Steve Dorfman

National Curriculum Manager- Mathematics

Associate Director of Curriculum - Mathematics

DeVry University

Old Wine in New Bottles

Mastery Learning Meets a New Generation of Math Support Software

COURSE REDESIGN WORKSHOPOctober 20-21, 2006

San Diego, California

Simply Put

At DeVry University,

our goal is student success

The Problem

Why Focus on Mathematics?Over the past several years the DeVry University mathematics curriculum has been extensively analyzed and revised so that it both supports our existing programs and provides a platform to support the needs of new programs.

Throughout this time period, improving student success in mathematics courses, especially in developmental math, prerequisite skills math, and standard math courses, has been a critical priority.

Our retention data indicates that some success has been achieved.

However:

Analysis of DeVry’s graduation rates and C/D/F grade rates in math courses as well as the analysis of the root causes made it abundantly clear that:

• there is significant room for improvement.

• the problem is NOT our math faculty, who are mostly excellent and highly dedicated teachers.

• the problem is in the traditional system of teaching and learning mathematics.

Simply Speaking

The traditional approach to mathematics education has inadvertently failed many of our students in entry-level math courses.

Yet, as technology increasingly enters and modifies our classrooms and our world, the ability to think mathematically and to succeed in math courses is critical.

Even a cursory review of the math skill levels of entering students across the country makes it clear that this problem is not just a problem at a given university, but is endemic in the U.S. Finally, there are enormous economic, social, and, for the students, personal benefits to be derived from even modest improvements in student success in mathematics. This would include performance, satisfaction, retention, and graduation, which provide the foundation for lifelong learning and career success.

The Math Problem In U.S.

Albert Einstein was Albert Einstein was known to have said:known to have said:

The significant problems we face cannot The significant problems we face cannot be solved at the same level of thinking we be solved at the same level of thinking we were at when we created them.were at when we created them.

Insanity is defined as doing the same thing Insanity is defined as doing the same thing over and over again and expecting over and over again and expecting different results.different results.

The DeVry Proposed Solution

Teach entry level mathematics using Self-Paced Mastery Learning, supported by Pearson Education’s

MyMathLab software.

We call this (SSML)

“System-Supported Mastery Learning”

What is Mastery Learning?

Why hasn’t it worked in the past?

Addressing the Challenge With

A New Generation of Web

Accessible Software

MAKING

IT

HAPPEN

Make sure you have buy-in from the top

down and that they are fully behind your

efforts

There will be Struggle.

There will be Tension.

You are Asking People to CHANGE

Change Hurts.

It makes people insecure, confused, and

angry. People want things to be the same

as they’ve always been, because that

makes life easier.

But, if you’re a leader, you can’t let

your people hang on to the past.

The DeVry Collaborative Course Development Model

Course Design and Development

Timeline

Faculty Training

The DeVry Collaborative Course Development Model:

A team of lead math faculty was charged with determining the critical math requirements for DeVry’s technology, business and management programs, without regard for prior conceptions about the level of math that was “necessary” (namely, College Algebra).

Their recommendations were submitted to Program Directors and Program Deans from across the DeVry system to ask them what, if any, content was missing (there wasn’t any).

Course Design:

A course architect designed four courses on the MML platform, with technical and training support from the Pearson Group.

Courses were configured to reflect an intent to create a self-paced mastery learning environment.No overlap of content coverage across courses.At each level, tests loop back to check on

retention of prior content.Prior content can be refreshed, if necessary, by

returning to the content of prior courses.

Placement of Students

Movement of Students Through the Course Sequence

The Role of the Instructor

Keys to successful instruction in SSML

Keys to successful instruction in MML:

Help students deal with math phobia issues, especially older and developmental students.

Assure the students that they are partners with the faculty in the learning process.

Approach each student every class period providing encouragement, positive feedback and structure.

The Role of The Instructor:

You are no longer the “SAGE ON THE STAGE”, you are the “GUIDE ON THE SIDE.”

You assume the role of coach or tutor or “encourager.”

Responsibility for learning is placed on the shoulders of the students.

All study plans are generated by the program.

All work is checked by the program.

Homework and tests are graded by the program.

Student data is collected in Gradebook.

Use “Mini-Lectures” (15-20 minutes) for small-group instruction.

Communicate with students online, as well as in class for onsite students.

RESULTS TO DATE

Mastery results are Fall 2005 Semester

Traditional results from Fall 2004 Semester

0%

10%

20%

30%

40%

50%

60%

Traditional 38% 43% 19%

Mastery 56% 25% 19%

A/B C / D / F / I W

INTRODUCTION TO ALGEBRA

Traditional: n = 1,893 Mastery: n = 3,476

0%

10%

20%

30%

40%

50%

60%

70%

Traditonal 35% 45% 20%

Mastery 61% 24% 15%

A/B C / D / F / I W

BASIC ALGEBRA

Traditional: n = 4,933 Mastery: n = 4,301

ALGEBRA FOR COLLEGE STUDENTS

0%

10%

20%

30%

40%

50%

60%

70%

Traditional 37% 42% 21%

Mastery 69% 17% 14%

A/B C / D / F / I W

Traditional: n = 4,993 Mastery: n = 5,047

0%

10%

20%

30%

40%

50%

60%

70%

Traditional 36% 43% 21%

Mastery 63% 21% 16%

A/B C / D / F / I W

SUMMARY DATA

Traditional: n = 11,819 Mastery: n = 12,824

RESULTS TO DATE

SSML results are for the most recent academic year.

Chalk/Talk results from the previous 5 academic years.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

SMML 62.53% 21.40% 16.08%

Chalk/Talk 39.00% 42.80% 18.20%

A/B C/D/F W

RESULTS SUMMARY

In Conclusion

Low math achievement in high schools is endemic

This problem can be addressed through the Mastery Learning methodology combined with the New Generation of Math Software (SSML)

The results are:* student success (increased performance, satisfaction,

retention)

* faculty success (increased satisfaction, productivity)

* school success (increased revenue, reduced cost)

* country success (more competitive workforce)

As we conclude, carry this thought with you:

Vision without action is merely a dream.

Action without vision just passes the time.

Vision with action can change the world.

Thank you for your participation.

To learn more or to ask any questions

contact us at sdorfman@devry.edu