1. Developmental Education Reform
Innovations in Developmental Education at Miami Dade College
Alina Coronel, associate professor, Sr. mdc-kendall
Meghan clovis, associate professor, MDC-homestead

2. About Miami Dade College
7 campuses and numerous outreach centers
More than 170,000 students currently attend Miami Dade College
Kendall Campus Homestead Campus
Enrollment is Enrollment is approximately 45,000 approximately 7800
Math department Math department
24 full-time faculty 8 full-time faculty
Over 100 adjuncts adjuncts teaching each semester

3. Legislative Changes New Florida Legislation on Dev. Ed. (SB 1720)
Fall 2014
No 16-week traditional lecture courses
Developmental math can only be offered through 4 modes of instruction
Accelerated
Modularized
Co-Curricular
Contextualized

4. Fall 2014 Courses Modular Courses Co-Requisite Courses
Contains Pre-Algebra and Beginning Algebra
5-credit and 3-credit
Co-Requisite Courses
Beginning Algebra linked with Intermediate Algebra (6, 7, or, 8 credits)
Math-to-Stat Pathway
Students placing into Beginning Algebra whose program of study does not require Intermediate or College Algebra
A version of Beginning Algebra linked with Liberal Arts math (6 credits)
Shark Academy
1-week refresher course

5. 8-weeks dev ed + 8 weeks intermediate
Accelerated Courses
8-weeks dev ed + 8 weeks intermediate

6. Challenges in Accelerated Courses
Faculty buy-in (how is this possible?)
Lack of study skills and motivation
Pedagogy-so much time…
The “talking head”
Tough love

7. Offerings Beginning & Intermediate Algebra (7 credits)
MAT MAT1033 (8/8)
Pre-Algebra/Beginning Algebra-Combined & Intermediate Algebra (8 credits)
MAT0022C + MAT1033 (8/8)
Arithmetic, Pre-Algebra, Beginning Algebra & Intermediate Algebra (11 credits)
MAT MAT MAT1033 (4/4/8)

8. Solutions
Presentations for faculty allowing observation of classroom management
Mentoring by experienced faculty before, during, and after
For the students:
Mandatory orientation the week before term began
Time management instruction and activity
Study skills units taught in class:
Organization
Class preparation
Note-taking
Using resources effectively

9. How Students Learn Frequent assessments providing feedback
Prepare for class and use all resources
Use class time to clarify and reinforce material
Use online homework to prove mastery and reinforce material
Frequent assessments providing feedback

10. Advantages Less time between topics increases retention
Taught as one seamless course with no overlap of material
Immerse students in content
Extended class time = more practice, more interaction, and more feedback
Onus for learning is on the student
Only one semester needed to become college-ready

11. Disadvantages
Fast-paced nature of the course does not allow for students to fall behind nor for in-class remediation/re-test.
If students do not pass the first 8 weeks, then they must drop the second course and may have no other course to take for the last 8 weeks.
If instructors do not monitor students closely (in particular their class preparation), the “talking head” returns.

12. Results (Homestead only)
Data from show increases in these numbers
Data from IR indicates that students who took MAC1105 after completion of one of these accelerated courses outperformed (by PR) their counterparts.

13. Modular Courses
Math Department

14. Challenges in Modular Design
Did not have enough computer classrooms
Very few professors had used the course management system
None of the professors had ever taught in a modular setting
Student buy-in
Faculty buy-in
Ensuring adherence to model in the classroom

15. Solutions Built several computer classrooms/re-tasked room(s)
Mandatory 2-day training for all instructors
Day 1: Training on Software
Day 2: Pedagogical Strategies
Embedded tutors on 1 or 2 meeting days
In-class support for the first few weeks.

16. Course Design Students take an initial knowledge check
Course contains 8 modules (groups of topics)
Students spend time on topics they need to learn
Students are DOING math in class
Students have resources to help them on each topic
Videos and notes created by MDC faculty
Publisher videos and notes
Students are tested for material retention at the end of each module
Proctored midterm after module 4
Proctored final after completion of all course topics

17. Course Design
Student Resources: each topic has faculty created video and notes
Examples and topic lectures by MDC faculty

18. Videos have animation
and sound
All are closed-captioned
Course Design

19. Notes have the same examples as videos
Example of MDC topic notes
Notes have the same examples as videos

20. Binder to Accompany Course
Within the binder students have the
Student–Faculty contract
Weekly schedule sheet
Time management sheet
How students progress through the course
Notes and assessment templates
Students must
take notes on video or lecture notes
show work for each problem
complete assessment using their binder

21. Class Time – students watch videos/take notes
Students work in binders
Student are DOING math

22. Class Time – students watch videos/take notes
Students complete work in binders
Student are DOING math

23. Examples of Notes

24. Examples of Notes

25. Data: First 2 semesters of implementation
Enrollment:
Fall 2012: 1197
Fall 2013: 1148
Spring 2012: 581
Spring 2012: 464
58.7%
47.0%
traditional
modular
Fall 2012
Fall 2013
Spring 2012
Spring 2013

26. Data: First 2 semesters of implementation
Enrollment:
Fall 2012: 1412
Fall 2013: 1333
Spring 2012: 855
Spring 2012: 695
58.7%
57.7%
53.4%
47.0%
47.1%
46.4%
traditional
modular
Fall 2012
Fall 2013
Spring 2012
Spring 2013

27. Data: First 2 semesters of implementation
75.3%
67.3%
Enrollment:
Fall 2012: 1412
Fall 2013: 1333
Spring 2012: 855
Spring 2012: 695
63.3%
57.5%
63.3%
85.7%
63.3%
82%
57.5%
58.7%
73%
57.7%
53.4%
47.0%
47.1%
46.4%
traditional
modular
Fall 2012
Fall 2013
Spring 2012
Spring 2013

28. Data: First 2 semesters of implementation
Enrollment:
Fall 2012: 1412
Fall 2013: 1333
Spring 2012: 855
Spring 2012: 695
85.7%
82%
58.7%
73%
57.7%
53.4%
47.0%
47.1%
46.4%
traditional
modular
Fall 2012
Fall 2013
Spring 2012
Spring 2013

29. Non-Stem Pathway

30. Non-STEM Pathway
Who is the course designed for?
Students who do not need to take MAT1033 or MAC1105 for their major. Example: Criminal Justice and Early Childhood education students fall in this category.
What type of students will be in the class?
Remedial Students who test into MAT0028.

31. How will the course be set up?
The course will be a combination of two 3 credit courses for a total of 6 credits. The course will integrate a new college prep course MAT0029 and MGF 1106.
Students will receive a grade for both MAT0029(S, P, or U) and MGF1106(A,B,C,D, or F).

32. What Topics Will Be Covered?
MAT0029 is a college prep course designed specifically to prepare students for MGF1106 and STA2023, so all topics needed for students to be successful in these two courses will be covered.
Additionally since this is an integrated course all topics in MGF1106 will also be covered.

33. An example of how the course can be set up:
1.) Operations on Real Numbers
6.) Logic
2.) Expression, Equations, & Inequalities
7.) Set Theory
3.) Percent's & Proportions
8.) Probability
4.) Functions & Graphing
9.) Statistics
5.) Geometry

34. Math Shark Academy 2013 Chancellor’s Best Practices Award
Test Prep Course

35. Math Shark Academy
1 week mandatory refresher course for any student testing into lowest level of developmental math. Other developmental math students are encouraged to enroll.
approximately 5000 students in 3 years
Include study skills powerpoints and discussions
High School vs. College, Test-taking skills, Effort vs. Ability
In the first 2 years:
First time in college students who placed into any level of dev math
Took the placement test on the last day

36. Results
Similar results for two years
52% moved up a level within developmental math
25% placed out of developmental math

37. Results

38. Results How students performed in their new course placement
MAT 1033 pass rates for the last 4 years:
57% - 65%

39. Math Shark Academy After new legislation Open to all students
No placement test
16 hours (3 hours M-R and 4 hours on F)
Includes study skills powerpoints
4 modules
Arithmetic, Beginning Algebra, Intermediate Algebra, College Algebra
Take initial knowledge assessment on day 1 – shows “placement”
Take a knowledge assessment on last day – shows “placement”
Professor advises student

40. Results
There was an approximate 200% increase in the number of topics mastered during the boot camps.
Average topics learned between initial and final assessment: 64

41. Alina Coronel acoronel@mdc.edu Meghan Clovis mclovis@mdc.edu
Contact Information
Alina Coronel
Meghan Clovis