Transcript wed_morn_student_engagement_dev_math

:
Susan Barbitta
Donna Lemons
Guilford Technical Community College
Research
Readiness
Redesign
Results
Restage
Routine

North Central North Carolina
4 Campuses
20,000 Curriculum Students
25,000 Con Ed Students

Developmental Math



◦ 56 Faculty and Staff
◦ ~7,500 Developmental Math Students/Year

The Problem
Now they’ll look like this.
NCAT Redesign Principles
The National Center for Academic Transformation

Principle #1
◦ Redesign the entire course

Principle #2
◦ Encourage active learning

Principle #3
◦ Provide students with individualized assistance
NCAT Redesign Principles
The National Center for Academic Transformation

Principle #4
◦ Build in ongoing assessment and prompt
(automated) feedback

Principle #5
◦ Ensure sufficient time on task and monitor student
progress

Principle #6
◦ Modularize the student learning experience,
especially in developmental math.

Essential Mathematics – Modules 1-3
Introductory Algebra – Modules 1,4,5
Intermediate Algebra – Modules 6,7,8

Most non-STEM programs require mods 1 -5


 The
new curriculum is:
• Modular
• Can be completed in one year or less
• Flexible to allow students to complete at a pace
appropriate to their individual needs
• Rich in conceptual instruction

Three 4 credit courses
Eight 1 credit modules

Pass or start over
Pick up where you left off

Work through all the
content
Credit given for concepts
previously mastered

Fixed pace
Flexible Pace

One course/semester
Ability to complete more
than one course/semester
o
150 person Math Emporium*
o 4 classes running concurrently
o 25 walk-in
o 40 person testing center
o
30 person Math Emporium
o 1 class of 24 and 6 walk-in
o
80 person Math Emporium
o 2 classes running concurrently
o
15 person Math Emporium


Mon.-Thurs. 7am – 9pm, Fri. 7am -3pm, and
Sat. 9-1pm
Flipped Classroom
o Students work on homework assignments, take tests
and quizzes

All campuses have blocks on the computers so
students can only work on Math

Fixed class time
◦ 3-4 hours/week with an instructor of record
◦ A minimum of 2 additional online hours required/wk

For each class of 35 students:
◦ One instructor
◦ One professional tutor/student tutor

Additional tutors first two weeks and the last
week

All units start with the pre-test
o Linked to homework


85% or higher-student proceeds to next unit
pretest
Less than 85%-student works through the
module
‣ Take a pre-test
‣
‣
‣
‣
‣
o Credit given for objectives previously mastered
MML video (optional)
Workbook exercises
MML homework
MML quiz
MML Module test

Training in the online chosen software

Work through selected sections of the new
course

Consistency amongst instructors

Academic Coaching

How to keep students on track

Explain how to progress through the course
◦ Detail these procedures in your syllabi

Drive through the online software together
◦ How/when to watch videos
◦ How to review a quiz
◦ How to access the e-book

Outline the cost & time savings
◦ Less math is needed for most majors

Knowing where your students are in the course

Soft due dates

Personal contact with every student weekly

Assignment completion times

Completion Schedule

Weekly emails

Cost savings:

Mastery Based
◦ College ~17% per student
◦ Student - $300-$1500
o
No academic gaps

On-demand instruction

Acceleration and remediation within the same
course
o
Students can complete more than one course per
semester
Spring 2011 Pilot
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
93%
73%
66%
80%
72%
62%
Essential Math
Introductory Algebra Intermediate Algebra
Traditional
Redesign Spring '11
Fall 2011
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
73%
80%
73%
58%
Essential Math
66%
59%
Introductory Algebra Intermediate Algebra
Traditional
Redesign
Spring 2012
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
72%
82%
64%
Essential Math
Introductory Algebra Intermediate Algebra
Summer 2012
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
82%
Essential Math
82%
87%
Introductory Algebra Intermediate Algebra
Spring 2011 to Summer 2011 /Fall 2011
100.0%
80.0%
60.0%
87%
59% 65%
62%
Essential Math
Introductory
Algebra
80% 82%
40.0%
20.0%
0.0%
Traditional
Redesign
Intermediate
Algebra
Spring 2011 to Summer 2011/Fall 2011
100%
100.0%
80%
80.0%
60.0%
65%
55%
45%
40%
40.0%
20.0%
0.0%
Essential Math
Introductory Algebra Intermediate Algebra
Traditional
Redesign su '11
Fall 2011 to Spring 2012
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
85%
Essential Math
86%
83%
Introductory Algebra Intermediate Algebra
“I like it because you get to skip sections that
you already know how to do.”
“I hate to feel like I have to work at someone
else’s pace. This course gives me the ability to
learn the way I learn.”
“I like that you can go at your own pace. I just
do not like how one teacher shows you one
way to a problem and you get it and then
another teacher comes behind that teacher
with a different way and it confuses me.”**
“I feel like all of my class time is being used
instead of getting lectured and being lost.”
“I really like the individualized attention that the
teachers give. They are always available to
answer your questions.”
“I like that you can complete this course at your
own speed and not the speed of the class. With
this rate I am able to comprehend more.”
And faculty say….
The good, the bad, and the ugly…..
Change is hard!!
Faculty comments:
“At first, I didn’t know what to think,
but I didn’t think I was going to like
it.”
“It can be challenging teaching 3 levels
of Math all at the same time.”
“It’s great seeing students really
understanding the material.”
“I like the ‘on-demand’ teaching that
takes place. The student actually
listens to me.”
“Students learn by doing, not
watching. Now they are more
responsible for what they learn and
how quickly they learn it.”
Susan Barbitta
[email protected]
336-334-4822 x50032
Donna Lemons
[email protected]
336-334-4822 x500xx