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SMART Math Removing Roadblocks to Student Success The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. A Tennessee Board of Regents Institution

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S M A R T SMART Math Center at Jackson State urvive urvive chieve chieve aster aster eview eview ransfer ransfer

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Jackson State Community College SMART Math Goal of Our Redesign Improve Student Success and Increase Learning Accommodate varying levels of preparation, math anxiety, and diverse learning styles Prepare students for educational and career goals – not just remediate high school deficiencies

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Three Traditional Courses Three Traditional Courses Enrollment: 2200Pass Rate: 42% Student had to pass course or start over next term Student had to pass course or start over next term Each instructor designed own course presentations, lectures, homework assignments, and tests Each instructor designed own course presentations, lectures, homework assignments, and tests Student class time was inflexible Student class time was inflexible Student had to successfully complete all three courses before enrolling in Allied Health or Nursing programs or taking certain college level courses Student had to successfully complete all three courses before enrolling in Allied Health or Nursing programs or taking certain college level courses What Did We Do Before the Redesign?

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SMART Math Objectives Mastery of Competencies – Not Just Self-Paced Mastery of Competencies – Not Just Self-Paced Accommodation of Learning Styles Accommodation of Learning Styles On-demand Individual Assistance On-demand Individual Assistance Immediate Feedback on Tests and Homework Immediate Feedback on Tests and Homework Opportunity to Progress More Quickly (or slowly) Opportunity to Progress More Quickly (or slowly) More Frequent Opportunities for Success More Frequent Opportunities for Success Student requirements based on educational and career goals Student requirements based on educational and career goals

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How We Got Started 12 modules replaced 3 traditional courses. MODULESTRADITIONAL COURSE 1, 2, 3Basic Mathematics 4, 5, 6, 7Elementary Algebra 8, 9, 10, 11, 12Intermediate Algebra Components of each module grade: Attendance 5% Notebooks10% Homework15% Post-Test (Proctored)70% To satisfy a module the overall grade must be at least 75%.

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SMART Math means Mastery Learning New students begin with Pre-Test on Module 1 New students begin with Pre-Test on Module 1 80% mastery moves student to next module 80% mastery moves student to next module If less than 80%, student completes If less than 80%, student completes Homework in MyMathLab Homework in MyMathLab Practice Test in MyMathLab Practice Test in MyMathLab Post Test in MyMathLab Post Test in MyMathLab SMART Math notes – (workbook format) SMART Math notes – (workbook format) 80% mastery to move from one homework assignment to next 80% mastery to move from one homework assignment to next 75% mastery on proctored post test 75% mastery on proctored post test

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Why Modularize? Why Modularize? Mastery learning facilitatedMastery learning facilitated Individual student requirements based on educational and career goalsIndividual student requirements based on educational and career goals Students can change schedule without interrupting learningStudents can change schedule without interrupting learning More frequent opportunities to successful completionMore frequent opportunities to successful completion Student begins new semester with next required moduleStudent begins new semester with next required module Multiple exit optionsMultiple exit options

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Course competencies from the three traditional courses were separated into 12 clearly defined modules Prerequisite modules were identified for success in ‒ general education math courses ‒ other college level courses ‒ programs not requiring college level math Curriculum Committee approved major change in Developmental Math requirements Procedures were set up to advise students of their multi-exit options based on their career choice Advisor training sessions were conducted Procedure for Modularization

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Program Developmental Math Requirements 41 Courses of Study require a General Education Math Course 31 Majors allowed a Math Course with prerequisite Modules 1 – 7 3 Require Modules 1-8 Modules 7 Require All 12 Modules 7 Programs of Study do not require college level Math – Allied Health & Nursing 1 Requires Modules Require Modules Requires Modules 1-4

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Programs of Study Module Requirements Required Modules Number of programs DSPM Students Fall 2008/Spring % % % %

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Students Completing DSPM Requirements Students who could enroll in college level courses/programs next term Traditional Course Spring % Redesign Course Spring % SMART Math Fall % SMART Math Spring % SMART Math Fall %

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Learning Increased Mean Scores on Post Test by Modules

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Challenges: Record Keeping For which course does the student register? “Shell Courses” that do not designate modules DSPM 0891 Developmental Mathematics I DSPM 0892 Developmental Mathematics II DSPM 0893 Developmental Mathematics III All new students enroll in DSPM 0891 Student completes at least 4 modules (or all required if < 4) Grade = Average of 4 highest modules scores Students still needing to complete more modules enroll in DSPM 0892/DSPM 0893

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Challenges: Tracking Students Table created in SOATEST/Banner 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 The Team and Pearson Education have automated the process of tracking students’ module completion and reporting to Banner Student who change major may be required to complete more modules

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Challenges: Redefining Faculty Roles Faculty are now facilitators and evaluators of student learning. Faculty guide each student’s study through developmental math. Faculty counsel students on their module. requirements relative to their career goal. Faculty lead small group instruction on difficult topics. Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty.

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Challenges: Finding Tutors Student tutors from JSCC Must be recommended by math faculty Must have an A or high B in last math course Can be students who were successful in DSPM (some of the best tutors) Student tutors from local colleges & universities Adjunct faculty Retired teachers Full time instructors Online tutors

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Student Success Increased Students Passing the Course Overall Success Rate increased by 45%! CourseTerm% ABC TraditionalSpring % RedesignSpring % SMART MathFall % SMART MathSpring % SMART MathFall %

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Retention Increased Enrolled in Course to End CourseTerm% Enrolled to End TraditionalSpring % RedesignSpring % SMART MathFall % SMART MathSpring % Overall retention increased by 12%!

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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 can decrease travel & childcare expenses

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Cost Savings for Institution Reduced cost per student by over 20% Reduced cost per student by over 20% o Reduced total number of sections by 28% Increasing maximum class size from 24 to 30 Increasing maximum class size from 24 to 30 Providing opportunity for students to complete developmental coursework more quickly Providing opportunity for students to complete developmental coursework more quickly o Reduced number of sections taught by full time faculty from 78% to 58% o Utilized tutors at lower cost per hour than faculty Improved retention of students by over 10% Improved retention of students by over 10% Increased college enrollment numbers by enrolling students more readily in credit bearing courses Increased college enrollment numbers by enrolling students more readily in credit bearing courses Full timeAdjunctTotal Historically SMART Math373471

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Jackson State Mathematics Department wishes to say thanks to: Our President, Dr. Bruce Blanding, for challenging us to try innovative approaches to our developmental math program The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality. National Council of Academic Transformation for guidance and encouragement throughout the whole process. SMART Math Come visit us and see our SMART Math Center! Mary Jane Bassett Dean of Academic Support Betty Frost, Associate Professor of Mathematics & Redesign Team Leader

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