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SMART Math Jackson State Community College Jackson, Tennessee Betty Frost, Presenter Assoc. Prof. of Mathematics NCAT Scholar

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SMART Math Jackson State Community College Jackson, Tennessee Betty Frost, Presenter Assoc. Prof. of Mathematics NCAT Scholar bfrost@jscc.edu www.jscc.edu/smart-math Winner of the prestigious 2010 Bellwether Award in the category of Innovative Instruction and Services Given by Community College Futures Assembly

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Tennessee Board of Regents 2005-2010 Strategic Plan Objective A8 Increase speed and success of remedial/developmental work for students requiring it to become college-ready. Increase speed and success of remedial/developmental work for students requiring it to become college-ready. Strategy A8 Establish a best practice, system-wide, community- college-based remedial/developmental program that is substantially technology driven, composed of language arts and mathematics, and allows students to identify and focus on the academic areas where they are deficient. Establish a best practice, system-wide, community- college-based remedial/developmental program that is substantially technology driven, composed of language arts and mathematics, and allows students to identify and focus on the academic areas where they are deficient.

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Mathematical Association of America MAA publication Supporting Assessment in Undergraduate Mathematics ©2006 The goal for Developmental Studies seems clear: Prepare students for credit bearing courses. However, judging by the course content, the goal often appears to be remediating what students havent learned in grades K-12. These two goals may be quite different. High Schools attempt to prepare children for all possible educational futures, including majoring in mathematics. Once the student is in college, that educational aim may be much better defined, and the student may not ever need to study calculus. So remediating the high school deficiencies may not be necessary or appropriate.

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Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra Pass Rate: 42% Pass Rate: 42% Attempted to remediate high school math deficiencies Attempted to remediate high school math deficiencies Student had to pass course or start over next term Student had to pass course or start over next term 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 Student class time was inflexible Student class time was inflexible Each instructor designed own course agenda, lectures, homework assignments, and tests Each instructor designed own course agenda, lectures, homework assignments, and tests Course Drift Course Drift What was the problem?

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Timeline for Our Redesign Spring 2007 – attended statewide NCAT seminar Summer 2007 – wrote & submitted proposal to NCAT Fall 2007 – Notified that our proposal was selected. Began plan for implementing Pilot 1 in Spring 2008 Spring 2008 - Pilot 1 - Offered Parallel Sections Traditional - Taught by traditional instructors Redesign - In SMART Math Center Began process to change Courses to modules Programs and Courses with DSPM Prerequisites identified modules needed for success Fall 2008 - Pilot 2 – Offered mostly Redesign Sections (One section of traditional). Spring 2009 - Pilot 3 –SMART Math fully implemented!

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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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12 modules replaced 3 traditional courses – (same competencies) Prerequisite modules were identified for success in general education math courses other college level courses programs not requiring college level math Changes in Developmental Math Requirements approved by Curriculum Committee Procedures set up to advise students of their multi-exit options based on their career choices How we got started Modules1, 2, 34, 5, 6, 78, 9, 10, 11, 12 TraditionalBasic MathematicsElementary AlgebraIntermediate Algebra Programs Requiring 12 Modules720.3% Programs Requiring 8 or less Modules4179.7%

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PILOT I: Gain in Student Knowledge Mean Gain in Pre-Test to Post-Test Scores by Module

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Mastery Learning New student begins with Pre-Test on Module 1 80% mastery moves student to next module80% mastery moves student to next module If less than 80%,If less than 80%, Student studies work text book : Connecting the Concepts – A Modular Approach to Developmental Mathematics Student studies work text book : Connecting the Concepts – A Modular Approach to Developmental Mathematics and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery) and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery) After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery). After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery). Instructor checks work and mathematical notation. Student takes Practice Test in MyMathLab (80% Mastery) Student takes Practice Test in MyMathLab (80% Mastery) Student takes Post Test in MyMathLab (75% Mastery) Student takes Post Test in MyMathLab (75% Mastery) Student, moves to Module 2 and so on Student, moves to Module 2 and so on Returning student begins with next required module not previously completed

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Learning Increased Mean Scores on Module Post Tests

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Success & Retention CourseTerm% Enrolled to End % ABC TraditionalSpring 200874%41% RedesignSpring 200872%54% SMART MathFall 200875%57% SMART MathSpring 200983%59% SMART MathFall 200984%60% SMART MathSpring 2010NA59% Success Rate Increased by 45%!! Retention Increased by 14%!

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Challenge: Redefining Faculty Roles Faculty facilitate student learning - guiding each students study of developmental math. Faculty evaluate student learning – monitoring progress and activity 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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Faculty Load 3 Credit Hour Course = 3 Instructional Load Hours 30 Students Per Section (DSPM I, DSPM II, DSPM III) 15 Instructional Hours 15 Office Hours Typical Faculty Load 3 (0r 2) DSPM Classes 2 (0r 3) College Level Classes

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Challenge: Record Keeping Created Shell Courses that do not designate modules to be completed First, all students enroll in DSPM I Student completes at least 4 modules (or all required if < 4) Students still needing to complete 3 or more modules enroll in DSPM II. Then DSPM III if 3 or more modules still needed Students needing only 1 or 2 modules enroll in DSPM IV Table created in Banner/SOATEST 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 Automated process of reporting students module completion in MML+ to Banner

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Determining Grades Components of Each Module Grade Attendance 5% Notebook Problems 10 % Homework (MML) 15 % Post Test (Proctored) 70% Course Grade Criteria Complete 4+ Modules Complete 4+ Modules Average 4 Best Module Grades Average 4 Best Module Grades 95-100% = A 85- 94% = B 75- 84% = C Complete 2 or 3 Modules = PR* or F Complete 2 or 3 Modules = PR* or F Complete 0 or1 Modules = F Complete 0 or1 Modules = F *PR if activity in MML and attendance are adequate

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Success in College Level Students making Students making A, B, or C in college level math courses A, B, or C in college level math courses SMART Math 74% No SMART Math 68% Students making Students making A, B, C, or D in college level math courses A, B, C, or D in college level math courses SMART Math 85% No SMART Math 73%

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Cost Savings for Institution JSCC reduced cost per student by over 30% JSCC improved retention of students by over 14% JSCC increased college enrollment numbers by enrolling students more readily in credit bearing courses 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 decrease travel & childcare expenses

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