smart math jackson state community college jackson, tennessee presenter: betty frost, chair...
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SMART Math Jackson State Community College
Jackson, Tennessee
Presenter:
Betty Frost, Chair Mathematics DepartmentNCAT Scholar
www.jscc.edu/smart-math
Winner of the prestigious 2010 Bellwether Award
in the category of Innovative Instruction and Services
Given by Community College Futures
Assembly
Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra
Pass Rate: 42% Attempted to remediate high school math deficiencies Student had to pass course or start over next term Student had to successfully complete all three courses
before enrolling in Allied Health or Nursing programs or taking certain college level courses
Student class time was inflexible Each instructor designed own course agenda, lectures,
homework assignments, and tests Course Drift
Why did Jackson State redesign Developmental Mathematics?
Timeline for Our Redesign
Spring 2007 – attended statewide NCAT seminar
Summer 2007 – wrote proposal for Redesign Fall 2007 – Began plan for implementing Pilot 1 in Spring 2008 Remodeled 2 classrooms for Math Emporium
Spring 2008 - Pilot 1 - Offered Parallel Sections • Traditional - Taught by “traditional” instructors• Redesign - In SMART Math Center
Fall 2008 - Pilot 2 – Offered mostly Redesign Sections (One section of traditional).
Spring 2009 - Pilot 3 –SMART Math fully
implemented!
Key Features of Developmental Math Redesign
SMART Math Center (Emporium)
Mastery Learning
Modularization
Multi-Exit Opportunities
S M A R T
SMART Math Center at Jackson State
urvive chieve aster eview ransfer
SMART Math CenterEmporium Model
Large computer center• 80 Student Stations• Accommodates two class sections of 30 each• Allows for drop-ins
Open Six Days per Week• Monday – Thursday from 8:00 a.m. to 9:00 p.m.• Friday from 8:00 a.m. to 2:00 p.m.• Saturdays from 9:00 a.m. to 2:00 p.m.• Also open during Fall and Spring Breaks
Staffed by student tutors, professional tutors, instructors
12 modules replaced 3 traditional courses – (same competencies) – Fall 07
Prerequisite modules were identified for success in‒ general education math courses‒ other college level courses‒ programs not requiring college level math
Changes in Developmental Math Requirements approved by Curriculum Committee – Spring 08
Procedures set up to advise students of their multi-exit options based on their career choices – Summer/Fall 08
How JSCC got started
Modules 1, 2, 3 4, 5, 6, 7 8, 9, 10, 11, 12
Traditional
Basic Mathematics
Elementary Algebra
Intermediate Algebra
Programs Requiring 12 Modules 7 20.3%
Programs Requiring 8 or less Modules 41 79.7%
Campus Involvement - Our Team
Math Faculty - Full time and Adjunct Presidential Support Academic Affairs Cooperation
• Dean on Team - Champion for Redesign• Office Staff in Academic Affairs• Deans/Department Chairs/Program Directors• Curriculum Committee
Student Services Assistance • Financial Aid Office• Records Office• Advising Office
Information Technology Expertise Building and Grounds Assistance
PILOT I: Gain in Student Knowledge
1 2 3 4 5 6 7 8 9 10 11 120
10
20
30
40
50
60
70
80
90
Traditional Redesign
Mean Gain in Pre-Test to Post-Test Scores by Module
Mastery LearningNew Students Begin with Proctored Assessment of Module
1 80% mastery moves student to next module If less than 80%,
• Student studies work text book : Connecting the Concepts – A Modular Approach to Developmental Mathematic and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery)
• After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery) Instructor checks work and mathematical notation.
• Student takes Practice Test in MyMathLab (80% Mastery)• Student takes Proctored Post Test in MyMathLab (75%
Mastery) Student , moves to Module 2 and so on
F06 -F07 F07 - F08 F08 - F09 F09 - F100%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
32%29%
44% 45%
Retention Fall to Fall
Pre-Redesign Post- Redesign
Retention Increased
Sp 2008 Sp 2008 F 2008 Sp 2009 F2009 Sp 2010 F201030%
35%
40%
45%
50%
55%
60%
65%
41%
54%
57%59% 60% 59%
54%
Student Success IncreasedStudents Earning A, B, or C
Pre-Redesign Post- Redesign
Learning Increased
1 2 3 4 5 6 7 8 9 10 11 120
10
20
30
40
50
60
70
80
90
100
Traditional Sp08 SMART Math Sp08 SMART Math Fall 08 SMART Math S09SMART Math Fall 09 SMART Math Sp10
Mean Scores on Module Post Tests
Success in College Level
Students making A, B, or C in College Level Math Courses
SMART Math 74%No SMART Math 68%
Students making A, B, C, or D in College Level Math Courses
SMART Math 85%No SMART Math 75%
Challenge: Redefining Faculty Roles
Faculty facilitate student learning - guiding each student’s study of developmental math.
Faculty evaluate student learning – monitoring progress and activity
Faculty lead small group instruction on difficult topics.
Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty. Faculty Do Not “do their own thing” – TEAM!
Challenge: Record Keeping Created “Shell Courses” that do not designate modules
to be completed• First, all students enroll in DSPM I
Student completes at least 4 modules
• Students still needing to complete 3 or more modules enroll in DSPM II and begin with next required module.
• Then DSPM III if 3 or more modules still needed• Students needing only 1 or 2 modules enroll in DSPM IV
Table created in Banner/SOATEST to indicate modules completed for each student• When a module is indicated satisfied, the student may
enroll in any college course for which the module is a prerequisite
• Automated process of reporting students’ module completion in MML+ to Banner
Determining Grades
Components of Each Module
Grade
Attendance 5%
Notebook Problems 10 %
Homework (MML) 15 %
Post Test (Proctored) 70%
Course Grade Criteria Complete 4+ Modules Average 4 Best Module
Grades • 95-100% = A• 85- 94% = B• 75- 84% = C
Complete 2 or 3 Modules = PR* or F
Complete 0 or1 Modules = F
*PR if activity in MML andattendance are adequate
Cost Savings for Students
Students do not pay for unnecessary coursework
Students are able to complete developmental math requirements in one term, if motivated
Students can adjust schedule to suit life changes instead of withdrawing from the course
Students decrease travel & childcare expenses
Student completion rates of developmental math increased by 75%
Cost Savings for Institution Reduced cost per student by over 30%
o Reduced number of sections • Increasing maximum class size from 24 to
30• Providing opportunity for students to
complete developmental coursework more quickly
o Reduced number of sections taught by full time faculty
o Utilized tutors at lower cost per hour than faculty
Improved retention of students by over 14% Increased college enrollment numbers by
increasing student completion rates of developmental math
SMART Math Outcomes Student requirements based on educational and career goals
Accommodation of Learning Styles
On-demand Individual Assistance
Immediate Feedback on Tests and Homework
– motivating students to continue until they get it right!
Opportunity to Progress More Quickly (or slowly)
Students know material before moving ahead – MASTERY!
More Frequent Opportunities for Success – Students have the attitude “I can do this!”
Students begin new semester with the next required module
Citations: Bassett, Mary J. and Frost, Betty(2010) “Smart
Math: Removing Roadblocks to College Success,” Community College Journal of Research and Practice, 34: 11, 869 — 873
Mills, Kay (2010) “Redesign the Basics,” National Cross Talk,” May 2010
Twigg, Carol (2009) “Increasing Success in Developmental Math: SMART Math at Jackson State Community College,” The Learning Marketplace, October 2009
Jackson State Mathematics Departmentwishes to thank:
The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality.
National Council of Academic Transformation for their guidance and encouragement.
Come visit us and see our
SMART Math Center!
www.jscc.edu/smart-math
Betty Frost Associate Professor of Mathematics