1. Raouf Boules, Ph.D. January 17, 2012

2. DVMT 101- Developmental Mathematics (4 contact hours) DVMT 110 - Intermediate Algebra (3 contact hours)

3.  Students with SAT mathematics scores less than 500 and weak placement test scores  Typical academic year enrollment data  DVMT 101: 20 course sections enrolling 500 students  DVMT 110: 15 course sections enrolling 350 students  Total: 35 sections with close to 850 students  Relative size: 8% of the Department academic year operation 3

4.  Lecture format  DVMT 101: 4 hours  DVMT 110: 3 hours  Taught mainly by adjunct faculty  Use common exams with pass/fail grades  Challenges  Students enter with varying background experience and skill levels  Students may move with varying pace  May even enroll in DVMT 101 and finish both  Some need more individualized attention than others 4

5.  Uses a replacement model where one hour in each of the 2 classes is replaced by at least one mandated hour in an open computer lab  Lab uses interactive learning software with thousands of practice problems and tutorials  Self-paced learning environment with immediate feedback and tutorials  Lab is mainly staffed by Undergraduate Learning Assistants (ULA’s), some graduate Teaching Assistants (TA’s) and some instructors  Lab focus: Providing individualized on-demand guidance and individualized attention

6.  40 computers  Open 28 hrs/wk

7.  Created Course Redesign Task Force  Created an on-line supplementary component for each course  Hosted two major workshops (led by two national experts) and numerous technology- related training sessions  Utilized resources provided by the University System (workshops, networking opportunities, etc)  Some members of Task Force attended the NCAT and other conferences  Created resource manual for instructors and a website for students  Recruited and trained ULA’s and LA’s 7

8.  Resistance to change  Large number of adjunct faculty involved  Isolated bad technology experiences  Initial lack of space for an open computer lab

11.  Time to completion  Pass rates (fall 06 to fall 09 change):  DVMT 101: 77%  85%  DVMT 110: 62%  66%  Positive student experience (from course evaluations)  Increased faculty enthusiasm  Some realizable cost saving  19% of total cost of $140K/year

12.  Traditional  Instructors’ salary = $140K in Academic year 07-08  Redesigned:  Instructors salary = $98,100  Lab staffing cost = $15,000  Total = 113,100  Saving of 19% ($26,900) 12

13.  Supplemental – Add to the current structure and/or change the content  Replacement – Blend face-to-face with online activities  Emporium – Move all classes to a lab setting  Fully online – Conduct all (most) learning activities online  Buffet – Mix and match according to student preferences  Linked Workshop - Replaces the remedial/developmental course with just-in-time “workshops”

14.  Replacement : Seton Hall University  Emporium : Virginia Tech  Linked Workshop : Ferris State University in Michigan and Austin Peay State University ◦ See work by Uri Treisman of U Texas at Austin on Statway – Carnegie Foundation ◦ See also Accelerated Learning Program: A Powerful Model for Developmental Education http://leap.aacu.org/toolkit/student- http://leap.aacu.org/toolkit/student- success/2011/accelerated-learning-program-model-for- developmental-education  Case studies at: http://www.thencat.org/PCR/Proj_Discipline_all.html

15.  Replaces (rather than supplements) in-class time with online, interactive learning activities  Carefully considers why (and how often) classes need to meet face-to-face  Assumes that certain activities can be better accomplished online - individually or in groups  May keep remaining in-class activities the same or may make significant changes  May schedule out-of-class activities in computer labs or totally online so that students can participate anytime, anywhere  Examples: ◦ Towson University: Developmental Mathematics ◦ UMES: Principles of Chemistry

16.  Moves all classes to a lab setting  Multiple sections combined into one large section  Depends heavily on instructional software including interactive tutorials  Allows students to work as long as they need to master the content  Permits the use of multiple kinds of personnel  Requires a significant commitment of space and equipment  Can teach more than one course in the lab, thus leveraging the initial investment

17.  Retains the basic structure of the college-level/core course, particularly the number of class meetings  Replaces the remedial/developmental course with just- in-time “workshops”  Workshops are designed to remove deficiencies in core course competencies (for a particular course) and are just-in-time—i.e., designed so that students use the concepts during the next core course class session  Students are individually assigned software modules based on results of diagnostic assessments/placement  Workshops consist of computer-based instruction, small-group activities and test reviews to provide additional instruction on key concepts and are facilitated by students (peer support)