Restructure of the Developmental Mathematics Courses 1

Outline Background Problem The Process Case Study Results Reflection 2

Background Redesigned Developmental Mathematics DVMT 101 Elementary Algebra; DVMT 110 Intermediate Algebra Required for students with low SAT and placement exam scores Pass/Fail courses Do not count toward graduation Taught mostly by part-time faculty 3

Historic Pass Rates Spring 2006Fall 2006Spring 2007Fall 2007 DVMT101 Pass rate Enrollment 76.73% % % % 405 DVMT110 Pass rate Enrollment 64.66% % % % 138 4

Problems Increasing enrollment Length of time to complete DVMT program 5

Can We Do It? The Process:  Created redesign task force  Planned for redesign  Chose textbook and software provider  Created online component of the course  Addressed concerns 6

Yes We Can! Concerns Instructors vs. technology Students Confusion Engagement Pass rates Responses 6 training sessions Resource manual Standardized reporting Website; registration Welcome , ULAs ‘Get-to-work!’ 7

Yes We Can! Concerns Time to completion Lab facilities Impact of bridge courses Responses Created ‘completer course’ Modified repeat policy Adapted the project University is working on it Disseminated program information Addressed the bridge disaster 8

Case Study: Dropping from a Bridge Bridge courses: DVMT a Gen.Ed. Course; Students who do not complete 110 in five weeks drop into a 110 course. Problem: Spring 07: 17 moved, 1 passed Fall 07: 22 moved, 2 passed Spring 08: 19 moved, 5 passed 9

Case Study: Dropping from a Bridge Solution: Contact the students who drop Provide a tutor for such students (Fall 08) Results: Fall 08: 15 moved, 3 passed Spring 09: 24 moved, 18 passed 10

Results 11 Spring 2006 Fall 2006 Spring 2007 Fall 2007 Fall 2008 Spring 2009 DVMT101 Pass rate Enrollment 76.73% % % % % % 194 DVMT110 Pass rate Enrollment 64.66% % % % % % 184

Results, “2 for 1” 12 Fall 2006 Spring 2007 Fall 2007 Spring 2008 Fall 2008 Spring 2009 Pass 101& Percent of total enrollment45.24%38.02%48.89%28.22%32.63%23.71%

Reflection Continuous assessment of the program Curriculum Qualitative Quantitative Chain reaction 13

14