AMATYC 2015Self-Paced Mastery Learning

for Developmental Mathematics

The Community College of Baltimore CountyLisa Brown Assistant Professor

Tejan Tingling Assistant Professor

About CCBC

Public, two-year college system with 3 campuses and 3 extension centers Total Enrollment(2014): 67,319 Credit enrollment: 33,064 Part-time: 29,307 (89%) Female: 58% Minority students: 53% Total completers: 18,098

Math Center started in 1972 at Essex Community College

Designed as a review of topics Modules covered Arithmetic, Algebra I,

Algebra II, and some College Algebra Self-paced mastery format Presented with programmed texts by Alwin

and Hackworth

The Beginning

Students take a diagnostic test covering all of the material in the common course outline during the first week of class.

Professors make up an individualized “Success Schedule” for each student showing the material, not mastered on the diagnostic test, that they must complete.

Students use textbook and receive individual help from their professor and tutors in order to learn the material.

Students show they have mastered a section of material by passing tests with an 80% and final with a 70%. These assessments are repeated until these desired scores are achieved

Self-Paced Mastery learning

Two full time support staff hired responsible for data management and record keeping

Geometry added as its own module; later incorporated into the Arithmetic section

Modules converted from separate courses (010, 011, 012, 013) to one course (013 with grades indicating progress); Intermediate Algebra converted to lecture

Math Library created Videos created to assist students with learning Dedicated room for tutoring

Evolution of program

NSF grant to turn tutoring room to 20 computer classroom using program software written by faculty; eventually all Math Center classrooms converted to computer classrooms

Three colleges were merged into one: The Community College of Baltimore County.

New courses (from 013 to Pre-algebra and Beginning Algebra)

Merged departments (from 20 to 45 members) new procedures (from pass/fail to letter grades)

1994 - 2004: When everything changed

Math 081 data (1682)

Math 082 data (3133, 1127 from

Math 081)

A 79 (4.7%) 245(7.8%)

B 293 (17.4%) 598 (19.1%)

C 189 (11.2%) 464 (14.8%)

R 73 (4.3%) 90 (2.8%)

F/FX 604 (35.9%) 391 (12.5%)

Misplaced 10 (0.6%) 4 (0.1%)

W 160 (9.5%) 86 (2.7%)

More than one semester

274 (16.3%) , 106 (38.7%) passed

1255 (40.1%), 736 (58.6%) passed

Math Center Data from Spring 2011 to Summer 2015 (5209)

Before and Now

Before and Now

Before and Now

Evaluation

Strengths Ability to complete more than

one course in a semester Students do not have sit

through lectures on material they have already mastered

Can take their time studying material that is more difficult

The course has consistency regardless of the professor

Students must master a concept before moving on to new material

Weaknesses May not complete the

course in one semester Students may miss more

class time Students may not do work

outside of class Minimal professor

flexibility Students may become

frustrated if they are not passing a specific topic

Study materials are consistent throughout the course in presentation, practice, and assessment

Students can access study materials online Student have immediate feedback on their tests Materials is presented and tested on in smaller

chunks Passing test can be highly motivating Finishing the course early and/or completing two

courses in one semester can also be motivating

More Strengths

A Blackboard course is an organized way to give students access to all of the materials for the course

Students use Blackboard because it is their site Students do not visit department and faculty

websites often Faculty and department websites can be hard to

find A Blackboard course can be copied and used in

multiple sections

Blackboard Course

Faculty written online textbook PowerPoint study materials Videos Online homework that correlates with the Textbook

Exercises and Textbook Review Problems Discussion board with threads for each section of

the textbook All resources that have been made in the past are

available for professors to access.

Pre-Algebra Resources

Introduction of each topic Written examples Practice problems with more than 500 video

links Textbook exercises for each of the 57 section Cumulative review problem sets Summaries at the end of each of the 7

chapters http://

www.ccbcmd.edu/Programs-and-Courses/Schools-and-Academic-Departments/School-of-Mathematics-and-Science/Mathematics/MATH-081-Textbook.aspx

Pre-Algebra Online Textbook

The textbook material presented concisely in slides

Contains video links Links to textbook exercises Instructs students on how to navigate the

learning materials Designed for students to view on their own

Pre-Algebra PowerPoint Study Materials

Videos were created using Camtasia Software

Uploaded to YouTube Subtitled Unlisted YouTube Video Turned off all settings for viewer

comments on YouTube

Pre-Algebra Videos

Faculty written online textbook Videos Practice problems Practice tests Resources that have been made

in the past are available for professors to access.

Beginning Algebra Resources