1. John Squires, Chattanooga State Community College
Do the Math
John Squires, Chattanooga State Community College

2. A Brief Overview of Course Redesign
Redesign the Whole Course
Continuous Improvement isn’t Possible Without Teamwork
Ongoing Assessment & Prompt Feedback
Students need to always know how they are doing. Technology can help provide this.
Active Learning
Students don’t learn anything if they don’t do anything.
Individual Assistance
When students struggle they need help.
Time on Task
Course layout can help keep students engaged.

3. Cleveland State Redesign
3 Developmental Math Classes
Basic Math, Elementary Algebra, Intermediate Algebra
Emporium Model, Mastery Learning, 1+ 2 Format
Weekly Expectations, Points for Everything
7 College Math Classes
College Algebra, Finite Math, Statistics (1 + 2)
Precalculus I & II, Applied Trig, Business Calculus (2 + 1)
Scheduling Benefits
Continuous Enrollment Plan
One Room Schoolhouse
Results
Developmental math success increased from 51% to 67%
College math success increased from 71% to 76%

4. Chattanooga State Redesign
Developmental Math
2 Shell Courses to fit new TBR Guidelines
Emporium Model, Mastery Learning, Format
MyMathLab, Mini Lectures, Videos, Course Workbook
College Math
Replacement/Emporium Model
Contemporary Math, College Algebra, Statistics
Pre-calculus I & II, Calculus I & II
Math for Elementary Teachers
Results
Exit rate went from 23% to 33%
Withdrawal rate cut in half (13% to 5% 10-11)
500 more students in college math than dev math F2012

5. What If It Works? (Cleveland)

6. What If It Works? (Chattanooga)

7. Students Passing College Math
Reaching the Goal Line
Students Passing College Math
2007F 2011F % increase
Cleveland State
Chattanooga State

8. Can I get a witness? Tenn. Board of Regents (Schutz & Tingle)
Strong positive impact on course success
Strong positive impact on next course success
Harvard University (Boatman)
“Among those enrolled in developmental math, however, students completed an average of 3.3 credits more of their attempted credits (or an average of one course) than their peers assigned to college-level math.”
“At Cleveland State, the redesigned courses led to more college-level credits after two years.”

9. Closing the Gap Cleveland State Redesign Chattanooga State Redesign
TBR and UF studies found that gender and race were no longer factors in predicting course success – achievement gaps were closed
Chattanooga State Redesign
Low – income students tracked and compared to all students in terms of course success, accelerated learning, and fall to spring retention
No gaps were found, low-income students performed as well as other students across the board in all areas

10. Keys to Closing the Gap
Getting students to Do the Math
Helping Struggling Students
Making Sure They Learn the Material – Mastery Learning
I believe that mastery learning is the critical missing link in the education of low achievers.
Patricia K. Cross, 1976 Accent on Learning

11. Working with High Schools
ECHO (Early College Hybrid Online)
Courses Offered as Online Courses with On-ground Assistance – Classes Meet At Least Two Days A Week in Computer Classroom
College Teachers and High School Teachers Work as a Team
Provides Quality Assurance
Expands Opportunities for Early College
ECHO can be offered in any high school
97% Success Rate, 3.3 Course GPA

12. Expanding Enrollment

13. Expanding Opportunities

14. Keys to a Successful Redesign
“My Math Lab”
Built to capacity, friendly atmosphere
Most utilized resource on campus
Online Resources
Fully integrated, quality throughout
Guided learning path
Program Expectations
Well established and reasonable
Provide structure, keep students on task
Patience
Changing a culture takes time

15. If at first you don’t succeed…
University of Alabama

16. And Finally…
My Teachable Moment Questions? John Squires