for college
level work
Course Redesign History
1999 Commonwealth of Massachusetts
Community College Developmental
Education Committee began the campus
thinking of change
2001 – 2002 Numbers in Developmental
Math began increasing
2001 QCC awarded $1.7 million, 5 year
Title III grant
Challenges
Large number of developmental math
sections
Large number of part-time faculty
Increasingly poor performance of students
Inconsistent grading
Inconsistent delivery of objectives
Students with Individual Education Plans
Strong union presence protecting
Academic Freedom
QCC’s Developmental Math Program
Basic Mathematics
Beginning Algebra
Intermediate Algebra
QCC Developmental Math Instructor
Resource Manual
Departmental textbook selection
Text specific manual
Faculty created, piloted, edited
Available in hard copy / electronic version
Syllabus, semester outline, pacing, group
activities, homework, assessments, etc.
Student centered instructional methods
UDL-Universal Design of Learning
Departmental Final Exam
Institutional “pre-requisite” to next level course
Face-to-face
30-question, multiple choice
Use TestGen to generate multiple versions of
pencil/paper exam
Passing score: 73% on final exam
“Test the Test” – approx. 88% pass/fail
agreement rate
Technology Requirement
Fall 2007
Course Descriptions contain:
“Technology tools will be utilized”.
All textbooks have an access code
for online homework.
Developmental Math Coach
Faculty position focused on developmental math
curriculum
Supported by administration with re-assigned time
Plan and implement professional development
Empower adjuncts and full-time faculty
MyMathLab technology support
Reflective practice sessions
“Clearinghouse” for information
Create, distribute and monitor final exams
Intermediate Algebra
Pilot 2002
Baseline Pass Rate 54.5%
75-80% Traditional classrooms
Uniform content and pacing
Required homework – computer
based
Mandatory departmental final exam,
face-to-face, paper/pencil
Beginning Algebra
Pilot 2003
Baseline Pass Rate 48.1%
50% computer classrooms
Uniform content and pacing
Required homework – computer based
Accelerated pace is possible
Mandatory departmental final exam, face-
to-face, paper/pencil
Basic Mathematics
Largest span of ability
Pilot 2004
Baseline Pass Rate 54.5%
Flexibly structured
Self-guided work (computer based or
hard copy)
Mandatory departmental final exam,
face-to-face, paper/pencil
Pilot the Proposed Redesigned
Courses (2002-2004)
Pass Rate: Based on final exam
grade of 73+
Intermediate Algebra: 58.9%
Beginning Algebra: 74.2%
Basic Math: 51%
MyMathLab
One of the first in New England to
use (~2000)
Inconsistent application (20002004)
MyMathLab upgraded (2005)
Fully embraced (2006)
Electronic Homework Management Using
MyMathLab
3 Master
CoursesAll faculty
copy
Retention Strategies
Close
tracking of
student’s
attendance
and
performance
Early Intervention
Student Support
Math Learning Center
56-seat learning center staffed by trained
math tutors
Computer or pencil/paper assistance
Possible requirement
Harrington Learning Center
60-seat computer lab
All computers loaded with MyMathLab
No math tutors
Faculty Support
Center for Academic Excellence
Curriculum Workshops
Technology Training
Reflective Practice Sessions
Institutionally Accepted
ALL courses use QCC’s Instructor
Resource Manual
ALL courses follow the same
format
ALL courses use technology
ALL students access MyMathLab
ALL students take final exam
Results
Intermediate Algebra
70%
60%
50%
40%
30%
20%
10%
0%
F03
F04
F05
F06
Baseline
54.50%
54.50%
54.50%
54.50%
Result
61.40%
67.00%
61.00%
60.00%
Beginning Algebra
80%
70%
60%
50%
40%
30%
20%
10%
0%
F03
F04
F05
F06
Baseline
48.10%
48.10%
48.10%
48.10%
Result
74.20%
69.00%
60.30%
62.00%
Basic Mathematics
70%
60%
50%
40%
30%
20%
10%
0%
F04
F05
F06
Baseline
54.50%
54.50%
54.50%
Result
67.00%
65.00%
60.00%
What Is Happening
In College Algebra?
College Algebra Results
70%
60%
50%
40%
2004
2005
2006
ASSM
68.60%
61.80%
55.70%
Dev. Math
67.40%
66.00%
60.80%
Overall Conclusions
Large number of developmental math
sections
Large number of part-time faculty
Student performance has increased
Student completion rate has increased
Institutional expansion - consistency of
curriculum
Increased enrollment per section – able to
manage
Higher level of faculty collaboration and
camaraderie
Major Components to Success
Administrative support
Faculty designed and implemented
Individual instructors benefit by
change
Atmosphere of professional
collaboration
Future Plans
Computerized departmental final
exam
Continued atmosphere of
collaboration and experimentation
Institutional laptop program
. . . . . . . NEVER DONE!
Team Members
Creation of Instructor Resource Manuals
–
All Title III Data Analysis
–
–
QCC Faculty -Andreana M. Grimaldo, Denise
Robichaud, Steve Zona, Virginia Asadoorian, Carol
Rinaldi, Elaine Previte
Neena Verma, IR Director at QCC
Meredith Twombly, former IR Director at QCC
Pat Toney, Vice President of Academic
Affairs
–
[email protected]
Barbara Zabka, Staff Assistant, Academic Affairs
Questions