Presentation on theme: "Saundra King Director of Transitional Studies"— Presentation transcript:
1 Saundra King Director of Transitional Studies Chattanooga State Technical Community College
2 Why Redesign? Low student success rates and retention No attention given to individual learning stylesPre-requisite skills not mastered before moving to new onesStudents who do complete DSP math sequence do not perform as well in their first college level math class as those who place directly into college level mathTBR initiative
3 Structure Traditional Redesigned: Replacement Model3 course sequence, placement based on ACT/COMPASSLecture based with 1 teacher per 25 studentsApproximately 3,600 students enrolled during fall and spring semesters w/average class size of 25Some instructors used software, but not mandated3 course sequence, placement based on ACT/COMPASS with diagnostic 1st day of class2 + 2 model - 2 hours lecture + 2 hours lab per weekLarge classroom with max 110 studentsTeam taught by 3 instructorsModule based utilizing MyMathLab
4 Cost Savings Anticipated cost savings of $28.00 per student. Based on yearly enrollment of 3,546 in DSPM, total savings of $99, is expected.Increased class size = fewer sections = fewer instructors.Savings not calculated – realized when students do not have to repeat
5 Student Outcomes Improved learning through greater competency mastery. Measurements:Success RatesComparison between success rates in pilot and non-pilot sectionsComparison between old and new dataComparison of success rates in college level math for DSP and non-DSP students
6 Process and Challenges Spring 2008Summer and Fall 2008Redesigned classroom space – enlarged classroom to accommodate 50 students.Redesigned lab space – temporary “fix”, added 50 computers in existing space.Began process of re-educating campus community .Some student anxiety, close confines of existing lab space.what to do with students who are struggling?Complete redesign of existing lab space.Enlarging another classroom.Redesign of DSPM0850, Intermediate Algebra pilots.Modules?Continued evaluation of course content, course objectives, and teaching.Evaluation of diagnostic tools.