March 2013 League of Innovations Bernadette Sandruck, Ed.D. Division chair and professor of mathematics Howard Community College, Columbia, MD 19!

CoursesFeatures as of Fall 2011 ArithmeticInteractive videos, electronic quizzes, prescriptive exam Beginning & Elementary Algebra Blended lab & recitation sessions, interactive videos, online homework, electronic quizzes & exams, access controlled by gradebook Intermediate Algebra Lectures with group work and discovery activities. Recently added video lessons and electronic quizzes in CANVAS site. Students in elementary algebra that finish early can preview this course using the online materials. College Algebra 1/3 of class time on computer work; ½ of each exam electronic Other college- level maths All have some electronic assignments and quizzes. Special programs in statistics and calculus Current use of computer-assisted instruction 2

* Prescriptive test * Complete only topics needed * Extra lab time available * Pay for 14 weeks of instruction and earn 2, 4, or 6 credits Basic Mathematics (2 crd) and Basic Algebra & Geometry (4 crd) 4

Educational Reasons * Individualized instruction * More individualized attention * Flexible Scheduling * Focuses Responsibility on Students Political Reasons * Individualized Instruction * Potential to complete developmental course work sooner * High Tech If you always do what you have always done, you will always get what you have always gotten. 5

Early Lessons Learned (1994)  Students preferred simple navigation, less glitz.  new costs for equipment & technicians  Great for students who are refreshing their skills;  Insufficient for those learning for the first time.  Self-pace does not work! Students need a timeline.. The teachers need  Training on new role  On equipment 6

1995 the beginning of constant change  Old Mastery learning strategy vetoed.  Intermediate algebra added to the developmental sequence  Deleted geometry course and blended with algebra  Request to switch to a modular program was rejected Advising concerns Registration concerns Compromise: Just Elementary Algebra (called Review of Integrated Algebra & Geometry) was split into two modules. 7

Basic Math ~ 2 crd Basic Algebra & Geometry ~ 4 crd Integrated Algebra & Geometry I ~ 3 crd 9 weeks Integ.Alg. & Geom. II ~ 2 crd 5 weeks Intermediate Algebra 4 contact hours College-level Maths + 8

Basic Math ~ 2 crd Basic Algebra & Geometry ~ 4 crd Integ.Alg. & Geom. II ~ 2 crd Winter, summer…full semester Success = 39-46% Intermediate Algebra 4 contact hours Integ.Alg. & Geom. II ~ 2 crd 5 weeks Success = 64-65% Integr. Algebra & Geometry I ~ 3 crd 9 weeks Success = 73-77% Integr. Alg. & Geom. I retry 5 weeks Success = 15-20% Integr. Algebra & Geometry I ~ 3 crd 14 weeks Success = 40-49% 9

Basic Math ~ 2 crd Basic Algebra & Geometry ~ 4 crd Few Math Skills Integrated Algebra & Geometry I ~ 3 crd Integrated Algebra & Geometry II ~ 2 crd Review of Algebra with Geom. Applications ~ 4 crd Intermediate Algebra 4 contact hours Weak Algebra Skills 10

IA (no D’s) SPR % (14)62% (17)37% (9)54% (12) SPR % (13)47% (14)64% (6)81% (6) SPR % (9)58% (10) FALL % (20)39% (7)39% (9)40% (7) FALL % (19)41% (7)59% (8)48% (7) FALL % (13)61%(15)55% (14) 11

Teacher Assistance Student Aides Drop-in anytime Fall

Program Consistency * Lesson Packets (partial lecture notes) * Course Schedules * Division Exams * Division Grading Policies 13

Rigid Test Schedule Model  Must take exams on scheduled date  One make-up at the end of the semester  Cumulative Content  Minimum score on quizzes in cbi courses (65%) Progressive Learning vs. Mastery learning effect on Lower ability students  Learn what you can first time through  Build knowledge on second try Decisions on structure for cbi sections 14

064 MM064 TL 067 MM 067 TL Systems of Equations 15

Lessons Learned  Computer-based instruction is a viable format  Resistance to cbi format  Faculty, students & counselors  Very little accelerated learning  Student Priorities don’t match ours 16

 Resource review  Adopted a two vendor system  ModuMath for lessons  HawkesLearning for online problem solving 18

* Major curriculum shift led to elimination of two paths * All classes had some computer work * Search for best prescription for computer assistance 19

Overall success rates for MATH-064, 065 &067 after curriculum change Fall 2008 to 2009 Grades New 067 Fa’08 n = 160 Fa’08 n=68 Fa’08 n =395 Fall 2009 n = 600 %ABC %D/F %W 14.9 n = n = n = n =

Tracking cbi vs. cai MATH-067 ABC Success Rates, N = ABCDF TermLecture w/CAICBIboth n%n%n% Fa Fa Spr Spr

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* Realign content * Blended Learning Approach * Intensive Mastery Learning * Semi-Modular 24

Before Class:  Watch the Video Instruction / fill-in notebook  Complete Practice Problems  Complete Online Homework  Complete Written Homework During Class:  Attend Teacher Led Instruction  Take WebTests  Take Unit Exams 25

Blended Learning Structure (Fall 2012) MATH-061  separate recitation (1.5 hrs) & lab (4 hrs)  recitation (either 47 or 24 students) pay = 1.5 units  large lab (47, with 4 student aides), pay = 5 units  small lab (24, with 1 student aide), pay = 3 units MATH-067  Blended lecture & lab  24 seat computer classroom  one faculty, one student aide; pay = 4 units  lab instructors responsible for student grades 26

Responsibilities of Lab Instructor  Comment on quality of work on written homework assignments and record final grade when it reaches acceptable level  Grade some exam questions where partial credit is allowed and adjust grade in computerized gradebook  Track progress of all students and coach them through the program  Assign attendance grades 27

Minimum% of Grade 80%Each Topic Quiz 10% 75%Each Unit Exam 72% 70%Written Homework Average** 8% 90%Class Attendance* 2% Online honeworks count other 8% of grade *Score needed to take Quizzes ** and Unit Exams 28

 Carry over mastered units to next major semester  Summer and Winter extension sessions  (MATH-061E and MATH-067E)  Student who master two or more units in a semester will not fail 29

MasteredGradeNext semester No Units F, W Same course, start over One Unit F, W Two UnitsL* Pass extension, take next course Same course, start with next unit and continue on Three or more Units Based on Work Take next course Six unitsClearance to jump a course 30

 Excellent Attendance  Steady diligence  Effort beyond class sessions  Master at least two units within the semester 31

MATH-061N% taking First Exam %W Fall %12.1% Fall %12.3% MATH-067N% Taking First Exam %W Fall %11.1% Fall %11.6% 32

MATH-061N, n% ABC% L’s Fall , 51351%0% Fall , 31164%23% MATH-067N, n%ABC% L’s Fall , 65157%0% Fall ,43764%32% Completed bothn% increase Fall Fall % 33

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Assessment Plans …beyond success in course  First try success on test items compared to previous program  Number of credits to complete developmental sequence  Number of semesters to complete developmental sequence  Success in intermediate algebra  Success in college-level mathematics  Cost analysis 36

Lessons Learned (Fall 2012) Personnel issues for labs  One faculty and 4 student aides yield inconsistent quality  One faculty and 1 student aide is inefficient Recitations & blended classroom issues  Faculty preferred recitation before lab  Difficult to meet needs of all students  Faculty blindly followed schedule 37

 Expand recitation to MATH-067  Scheduled 3 concurrent sections  Focus on team teaching  Hired two part-time lab managers  Review criteria for extension courses 38

 Created a second developmental lab  Schedule only large sections  hire one lab instructor and one recitation instructor  Rotate students into recitation room  Scheduled some test center time  Hire lab managers Compromise  Embed recitation within 4 hour structure 39

1.Insufficient space for overall design 2.Delivering a clear & consistent message on expectations 3.Training for aides and new instructors 4.Building Faculty teams 5.Test & lab security 6.Record-keeping 7.Concerns of athletics department 40

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