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3 Developmental Math Courses Basic Math, Elementary Algebra, Intermediate Algebra 6 College Level Math Courses College Algebra, Statistics, Finite Math Precalculus I, Precalculus II, Applied Calculus 2 Computer Labs, 4 Computer Classrooms 65 computer lab on main campus in Cleveland 35 computer classroom/lab on campus in Athens Project Timeline Spring 2008: Elementary Algebra and Intermediate Algebra Fall 2008: Basic Math, College Algebra, Statistics, Finite Math Fall 2009: Precalculus I, Precalculus II, and Applied Calculus 1000+ Students Enrolled In 9 courses Each Semester

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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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2 Developmental Math Courses Basic Math/Elem. Algebra, Basic Math/Int. Algebra 6 College Level Math Courses Contemporary Math, College Algebra, Statistics Precalculus I, Precalculus II, Calculus I 1 Computer Labs, 7 Computer Classrooms 200 computer lab on main campus 32 computer classroom/lab at off sites Project Timeline Spring 2010: Developmental Math Fall 2010: Six College Courses Fall 2011: Business Calculus, Business Statistics 4000+ Students Enrolled In 9 courses Each Semester

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Course Layout Each course consists of 10 mini-modules, 3 unit exams, final exam 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 5% Attendance Grade – class, lab, quiz, mini lecture, notebook 20% Homework Sets – 2 to 5 sections per module 75% Quiz and Exam Grades – 1 quiz each module, 2 exams Course Standards Students must complete every homework set (90 or better) Students must pass every module quiz (80 or better) Students must pass attendance grade (75 or better) Students may take each quiz and exam multiple times *Our Little Twists On NCAT Recommendations

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This is less boring than online gaming. When I do math, I dont have to smoke. Im no longer allergic to fractions! Im excited about math.

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Developmental Math Success rate in developmental math courses went from 54% to 72% Each course showed significant improvement in Fall 2008 Intermediate Algebra had a 79% success rate in Fall 2008 College Level Math Success rate in three redesigned courses increased from 72% to 75% College Algebra improved, Finite Math & Statistics stayed same 33% increase in students passing a college level math course 2008-09 More students passed a college level math course in Spring 2009 than were enrolled in a college level math course in Spring 2008 Developmental Students In College Level Math Before redesign 71% success for developmental students in math After redesign 76% success rate for developmental students in math Fall 2008 developmental students 79% success rate in math while college math success rate was unchanged at 72%

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3 Developmental Math Courses 30 Sections Offered Average Class Size 24 3 College Math Courses 17 Sections Offered Average Class Size 20 Athens & Vonore Sites 5 Developmental Math Classes 4 College Level Math Courses Maximum Class Size 32 Most Sections 20 - 25 Students 3 Developmental Math Courses 40 Sections Offered Average Class Size 18 3 College Math Courses 28 Sections Offered Average Class Size 14 Athens & Vonore Sites 9 Developmental Math Classes 8 College Level Math Sections Maximum Class Size 22 Most Sections 15 - 20 Students After RedesignBefore Redesign

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Continuous Enrollment Plan Students may start in any redesigned math course when they finish the course they are currently enrolled in, without switching classes Students add second class to schedule if they complete it 63 students completed multiple math courses in 2008-2009 50 of these exited developmental math in one semester 2 students completed 3 courses in one semester Back to the One Room Schoolhouse Low enrollment classes always a problem Solution: Two classes in same room at the same time New course offerings at all campuses in Fall 2009 Scheduling flexibility increase due to this strategy Creates an atmosphere of Math on Demand

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Comparison: Lecture vs. Learning Community Students with question in lectures Students with questions in redesign Goal: Transformation Lakeisha before redesign Lakeisha after redesign Questions? John Squires, Math Chair Chattanooga State Community College John.Squires@ChattanoogaState.edu

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