: susan barbitta donna lemons guilford technical community college
TRANSCRIPT
Active Student LearningIncreased Student
Engagement in Developmental Math
It IS Possible!
:Susan BarbittaDonna LemonsGuilford Technical Community College
Leading
Edge Academic
Performance
MATH
Research
Redesign
Restage
Routine
Results
Readiness
LEAP
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
Guilford Technical CC
Did your classes look like this?
Now they’ll look like this.
Principle #1◦ Redesign the entire course
Principle #2◦ Encourage active learning
Principle #3◦ Provide students with individualized assistance
NCAT Redesign PrinciplesThe 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.
NCAT Redesign PrinciplesThe National Center for Academic Transformation
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
3 Courses 8 Modules
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
Traditional Redesigned Three 4 credit courses Eight 1 credit modules
Pass or start over Pick up where you left off
Work through all the Credit given for concepts content previously mastered
Fixed pace Flexible Pace
One course/semester Ability to complete more than one course/semester
o 150 person Math Emporium*o4 classes running concurrentlyo25 walk-ino40 person testing center
o 30 person Math Emporiumo1 class of 24 and 6 walk-in
o 80 person Math Emporiumo2 classes running concurrently
o 15 person Math Emporium
LEAP LAB
Mon.-Thurs. 7am – 9pm, Fri. 7am -3pm, and Sat. 9-1pm
Flipped ClassroomoStudents work on homework assignments, take
tests and quizzes
All campuses have blocks on the computers so students can only work on Math
LEAP LAB
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
Setting up a flexibly paced classroom (aka Emporium)
All units start with the pre-testo Linked to homework
85% or higher-student proceeds to next unit pretest
Less than 85%-student works through the module
Course Organization
Progression Through a Module‣Take a pre-testo 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
How to Prepare Faculty
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
How to Prepare Students
Knowing where your students are in the course
Soft due dates
Personal contact with every student weekly
Assignment completion times
Completion Schedule
Weekly emails
Keeping students on track
Cost savings:◦ College ~17% per student◦ Student - $300-$1500
Mastery Basedo No academic gaps
On-demand instruction
Acceleration and remediation within the same courseo Students can complete more than one course per
semester
Emporium Benefits
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Spring 2011 Pilot
Traditional Redesign Spring '11
66%
93%
73%80%
62%72%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Fall 2011
Traditional Redesign
73%80%
73%
58%66%
59%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Spring 2012
82%72%
64%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Summer 2012
82%82%87%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Spring 2011 to Summer 2011 /Fall 2011
Traditional Redesign
62%
87% 80% 82%
59% 65%
Subsequent Course Completion Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Spring 2011 to Summer 2011/Fall 2011
Traditional Redesign su '11
45%
65%
40%
55%
80%
100%
Repeaters Completion Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Fall 2011 to Spring 2012
86%85% 83%
Subsequent Course Success Rates
And the students say….
“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!!
“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.”
Faculty comments:
“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.”
Questions?
