SMART Math Jackson State Community College Jackson, Tennessee Redesigned Developmental Math Program Goals: Improve Student Success Increase Learning Prepare students for career and educational goals – not just remediate high school deficiencies

LEARNING ENVIRONMENT Emporium Style Large computer center Large computer center 76 Student Stations Accommodates two class sections of 30 each Allows for drop-ins Open Six Days per Week Open Six Days per Week Monday – Thursday from 8:00 a.m. to 9:00 p.m. Friday from 8:00 a.m. to 2:00 p.m. Saturdays from 9:00 a.m. to 2:00 p.m. Also open during Fall and Spring Breaks Staffed by student tutors, professional tutors, instructors Staffed by student tutors, professional tutors, instructors

S M A R T SMART Math Center at Jackson State urvive urvive chieve chieve aster aster eview eview ransfer ransfer

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

SMART Math Objectives Mastery of Competencies – Not Just Self-Paced Mastery of Competencies – Not Just Self-Paced Accommodation of Learning Styles Accommodation of Learning Styles On-demand Individual Assistance On-demand Individual Assistance Immediate Feedback on Tests and Homework Immediate Feedback on Tests and Homework Opportunity to Progress More Quickly (or slowly) Opportunity to Progress More Quickly (or slowly) More Frequent Opportunities for Success More Frequent Opportunities for Success Student requirements based on educational and career goals Student requirements based on educational and career goals

How We Got Started 12 modules replaced 3 traditional courses. MODULESTRADITIONAL COURSE 1, 2, 3Basic Mathematics 4, 5, 6, 7Elementary Algebra 8, 9, 10, 11, 12Intermediate Algebra Components of each module grade: Attendance 5% Notebooks10% Homework15% Post-Test (Proctored)70% To satisfy a module the overall grade must be at least 75%.

Why Modularize? Why Modularize? Mastery learning facilitatedMastery learning facilitated Individual student requirements based on educational and career goalsIndividual student requirements based on educational and career goals Multiple exit optionsMultiple exit options Students can change schedule without interrupting learningStudents can change schedule without interrupting learning More frequent opportunities to successful completionMore frequent opportunities to successful completion Student begins new semester with next required moduleStudent begins new semester with next required module

 Course competencies of the three traditional courses were separated into 12 clearly defined modules  Prerequisite modules were identified for success in ‒ general education math courses ‒ other college level courses ‒ programs not requiring college level math  Curriculum Committee approved changes in Developmental Math requirements  Procedures were set up to advise students of their multi-exit options based on their career choice  Advisor training sessions were conducted Procedure for Modularization

Programs of Study Module Requirements Required Modules Number of programs DSPM Students Fall 2008/Spring % % % %

Challenge: Record Keeping For which course does the student register? “Shell Courses” that do not designate modules DSPM 0891 Developmental Mathematics I DSPM 0892 Developmental Mathematics II DSPM 0893 Developmental Mathematics III All new students enroll in DSPM 0891 Student completes at least 4 modules (or all required if < 4) Grade = Average of 4 highest modules scores Students still needing to complete more modules enroll in DSPM 0892/DSPM 0893/DSPM 0899

Challenge: Tracking Students Table created in SOATEST/Banner 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 The Team and Pearson Education are automating the process of tracking students’ module completion and reporting to Banner Student who change major may be required to complete more modules

Challenge: Redefining Faculty Roles Faculty are now facilitators and evaluators of student learning. Faculty guide each student’s study through developmental math. 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.

Challenge: Finding Tutors  Student tutors from JSCC  Must be recommended by math faculty  Must have an A or high B in last math course  Can be students who were successful in DSPM (some of the best tutors)  Student tutors from local colleges & universities  Adjunct faculty  Retired teachers  Full time instructors  Online tutors

Mastery Learning New students begin with Pre-Test on Module 1 New students begin with Pre-Test on Module 1 80% mastery moves student to next module 80% mastery moves student to next module If less than 80%, student completes If less than 80%, student completes Homework in MyMathLab Homework in MyMathLab Practice Test in MyMathLab Practice Test in MyMathLab Post Test in MyMathLab Post Test in MyMathLab SMART Math notes – (workbook format) SMART Math notes – (workbook format) 80% mastery to move from one homework assignment to next 80% mastery to move from one homework assignment to next 75% mastery on proctored post test 75% mastery on proctored post test

Learning Increased Mean Scores on Post Test by Modules

Student Success Increased Students Passing the Course Overall Success Rate Increased by 45%! CourseTerm% ABC TraditionalSpring % RedesignSpring % SMART MathFall % SMART MathSpring % SMART MathFall %

Retention Increased Students Enrolled in Course to End CourseTerm% Enrolled to End TraditionalSpring % RedesignSpring % SMART MathFall % SMART MathSpring % SMART MathFall % Overall retention increased by 14%!

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 can decrease travel & childcare expenses

Cost Savings for Institution Reduced cost per student by over 20% Reduced cost per student by over 20% o Reduced total number of sections by 28% Increasing maximum class size from 24 to 30 Increasing maximum class size from 24 to 30 Providing opportunity for students to complete developmental coursework more quickly Providing opportunity for students to complete developmental coursework more quickly o Reduced number of sections taught by full time faculty from 78% to 58% o Utilized tutors at lower cost per hour than faculty Improved retention of students by over 14% Improved retention of students by over 14% Increased college enrollment numbers by enrolling students more readily in credit bearing courses Increased college enrollment numbers by enrolling students more readily in credit bearing courses Full timeAdjunctTotal Historically SMART Math373471

Jackson State Mathematics Department Invites YOU to Visit the SMART Math Center Betty Frost Assoc. Prof. of Mathematics NCAT Scholar Mary Jane Bassett Dean of Academic Support The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.