3 NCAT Redesign Principles The National Center for Academic TransformationPrinciple #1Redesign the entire coursePrinciple #2Encourage active learningPrinciple #3Provide students with individualized assistanceRedesign your entire course sequence. Modularizing is NOT just taking chapters and turning it into modulesREMOVE redundancies
4 NCAT Redesign Principles The National Center for Academic TransformationPrinciple #4Build in ongoing assessment and prompt (automated) feedbackPrinciple #5Ensure sufficient time on task and monitor student progressPrinciple #6Modularize the student learning experience, especially in developmental math.5 – pacing guide, completion schedule6 - Give credit for previously mastered skills
6 Setting up a flexibly paced classroom (aka Emporium) Fixed class timeHow many hours/week with an instructor of recordOpen LabRequired or optional?Student/tutor ratioProfessional tutors, student tutorsAdditional tutors first two weeks and the last weekGTCC is mixed. 3 or 4(for vets) fixed
7 Modularizing the Curriculum Remove curricula redundanciesCreate pre-testsLink homework to pre-testsPersonalized homeworkDetermine course flow
8 Traditional Redesigned Semester long courses week long modulesPass or start over Pick up where you left offWork through all the Credit given for concepts content previously masteredFixed pace Flexible PaceOne course/semester Ability to complete more than one course/semester
9 How To Prepare Students Explain how to progress through the courseDetail these procedures in your syllabiDrive through the online software togetherHow/when to watch videosHow to review a quizHow to access the e-bookOutline the cost & time savingsLess math is needed for most majorsCan finish more than one course per semester
10 How To Prepare Faculty Training in the online software Work through selected sections of the new courseConsistency amongst instructorsAcademic CoachingHow to keep students on track*What are your department rules about partial credit, helping on quizzes, determining who can get an incomplete? Will students pick up exactly where they left off? At the beginning of a module?
11 Keeping students on track Personal contact with every student weeklyKnowing where your students are in the courseSoft due datesAssignment completion times
13 Benefits Reduced redundancies in curricula Flexibly paced Mastery BasedMinimal academic gapsNo course driftCost savingsAccess code valid for 2 yearsWorkbook good for all of modulesNo longer – You get it or you don’t and if you don’t you start all over. Older students really like this.Cost Savings – some by using more adjuncts, some by larger class size
14 Guilford Technical CC Developmental Math Redesign
15 Guilford Technical CC Jamestown, North Carolina 4 Campuses 20,000 Curriculum Students25,000 Con Ed StudentsDevelopmental Math56 Faculty and Staff~7,500 Developmental Math Students/Year
17 The ModulesDMA 010 – Operations with Integers DMA 020 – Fractions and Decimals DMA 030 – Proportions/Ratios/Rates/Percents DMA 040 – Expressions, Linear Equations, Linear Inequalities DMA 050 – Graphs and Equations of Lines DMA 060 – Polynomials and Quadratic Applications DMA 070 – Rational Expressions and Equations DMA 080 – Radical Expressions and EquationsGeometry spread throughout. Notice where polynomials is. Great news for 070 students.
21 The GTCC Emporiums are: 150 person Math Emporium*Cloud Computing4 classes running concurrently25 drop-in40 person testing center80 person Math Emporium2 classes running concurrently10 drop-in30 person Math Emporium1 class of 24 and 6 drop-in15 person Math Emporium
22 The GTCC Emporiums are: Fixed class time3-4 hours/week with an instructor of record2 additional online hours required/wkFor each class of 35 students:One instructorOne professional tutor/student tutor~15% seats are for drop-insAdditional tutors first two weeksGTCC is mixed. 3 or 4(for vets) fixed
23 Creating the Coordinator Course Create pre-testsLink personalized homeworkCreate homework assignmentsCreate the quizzes (pooling)Multiple authors/booksCreate the Module Test (pooling)Personalized homeworkInsert links to videosSet pre-requisites for all assignments
24 Exempt, move on to the next module. Module ProgressionModule Placement TestCredit given for objectives previously mastered.< 85%≥ 85%Work through themodule.Exempt, move on to the next module.
25 Progression Through a Module MML video (optional)Workbook exercisesMML homeworkMML quizMML Module testPersonalized homeworkMost of the conceptual work is in the workbook . We will NOT help a student if they have not done the section in the workbook
26 Mastery Level at GTCC Instructor intervention personalized homework Homework – 85%, unlimited attemptsQuiz – 85%, [3,∞)Pooled questionsInstructor interventionpersonalized homeworkModule Test – 80%, [1,4]Instructor intervention/personalized homeworkHW generated for the quiz and the test.
27 Keeping students on track Personal contact with every student weeklyKnowing where your students are in the courseSoft due datesAssignment completion times
28 Predicted Date of Completion MODULE 6AssignmentPredicted Date of CompletionTime NeededMOD 6 PLACEMENT1:15HW 6.011:00HW 6.02HW 6.03HW 6.040:30HW 6.050:45HW 6.06HW 6.072:00HW 6.08QUIZ1:45HW 6.113:00Pacing Guide
38 “I like it because you get to skip sections that you already know how to do.” “I hate to feel like I have to work at someone else’s pace. This course gives me the ability to learn the way I learn.”“I like that you can go at your own pace. I just do not like how one teacher shows you one way to a problem and you get it and then another teacher comes behind that teacher with a different way and it confuses me.”**.A&T Chancellor.
39 “I feel like all of my class time is being used instead of getting lectured and being lost.” “I really like the individualized attention that the teachers give. They are always available to answer your questions.”“I like that you can complete this course at your own speed and not the speed of the class. With this rate I am able to comprehend more.”
40 And faculty say….The good, the bad, and the ugly…..Change is hard!!
41 Faculty comments“At first, I didn’t know what to think, but I didn’t think I was going to like it.”“It can be challenging teaching 3 levels at the same time.”
42 “I like the ‘on-demand’ teaching that takes place “I like the ‘on-demand’ teaching that takes place. The student actually listens to me.”“Students learn by doing, not watching. Now they are more responsible for what they learn and how quickly they learn it.”