Increasing Student Success: A Journey of Course Redesign Presented to Course Redesign Workshop The Westin La Paloma Resort and Spa Tucson, AZ October 27, 2007

Andreana M. Grimaldo Assistant Professor of Mathematics Developmental Mathematics Coach Quinsigamond Community College Worcester, MA

Quinsigamond Community College Profile  Established in 1963  One of the 29 colleges and universities in the Commonwealth of Massachusetts’ system of public higher education  Open Admissions  Located in the city of Worcester (176,000 pop.)  Offers 60 associate degree and certificate programs, as well as non-credit options to over 6,600 day and evening students.  Diverse student population  Ethnicity  Age  Socio-economic

QCC Math Department Faculty  10 full time faculty  adjunct faculty  ~180 sections of mathematics per semester  ~100 sections of developmental math per semester  80% taught by adjunct faculty

Course Times and Locations  Day class (traditional, computers)  Night class (traditional, computers)  Weekend (traditional, computers)  Off campus (local high schools, hospitals, nursing homes, correctional facilities, etc.)  Fast track  Online

QCC Student Profile Average age: 27 50% Traditional Age (18-22 years old) 46% Adult learners 4% Under 18 years of age 47% Full-time; 53% Part-time 24% Minority 60% Female 60% Day; 40% evening 97% from Worcester County 40% from Worcester

QCC Math Student Profile  85% test (CPT) into at least 1 level of developmental math  High level of math anxiety  Long history of failure  Poor math and study skills  Overall - unprepared for college level work

Course Redesign History  1999 Commonwealth of Massachusetts Community College Developmental Education Committee began the campus thinking of change  2001 – 2002 Numbers in Developmental Math began increasing  2001 QCC awarded $1.7 million, 5 year Title III grant

Challenges  Large number of developmental math sections  Large number of part-time faculty  Increasingly poor performance of students  Inconsistent grading  Inconsistent delivery of objectives  Students with Individual Education Plans  Strong union presence protecting Academic Freedom

QCC’s Developmental Math Program  Basic Mathematics  Beginning Algebra  Intermediate Algebra

QCC Developmental Math Instructor Resource Manual  Departmental textbook selection  Text specific manual  Faculty created, piloted, edited  Available in hard copy / electronic version  Syllabus, semester outline, pacing, group activities, homework, assessments, etc.  Student centered instructional methods  UDL-Universal Design of Learning

Departmental Final Exam  Institutional “pre-requisite” to next level course  Face-to-face  30-question, multiple choice  Use TestGen to generate multiple versions of pencil/paper exam  Passing score: 73% on final exam  “Test the Test” – approx. 88% pass/fail agreement rate

Technology Requirement  Fall 2007  Course Descriptions contain: “Technology tools will be utilized”.  All textbooks have an access code for online homework.

Developmental Math Coach  Faculty position focused on developmental math curriculum  Supported by administration with re-assigned time  Plan and implement professional development  Empower adjuncts and full-time faculty  MyMathLab technology support  Reflective practice sessions  “Clearinghouse” for information  Create, distribute and monitor final exams

Intermediate Algebra  Pilot 2002  Baseline Pass Rate 54.5%  75-80% Traditional classrooms  Uniform content and pacing  Required homework – computer based  Mandatory departmental final exam, face-to-face, paper/pencil

Beginning Algebra  Pilot 2003  Baseline Pass Rate 48.1%  50% computer classrooms  Uniform content and pacing  Required homework – computer based  Accelerated pace is possible  Mandatory departmental final exam, face- to-face, paper/pencil

Basic Mathematics  Largest span of ability  Pilot 2004  Baseline Pass Rate 54.5%  Flexibly structured  Self-guided work (computer based or hard copy)  Mandatory departmental final exam, face-to-face, paper/pencil

Pilot the Proposed Redesigned Courses ( )  Pass Rate: Based on final exam grade of 73+  Intermediate Algebra: 58.9%  Beginning Algebra: 74.2%  Basic Math: 51%

MyMathLab  One of the first in New England to use (~2000)  Inconsistent application ( )  MyMathLab upgraded (2005)  Fully embraced (2006)

Electronic Homework Management Using MyMathLab 3 Master Courses- All faculty copy

Retention Strategies Close tracking of student’s attendance and performance

Early Intervention

Student Support Math Learning Center  56-seat learning center staffed by trained math tutors  Computer or pencil/paper assistance  Possible requirement Harrington Learning Center  60-seat computer lab  All computers loaded with MyMathLab  No math tutors

Faculty Support  Center for Academic Excellence  Curriculum Workshops  Technology Training  Reflective Practice Sessions

Institutionally Accepted  ALL courses use QCC’s Instructor Resource Manual  ALL courses follow the same format  ALL courses use technology  ALL students access MyMathLab  ALL students take final exam

Results

Intermediate Algebra

Beginning Algebra

Basic Mathematics

What Is Happening In College Algebra?

College Algebra Results

Overall Conclusions  Large number of developmental math sections  Large number of part-time faculty  Student performance has increased  Student completion rate has increased  Institutional expansion - consistency of curriculum  Increased enrollment per section – able to manage  Higher level of faculty collaboration and camaraderie

Major Components to Success  Administrative support  Faculty designed and implemented  Individual instructors benefit by change  Atmosphere of professional collaboration

Future Plans  Computerized departmental final exam  Continued atmosphere of collaboration and experimentation  Institutional laptop program  NEVER DONE!

Team Members  Creation of Instructor Resource Manuals –QCC Faculty -Andreana M. Grimaldo, Denise Robichaud, Steve Zona, Virginia Asadoorian, Carol Rinaldi, Elaine Previte  All Title III Data Analysis –Neena Verma, IR Director at QCC –Meredith Twombly, former IR Director at QCC  Pat Toney, Vice President of Academic Affairs Barbara Zabka, Staff Assistant, Academic Affairs

Questions