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Teresa Ryerse Overton

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Suburbs of Washington DC 5 Campuses and a separate Medical Education Campus 78,000 Students 2,600 Faculty and Staff ~8,000 Developmental Math Students Per Year

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Representatives from each campus attended a conference, November 2009 in Nashville Sponsored by NCAT (National Center for Academic Transformation) Started small grew big (6 month time) ◦ AtD meeting ◦ NCAT Conference ◦ College plan ◦ NCAT grant

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Creating a Workable Plan Sell the Plan Right Place Right Time ◦ Faculty, Administration, and State System all ready for a change Faculty were consulted on all decisions and at every step along the way

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Team of 13 formed ◦ 2 math faculty from each campuses teaching Developmental Math ◦ 1math faculty member from ELI ◦ 1 Instructional Designer ◦ 1 Dean Received NCAT Changing the Equation Grant Objectives for each unit written (based on The Critical Point and Curriculum Guide)

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Selected a book and homework management system Secured computers from administration Chose computer classrooms and labs on each of the five campuses Created common documents and assignments with significant input from faculty Developed a training program for Faculty Assessment questions were selected and was used to gather comparison data between redesign and traditional sections

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MASTER Math ◦ Motivating ◦ Academic ◦ Success ◦ Through ◦ Effective ◦ Redesign

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Class is four credits for students, three for instructors (25 students per class) Students are paying for seat time ◦ Minimum amount of units must be met for the course grade ◦ No maximum amount of units in a semester Addresses the logistics of scheduling and financial aid Students receive both unit grades and course grade Also have MTT 1, 2, and 3

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Placement by VPT (Virginia Placement Test) Multiple exit points depending on credit level course needed Two hours spent in computer classroom at a set time with their instructor Minimum of two hours spent in Master Math Lab during open hours One Custom Textbook for all Units (Two Volumes) All documents and assignments are common

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Ten units from what was three courses(no more repeated material) Each unit consists of: 1) a pretest; 2) 3 modules, each with PowerPoint, notes, homework and a quiz; 3) a cumulative post-test All units start with the pre-test 80% or higher-student proceeds to next unit pretest Less than 80%-student works through modules and then takes the post-test before going to next unit

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For each module in the unit: Student views a PowerPoint presentation in MyLabsPlus and takes notes Notes are checked by their Instructor Student works the set of MyMathLab homework problems ◦ Must solve 90% of the homework problems correctly to continue ◦ May work each problem multiple times

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Student takes proctored MyMathLab quiz ◦ 80% or better-goes on to next module ◦ Less than 80%-review material and retest After completing all three Modules, student takes cumulative MyMathLab post-test ◦ 80% or better-goes to pretest of next unit ◦ Less than 80%-more review and retest Also have a MyMathLab Practice Test and Personalized homework based on the Practice Test results

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Points for Everything Grade is for motivation – Passing Units is the goal Notes are 10% Homework Assignments are 30% Quizzes are 25% Tests are 25% Computer Classroom and Lab Attendance is 10%

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Master Math Labs (one per campus) staffed with instructors, instructional assistants and tutors Open ~60 per week Students work on homework assignments, take tests and quizzes, and ask questions Attendance is tracked – minimum of 2 hours per week Most campuses have blocks on the computers so students can only work on Math

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Two hours per week in both the computer classroom and MASTER Math Lab Important to have connection with Instructor and other students Instructor talks with every student every class Tutor in the computer classroom with the Instructor Same work being done in both locations by students Lab gives flexibility to work more time than required with help!

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One on every campus Existing Teaching faculty compensated with reassign time Campus representatives in policy decisions (weekly meetings) Campus experts on the course – Go to Person Train the faculty on the campus and assist them with their courses

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Without counting start-up expenses, 6.5% cost savings in course delivery Percent of S grades has not significantly improved, but grading standards are different Student attitudes towards math have improved ◦ Over 70% of students surveyed Fall 2011 were satisfied with the course ◦ Over 60% of students surveyed Fall 2011 said they enjoyed the course

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Thirty common assessment questions given during the pilot to both Redesign and Traditional classes. ◦ Spring 2011 Average 60.9% correct in Traditional classes Average 85.4% correct in Redesign classes ◦ Summer 2011 Average 63.0% correct in Traditional classes Average 89.5% correct in Redesign classes ◦ Fall 2011 Average 89.8% correct in Redesign classes

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Teresa Ryerse Overton toverton@nvcc.edu

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