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“And that means looking for some of the best models out there. There are community colleges like Tennessee's Cleveland State that are redesigning remedial math courses and boosting not only student achievement but also graduation rates. And we ought to make a significant investment to help other states pick up on some of these models.” - President Barack Obama MEETING THE CHALLENGE THREE YEARS OF REDESIGN AND COUNTING Cleveland State Community College

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Houston, We Have A Problem The Problem – Developmental Math High failure rates Low attendance Good students stuck for 1 – 2 semesters Roadblock to student success The Solution – Course Redesign Try something new Completely different approach Utilize online learning systems Remove roadblock to success TBR Involved In System-Wide Redesign

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NCAT’s Twin Towers The National Center for Academic Transformation www.thencat.org Improve learning by changing the process Use technology Strengthen weaknesses Work as a team Reduce costs at the same time Improve efficiency Increase flexibility The NCAT Motto You can improve learning while reducing costs! NCAT has shown these goals are not contradictory

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Hit the Highlights 3 Developmental Math Classes Basic Math, Elementary Algebra, Intermediate Algebra Emporium Model Mastery Learning 7 College Math Classes College Algebra, Finite Math, Statistics (1 + 2) Precalculus I & II, Applied Trig, Business Calculus (2 + 1) Emporium Model Mastery Learning

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Our Little Twists* Course Layout Each course consists of 10 – 12 mini-modules* 1 hour class meeting each week – students work in class* 2 hours work outside class each week – at least 1 hour in lab Students expected to complete one module each week* Course Grade 10% Attendance Grade - class & lab attendance, module finished 30% Homework Sets – 2 to 5 sections per module 60% Quiz and Exam Grades – 1 quiz each module, 2 exams Course Standards Students must complete every homework set (70 or better) Students must pass every module quiz and exam (70 or better) Students must pass attendance grade (70 or better) Students may take each quiz and exam multiple times *Our Little Twists On NCAT Recommendations

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Hit the Highlights Part II Weekly Expectations Avoid “night before the test” syndrome Keep students working throughout semester Mastery Learning Students keep working until they “get it” Failing is part of the learning process Points for Everything This is a proven best practice Everything is mandatory Turns course into a “to-do” list MML Features Batch enrollment – students work on day one Personalized homework after first quiz attempt

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Attitude Adjustments Students I want my lecture! Study night before exam What do I need to pass? Teachers I want my lecture! Class Low attendance Don’t do homework Not engaged in class Students I like this! Weekly homework, quiz I want an A. Teachers This works! Class Median attendance grade 88 Average homework grade 97 Come to class early, stay late Before RedesignAfter Redesign

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Results Update Developmental Math Basic Math increased from 48% before to 53% after (still needs work) Elementary Algebra increased from 52% before to 67% after Intermediate Algebra increased from 55% before to 71% after College Level Math College Algebra increased from 65% before to 77% after Introductory Statistics decreased slightly from 79% before to 73% after Finite Math increased from 75% before to 89% after Precalculus I increased from 55% before to 75% after Precalculus II increased from 75% before to 81% after Doing More with Less Math department has grown 40% since redesign (from 1100- to 1600+) College Math enrollment is 800+ S2011 – more than Dev Math Cost/FTE has been reduced by over 40% College retention increased by 7% in Spring 2009 ($400K revenue) Number of students passing a math course increased by 50+%!!!

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Much Ado About Something TBR Study (Schutz & Tingle) - Cleveland State Redesign ◦ Students tracked 3 semesters before and after redesign ◦ Students tracked from dev math into college math ◦ Examined impact on course success & next course success ◦ Logistical regression, significance level 95% The Results ◦ Redesign had a strong positive impact on course success ◦ Redesign had a strong positive impact on next course success, including both dev math and college math ◦ Gender and race were not factors in predicting course success - achievement gaps were closed

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Reap the Benefits Scheduling Benefits Continuous Enrollment Plan One Room Schoolhouse Math on Demand Quality Matters Consistency is improved through online instruction Student success increases through a redesign approach Dual Enrollment Passing rates often 100% in these courses Our campus or yours; our instructor or yours

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Final Thoughts Redesign (not redesign) Don’t be afraid to try something new. It might work! Goal: Transformation Lawrence - “I’ve decided that I like math.” Jacqueline – “My confidence is so much better. If I can do this, I can do anything.” Lakeisha – “Let me show you how I learned this.” Questions? Karen Wyrick kwyrick@clevelandstatecc.edu Carl Hite chite@clevelandstatecc.edu

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