1. Math Redesign Models Sue Sherry Northern Virginia Community College Annandale, Virginia August 18, 2011

2. Reasons for Math Redesign
Developmental math failure rates typically 50% +
Students had to take entire course even though only deficient in certain topics
Students had to learn at the same pace with same instructional strategies as whole class
Math serves as roadblock to educational goals
Math requirements delay admissions into certain programs such as health science.

3. NCAT National Center for Academic Transformation
Independent non-profit organization founded by Dr. Carol Twigg
Promotes course redesign with technology to improve learning outcomes and reduce costs
Program in Course Redesign assisted 30 colleges: improved student learning with cost reductions of 20% to 77%
Current initiatives: Roadmap to Redesign, Colleagues Committed to Redesign, Changing the Equation: Redesigning Developmental Math

4. Redesign Models Linked Workshop Buffet Supplemental Fully Online
Replacement
Emporium

5. NCAT Innovative Redesign Practices
Undergraduate Learning Assistant
Creating “small” within “large”
New Instructional Roles
Freshman Don’t Do Optional
Modularization
Avoiding “either/or” Choices

6. MyMathLab & Other Software Packages
Increased pass rates and retention rates
Promotes active learning with student engagement
On-demand individualized assistance
24/7 access to online learning resources
Supports different learning styles and rates
Immediate feedback
Consistent course content
Course management to monitor student progress
Automatic grading of homework, quizzes & exams

7. Linked Workshop Model Retains basic structure of college-level course
Replaces developmental course with just-in-time workshops to address core math deficiencies
Workshops consist of computer-based instruction, small group activities and test reviews
Facilitated by students trained and supervised by faculty
Activities designed so that students use concepts in next class session

8. Austin Peay State University Linked Workshop Model
Eliminated Elementary & Intermediate Algebra
Developed Enhanced “E” sections of Fundamentals of Math (Math for Poets) & Elements of Statistics
Structured Learning Assistance (SLA) leaders were embedded in classrooms & served as peer tutors
SLA leaders facilitated workshops and provided prompt feedback on all learning activities
Standardize group activities=consistency across all sections

9. APSU Linked Workshop Challenges
Identifying competencies & requisite skills needed for core courses
Developing SLA workshop materials
Building faculty consensus
SLA staffing issues
Purely E-sections vs. combined E-sections

10. APSU Linked Workshop Results
Developmental students in Mathematical Thoughts Pass rate: 33% to 71% Developmental students in Elements of Statistics Pass rate: 23% to 54% Reduced sections: 52 sections of developmental math replaced with 13 E-sections of Fundamentals of Math and 21 E-sections of Elements of Statistics Freed 70 classrooms, saved $110,000 a year = Cost reduction of 52%

11. Buffet Model
Customizes the learning environment for each student based on background, learning preference, academic or professional goals
Requires online assessment of student’s learning style and study skills
Includes lectures, discovery labs, team/group labs, videos, active problem-solving, GTA or self-graded HW, individual or group projects
Initial in-class orientation re buffet structure, content, learning contract, paths & modules

12. Ohio State University Buffet Model for Stat
OSU serves 3,000 Intro Statistics students a year
Student Learning Styles Inventory:
Sensing vs. Intuition
Group vs. Individual learner
Active vs. Reflective learners
Three Course components (eight possible paths)
Lecture: concepts (reflective learner) vs.
group problems solving (active learner)
Problem Solving: in-class vs. out-of-class activities
Lab: hands-on with data gathering (sensing learners) vs data is provided (intuitive learners)

13. OSU Buffet Model for Stat
Course was modularized into 5 modules
Student must show level of proficiency before moving to next module
Offload course grading to software
Created a statistics Help Room
Instituted certificate process for TAs
Matched TAs teaching styles to delivery options

14. OSU Buffet Model Challenges
Designing assignments with equitable difficulty since students selected paths perceived to be less difficult
Integration of learning objectives and learning activities was labor intensive
Initial coding of course components by learning objective was very labor intensive
Initial student online orientations were problematic – then face-to-face then streamlined online process

15. OSU Buffet Model Results
Identified deficiencies early = lower failure and withdrawal rates
Failure rates: 7% to 3%
Withdrawal rates: 11% to 8%
Incomplete rates: 2% to 1%
Increased student choices re paths = increased student satisfaction and learning
Reduced in-class sessions, more efficient use of TAs
Cost savings: 25%

16. OSU Stat Resources
Dr. Dennis Pearl involved with CAUSE: Center for Advancement of Undergraduate Statistics provides workshops, webinars, online resources and grants Website:
Educational Learning Lab – Dr. Bruce Tuckman interests in motivation and cognitive processes and their application in motivation strategies; procrastination and methods to overcome it. His books include: Strategies of School Success and Motivation Strategies: Your Guide to Success

17. Supplemental Model
Retains basic structure of traditional course particularly number of class meetings
Supplements lectures and textbooks with tech-based out-of-class activities to increase student engagement & prepare students for class
Create active learning environment within the large lecture hall setting

18. Carnegie Mellon University Supplemental Model for Stat
Goals of Redesign
Develop student interest in and skills for solving statistical problems before learning quantitative aspects of stat reasoning
Increase student understanding and skill level at end of course and ability to transfer statistical skills to future classes and to real world
Substitute technology “capital” for faculty & TA “capital”

19. CMU Supplemental Model for Stat
Developed activities and HW that were more open-ended, exploratory & active with timely tutoring assistance
Created “real world situation” labs
Formed team of faculty, cognitive scientists, human-computer interaction experts
Developed automated, intelligent tutoring system StatTutor which provides “scaffolding”: monitors students’ work, provides feedback when they pursue unproductive paths, answers student questions, tracks individual student’s acquisition of skills in statistical inference

20. CMU Supplemental Model for Stat
Challenges
Software development
Professional preparation of TAs
Incorporating student input into design
Transition from pilot to full implementation
Computer laboratory availability
Results
Improvement over traditional student on variety of final exam questions
Increased number of Statistics majors coincident with project design
Cost savings of 25%

21. CMU Open Learning Initiative
Dr. Joel Smith: “Experts in academic fields often lose sight of how novices learn”
OLI courses also developed by content-savy faculty, cognitive scientists, human-computer interaction specialists
OLI courses contain embedded assessment component and provide instructors & student with continuous feedback
Report feedback is “dashboard for instructors” – determine which portions of course students comprehend
OLI + Instruction = “killer application”, faster completion plus better retention

22. CMU Open Learning Initiative

23. CMU Open Learning Initiative
OLI course development » Collection of interaction level student data » Evaluate and improve courses » Create rigorous, theory-based experiments » Pave way to understanding of robust learning Current OLI courses: Engineering Statics, French, Physics, Biology, Chemistry, Biochemistry, Economics, Comp. Discrete Math, Logic & Proofs, Empirical Research Methods, and Visual Communication Design CC-OLI consortium of 40 com colleges, use Cognitive Tutor

24. Fully Online Model Eliminates all in-class meetings
Moves learning experiences online
Uses web-based, multimedia resources & commercial software
Automatically evaluated assessments with guided feedback
Links to additional resources
Alternate staffing models

25. Rio Salado College Fully Online Model
Redesigned four Developmental Math courses
Increased class size from 35 to 100 per instructor
Added Course Assistant to troubleshoot tech questions, monitor students’ progress and alert instructor to difficulties with material, contact non-attending students
Increase in student success rate: 59% to 68%
Cost savings: 30%

26. Rio Salado College Fully Online Model Challenges
Identifying and training candidates for Course Assistant
Finding best match between instructor and redesign format
Reducing student dissatisfaction rate related to communication
Determining appropriate number of students per instructor (100 then down to 50)

27. Rio Salado College Fully Online Model Initiatives
RSC plans to pilot a program of Online Learning Communities which pair online Developmental Math courses with Online College Success courses:
CPD 115 Creating College Success focuses on methods for selecting and developing effective academic strategies, increasing self-awareness and improving self-management skills
CPD 150 Strategies for College Success focuses on college orientation and personal growth, study skills development, and educational & career planning.

28. Replacement Model
Reduces the number of in-class meetings but does not eliminate all in-class meetings
Replaces (rather than supplements) some in-class time with online, interactive learning activities.
Assumes certain activities are better accomplished online individually or in small groups
Considers why and how often classes need to meet face-to-face

29. Riverside City College Replacement Model
Redesign of Elementary Algebra 3,600 students
Encourage students to take active role in learning according to preferred learning styles
Move from seat-time model to subject mastery model
Two lecture hours plus two hour interactive lab
Switched from ALEKS to MyMathLab for better text book correlation
Due to budget cuts class size rose from 45 to 60
Cost savings 41%, mixed results

30. Riverside City College Replacement Model
RCC offers: MTH 63 a five credit Arithmetic and MTH 64 a five credit Pre-Algebra or MTH 90 with six modules, self paced & students only take a final exam for each module Community for Academic Progress offers MTH 63 with a one credit Reading Strategies for Textbooks to lower math anxiety about solving math word problems while increasing reading comprehension.

31. Moreno Valley College Team-based Learning Program
Pilot of Elementary Algebra course
Student utilized Netbooks funded by Verizon and a grant
Students read & study assignment, take quiz on Netbook, automatically graded, team review quiz material and later complete HW. Teams then take a 10 questions quiz on “scratchers”
Website:

32. Moreno Valley College Team-based Learning Program

33. Hagerstown Community College Replacement Model
Enroll over 700 College Algebra students a year
Class 75 minutes and lab 90 minutes with same instructor
All homework, tests & quizzes use MyMathLab
Fall 2006 pass rate 53.1% to 64.5%;
Spring 2011 pass rate was 64.1%
Highest pass rate of 74.5% was fall 2007 when students spent 4 hours with instructors rather than 3
Pilot with Trigsted e-book designed for the way students think and behave online

34. Math Redesign – Other Initiatives
Community College Research Center – more dev. math students do not sign up for 1st class or subsequent class than are lost to failing grades. The more courses in sequence, the more chances that students disappear. Carnegie Foundation for Advancement of Teaching created pathways: Statway - El. Algebra through Stat in one year by blending the necessary algebra topics Quantway - foundations of math literacy › STEM path or other college level math courses

35. Emporium Model
Lectures replaced with learning resource center model w interactive software and on-demand personalized assistance
Software includes tutorials, videos, animations, practice exercises and tests, homework help, online quizzes and tests
Students choose resources according to preferred learning style
Staff includes faculty, peer tutors, TAs, lab assistants
Versions: Fixed, Flexible or combination

36. Emporium Model Benefits
Students: active participants not passive observers
Greater flexibility to schedule coursework
Reduce time spent on repeat course or material; instead complete only needed modules
Students move to desired major more quickly
Save tuition by taking fewer dev math credits
Access to variety of learning resources
On-demand individual assistance

37. Emporium Model Results
Virginia Tech Spacious 537 computer Emporium lab open 24/7 Started with 2,000 student Linear Algebra (pass rate 80%- 87%) Va Tech faculty developed courseware w Scholar software Current 7 math courses via emporium, 4 affiliate Orientation then directly to practice quiz Tutors take weekly quiz on 7 courses Lab staff have semi-monthly meeting

38. Emporium Model Results
University of Alabama Mediocre results until reinstatement of required lab attendance (& other initiatives) led to 60%+ pass rate Cost savings was 33% Jackson State Community College Pass rates spring 2008: Basic Math 41% vs. 54%, El. Algebra 32% to 66%, Int. Algebra 48% to 44% Fall 2008 pass rate of all dev. Math was 57% Cost saving 20%

39. Emporium Model Results
Cleveland State Community Pass rates 2008: El. Algebra 50% to 68%; Int. Algebra 57% to 74%; # Students who passed Dev Math incr. 29%, # who exited dev math incr. 32% Cost savings 19% Now all math classes delivered via this model Chattanooga State Community College Int. Algebra 2005 to 2007 pass rates were 51%, Fall 2011 pass rate was 67% Redesigned 11 math courses in 2 years

40. Emporium Model: Lessons Learned
Get policies in order for all situations
Appropriate staff with good attitude is crucial
Adequate training and review of skills for lab staff
Scheduled Orientation and Learning contracts
Must get 100% on syllabus quiz before starting course
Run the labs like a prison
Use software that correlates to texts
Student might use lab cups as spittoons!

41. Math Department Future Endeavors
Incorporate Student Development course components within Developmental Math classes with “Ten Minute Student Success Exercises”
Pilot Pre-calculus classes with Trigsted e-text combined with traditional model
Incorporate Carnegie Mellon’s Open Learning Initiative courseware within Into Statistics course
Incorporate some Team-based techniques within various math classes

42. NCAT Changing the Equation: Redesigning Developmental Math
In this program 38 institutions redesigned developmental math using the Emporium Model
Modularization: 6 to 31 modules in 5 to 400 sections
NOVA offers 10 modules in 330 sections
Individual modules MTE 1, MTE 2, … MTH 9 etc.
Shell Courses MTT 1, MTT 2, MTT 3, MTT4
Average cost saving 27%, NOVA instructional expense reduction 33%

43. Acknowledgements Developmental Math Redesign Staff
Dr. Joyce Samuels Loudon Provost Developmental Math Managers Marty Bredeck Annandale Tonia Vaughn Alexandria Pat Lazzarino Manassas Jane Serbousek Loudon Theresa Overton Woodbridge Lab Assistants, Administrative Assistants, Faculty

44. Acknowledgements Developmental Math Redesign Staff
Dr. Joyce Samuels Theresa Overton DMR Coordinator Developmental Math Managers Marty Bredeck Annandale Tonia Vaughn Alexandria Pat Lazzarino & Manassas Bill Ruffle Jane Serbousek Loudon Teresa Overton Woodbridge Faculty, Lab Staff, Administrative Assistants

45. Resources
Center for Advancement of Undergraduate Statistics Education:
Carnegie Foundation for the Advancement of Teaching:
Community College Open Learning Initiative: oli.web.cmu.edu/openlearning/initiative/
National Center of Academic Transformation:
Team Based Learning:
Trigsted e-text: