Raouf Boules, Ph.D.January 17, 2012

DVMT 101- Developmental Mathematics (4 contact hours)

DVMT 110 - Intermediate Algebra (3 contact hours)

Students with SAT mathematics scores less than 500 and weak placement test scores

Typical academic year enrollment data DVMT 101: 20 course sections enrolling 500

students DVMT 110: 15 course sections enrolling 350

students Total: 35 sections with close to 850 students Relative size: 8% of the Department academic

year operation

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Lecture format DVMT 101: 4 hours DVMT 110: 3 hours

Taught mainly by adjunct faculty Use common exams with pass/fail grades Challenges

Students enter with varying background experience and skill levels

Students may move with varying pace May even enroll in DVMT 101 and finish both

Some need more individualized attention than others

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Uses a replacement model where one hour in each of the 2 classes is replaced by at least one mandated hour in an open computer lab

Lab uses interactive learning software with thousands of practice problems and tutorials

Self-paced learning environment with immediate feedback and tutorials

Lab is mainly staffed by Undergraduate Learning Assistants (ULA’s), some graduate Teaching Assistants (TA’s) and some instructors

Lab focus: Providing individualized on-demand guidance and individualized attention

40 computers

Open 28 hrs/wk

Created Course Redesign Task Force Created an on-line supplementary component for each

course Hosted two major workshops (led by two national

experts) and numerous technology-related training sessions

Utilized resources provided by the University System (workshops, networking opportunities, etc)

Some members of Task Force attended the NCAT and other conferences

Created resource manual for instructors and a website for students

Recruited and trained ULA’s and LA’s

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Resistance to change Large number of adjunct faculty involved Isolated bad technology experiences Initial lack of space for an open computer

lab

Time to completion Pass rates (fall 06 to fall 09 change):

DVMT 101: 77% 85% DVMT 110: 62% 66%

Positive student experience (from course evaluations)

Increased faculty enthusiasm Some realizable cost saving

19% of total cost of $140K/year

Traditional Instructors’ salary = $140K in Academic year 07-

08 Redesigned:

Instructors salary = $98,100 Lab staffing cost = $15,000 Total = 113,100 Saving of 19% ($26,900)

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Supplemental – Add to the current structure and/or change the content

Replacement – Blend face-to-face with online activities

Emporium – Move all classes to a lab setting Fully online – Conduct all (most) learning activities

online Buffet – Mix and match according to student

preferences Linked Workshop - Replaces the

remedial/developmental course with just-in-time “workshops”

Replacement : Seton Hall University

Emporium : Virginia Tech

Linked Workshop : Ferris State University in Michigan and Austin Peay State University◦ See work by Uri Treisman of U Texas at Austin on Statway –

Carnegie Foundation◦ See also Accelerated Learning Program: A Powerful Model for

Developmental Educationhttp://leap.aacu.org/toolkit/student- success/2011/accelerated-learning-program-model-for- developmental-education

Case studies at:http://www.thencat.org/PCR/Proj_Discipline_all.html

Replaces (rather than supplements) in-class time with online, interactive learning activities

Carefully considers why (and how often) classes need to meet face-to-face

Assumes that certain activities can be better accomplished online - individually or in groups

May keep remaining in-class activities the same or may make significant changes

May schedule out-of-class activities in computer labs or totally online so that students can participate anytime, anywhere

Examples:◦ Towson University: Developmental Mathematics◦ UMES: Principles of Chemistry

Moves all classes to a lab setting Multiple sections combined into one large section Depends heavily on instructional software including

interactive tutorials Allows students to work as long as they need to

master the content Permits the use of multiple kinds of personnel Requires a significant commitment of space and

equipment Can teach more than one course in the lab, thus

leveraging the initial investment

Retains the basic structure of the college-level/core course, particularly the number of class meetings

Replaces the remedial/developmental course with just-in-time “workshops”

Workshops are designed to remove deficiencies in core course competencies (for a particular course) and are just-in-time—i.e., designed so that students use the concepts during the next core course class session

Students are individually assigned software modules based on results of diagnostic assessments/placement

Workshops consist of computer-based instruction, small-group activities and test reviews to provide additional instruction on key concepts and are facilitated by students (peer support)