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Nancy Millichap, NGLC/EDUCAUSE Kate Stevenson, California State University Northridge Yoshi Yamato, Pasadena City College Marie McClendon, Pasadena City.

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Presentation on theme: "Nancy Millichap, NGLC/EDUCAUSE Kate Stevenson, California State University Northridge Yoshi Yamato, Pasadena City College Marie McClendon, Pasadena City."— Presentation transcript:

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2 Nancy Millichap, NGLC/EDUCAUSE Kate Stevenson, California State University Northridge Yoshi Yamato, Pasadena City College Marie McClendon, Pasadena City College Innovations 2014March 3, 2014 LA Community Colleges Adopt Hybrid Lab Courses for Core Mathematics

3 About NGLC NGLC is identifying and accelerating the quality technology-enhanced solutions that are needed to redefine learning in the United States.

4 Collaborations for Shared Innovation  NGLC Wave I: Building Blocks for College Completion (29 projects)  The big idea: take an idea proven on originating campus, expand it successfully to other institutions, demonstrate improved student success  Today’s presentation: leader of a successful Wave I project, two leaders from a community college adapting her idea share an inside view of the idea in practice

5 NGLC Partners

6 Invest in Innovation Multiply Impact Accelerate Adoption Build and share knowledge and create communities of practice. NGLC Approach

7 California Math CSUN

8 Where we think they are... what we think they do... Where they are... what they do...

9 A. Administration B. Faculty C. Other

10 Math 102 College Algebra (3 units) Prepared (as measured by prerequisites) 60-70% Why???

11 Math 102 College Algebra (3 units) Prepared (as measured by prerequisites) 60-70% Weak prerequisites Poor transition between classtime and independent work Poor coordination of course material and instruction…

12 Lecture (Faculty) Interactive engagement Lecture Notes Textbook Homework (Self) Online Homework System (Webwork) Unlimited practice Immediate feedback Assessment Common practice test problems Frequent in-class testing using common test bank Common Final

13 Lecture (Faculty) Interactive engagement Lecture Notes Textbook Supplemental Contact hour (TA, Tutor) weekly 1 hr facilitated group work Pencil & Paper Workbooks One-on-one and small group coaching/motivation Homework (Self) Online Homework System (Webwork) Unlimited practice Immediate feedback Assessment Common practice test problems Frequent in-class testing using common test bank Common Final

14 Lecture (Faculty) Interactive engagement Lecture Notes Textbook Remediation (Self) Adaptive Remediation Online Individualized Assessment Monitored by TA Completed in first 6-8 weeks Supplemental Contact hour (TA, Tutor) weekly 1 hr facilitated group work Pencil & Paper Workbooks One-on-one and small group coaching/motivation Homework (Self) Online Homework System (Webwork) Unlimited practice Immediate feedback Assessment Common practice test problems Frequent in-class testing using common test bank Common Final

15 Pilot

16 Scale

17 Pilot Scale Supplemental Instruction

18 Pilot Scale Supplemental Instruction Hybrid Model

19 Pilot Scale Supplemental Instruction Hybrid Model Redesign content

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22 CSU Math CSUN Where we think they are... what we think they do... Where they are... what they do...

23 California Math CSUN California Community College System California State University System

24 Pasadena City College

25 A. 4-year school B. 2-year school C. K-12 school D. I am here for the fun of it.

26 A. Great – no problems & everyone completes B. Good – but could be better C. Okay – but need to improve D. We are struggling

27 Developmental Math Students on the Road to Success Entering Students Current Students Successful Students Students Who Just Gave Up

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29 THE SOLUTION(S)

30 ONE SIZE FITS ALL CURRICULUM AIA & BEYOND SLAM

31 Initially placed in Int. Alg. Initially placed in Pre-Alg Initially placed in Beg. Alg. Initially placed in Pre-Pre-Alg

32  For incoming students who have successfully completed Algebra 2 or above but place into Pre-Algebra or below  6 Units – Intermediate Algebra (4 units) and a support class (2 units)  Kate Stevenson to the rescue

33 AIA KATE

34 Lecture (Faculty) Interactive engagement Lecture Notes e-book Dedicated Counselor Supports learning Manages At-Risk Students Proactive Supplemental Support 3 hours per week Remediation (ALEKS) Group work & projects One-on-one and small group coaching/motivation Homework (Self) Common Homework Graded during Support Immediate feedback Assessment Common practice problems Frequent in-class testing using common test bank Common Final Pasadena City College: AIA BOOT CAMP

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36 A. 20% B. 50% C. 70% D. 80%

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38  Link AIA with General Chemistry Course  Make math more relevant  Increase STEM majors  P-tech (6 year high school)  Stronger collaboration with K-12

39 Work force/4 yr school K-12 AIA SLAM

40 Work force/4 yr school K-12 AIA SLAM Yoshi Yamato, AIA Director Marie McClendon, AIA Instructor,

41 Work force/4 yr school K-12 Pablo Bert, Professor of Mathematics LBCC Algebra I, 16 wks: 30-50% Algebra II, 16 wks: 30-50%

42 Work force/4 yr school K-12 Boot Camp Accelerated Algebra I&II Pablo Bert, Professor of Mathematics LBCC Algebra I, 8 wks: 92% retention 68% pass Algebra II, 8 wks: 97% retention 65% pass Algebra I, 16 wks: 30-50% Algebra II, 16 wks: 30-50%

43 Number of Students ABCD,FW %25%41.6%8.3% 83.3% successfully completed the program

44  Recruitment  Boot Camp  Direct Lecture  Group Activities  Interactive Classroom  Projects  Adaptive software  Support class  Group and individual tutoring  Counselor

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46  Current Students Are Creating the Road Block by Not Completing their Placement Level Classes  Entering Students have diverse math gaps and holes  Entering Students have different academic and career goals  Entering Students Have No Place to Go  We Need a Prep Math HOV Express Lane


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