www.jscc.edu/smart-math smart math jackson state community college jackson, tennessee redesigned...
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www.jscc.edu/smart-math
SMART Math Jackson State Community College
Jackson, Tennessee
Redesigned Developmental Math Program
Goals: • Improve Student Success • Increase Learning• Prepare students for career and educational goals – not just remediate high school deficiencies
LEARNING ENVIRONMENTEmporium Style
Large computer center• 76 Student Stations• Accommodates two class sections of 30 each• Allows for drop-ins
Open Six Days per Week• Monday – Thursday from 8:00 a.m. to 9:00 p.m.• Friday from 8:00 a.m. to 2:00 p.m.• Saturdays from 9:00 a.m. to 2:00 p.m.• Also open during Fall and Spring Breaks
Staffed by student tutors, professional tutors, instructors
S M A R T
SMART Math Center at Jackson State
urvive chieve aster eview ransfer
Attempted to remediate high school math deficiencies Three Traditional Courses: Basic Mathematics,
Elementary Algebra and Intermediate Algebra Student had to successfully complete all three courses
before enrolling in Allied Health or Nursing programs or taking certain college level courses
Student had to pass course or start over next term Pass Rate: 42% Each instructor designed own course presentations,
lectures, homework assignments, and tests Student class time was inflexible
What Did We Do Before the Redesign?
SMART Math Objectives
Mastery of Competencies – Not Just Self-Paced
Accommodation of Learning Styles
On-demand Individual Assistance
Immediate Feedback on Tests and Homework
Opportunity to Progress More Quickly (or
slowly)
More Frequent Opportunities for Success Student requirements based on educational
and career goals
How We Got Started 12 modules replaced 3 traditional courses.
MODULES TRADITIONAL COURSE
1, 2, 3 Basic Mathematics
4, 5, 6, 7 Elementary Algebra
8, 9, 10, 11, 12
Intermediate Algebra
Components of each module grade:Attendance 5% Notebooks 10%Homework 15%Post-Test (Proctored) 70%
To satisfy a module the overall grade must be at least 75%.
Why Modularize?• Mastery learning facilitated• Individual student requirements based on
educational and career goals
• Multiple exit options• Students can change schedule without
interrupting learning
• More frequent opportunities to successful completion
• Student begins new semester with next required module
Course competencies of the three traditional courses were separated into 12 clearly defined modules
Prerequisite modules were identified for success in‒ general education math courses‒ other college level courses‒ programs not requiring college level math
Curriculum Committee approved changes in Developmental Math requirements
Procedures were set up to advise students of their multi-exit options based on their career choice
Advisor training sessions were conducted
Procedure for Modularization
Programs of Study Module Requirements
Required Modules
Number of programs
DSPM Students Fall 2008/Spring 2009
1-12 7 20.3 %
1-8 4 31.2 %
1-7 36 47.9 %
1-4 1 0.6 %
Challenge: Record Keeping
For which course does the student register?“Shell Courses” that do not designate modulesDSPM 0891 Developmental Mathematics IDSPM 0892 Developmental Mathematics IIDSPM 0893 Developmental Mathematics III
All new students enroll in DSPM 0891 • Student completes at least 4 modules (or all required if
< 4)• Grade = Average of 4 highest modules scores
Students still needing to complete more modules enroll in DSPM 0892/DSPM 0893/DSPM 0899
Challenge: Tracking Students
Table created in SOATEST/Banner to indicate modules completed for each student
When a module is indicated satisfied, the student may enroll in any college course for which the module is a prerequisite
The Team and Pearson Education are automating the process of tracking students’ module completion and reporting to Banner
Student who change major may be required to complete more modules
Challenge: Redefining Faculty Roles
Faculty are now facilitators and evaluators of student learning.
Faculty guide each student’s study through developmental math.
Faculty counsel students on their module requirements relative to their career goal.
Faculty lead small group instruction on difficult topics.
Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty.
Challenge: Finding Tutors
Student tutors from JSCC Must be recommended by math faculty Must have an A or high B in last math course Can be students who were successful in DSPM (some of
the best tutors)
Student tutors from local colleges & universities
Adjunct faculty
Retired teachers
Full time instructors
Online tutors
Mastery Learning New students begin with Pre-Test on Module
1 80% mastery moves student to next module
If less than 80%, student completes Homework in MyMathLab Practice Test in MyMathLab Post Test in MyMathLab SMART Math notes – (workbook format)
80% mastery to move from one homework assignment to next
75% mastery on proctored post test
Learning IncreasedMean Scores on Post Test by Modules
1 2 3 4 5 6 7 8 9 10 11 120
10
20
30
40
50
60
70
80
90
100
Traditional Sp08 SMART Math S08 SMART Math S09 SMART Math S09 SMART Math F09
Student Success IncreasedStudents Passing the Course
Overall Success Rate Increased by 45%!
Course Term % ABC
Traditional Spring 2008 41%
Redesign Spring 2008 54%
SMART Math Fall 2008 57%
SMART Math Spring 2009 59%
SMART Math Fall 2009 60%
Retention IncreasedStudents Enrolled in Course to End
Course Term % Enrolled to End
Traditional Spring 2008
74%
Redesign Spring 2008
72%
SMART Math Fall 2008 75%
SMART Math Spring 2009
83%
SMART Math Fall 2009 84%Overall retention increased by
14%!
Cost Savings for Students
Students do not pay for unnecessary coursework
Students are able to complete developmental math requirements in one term if motivated
Students can adjust schedule to suit life changes instead of withdrawing from the course
Students can decrease travel & childcare expenses
Cost Savings for Institution Reduced cost per student by over 20%
o Reduced total number of sections by 28%• Increasing maximum class size from 24 to 30• Providing opportunity for students to complete
developmental coursework more quicklyo Reduced number of sections taught by full time faculty
from 78% to 58%
o Utilized tutors at lower cost per hour than faculty Improved retention of students by over 14% Increased college enrollment numbers by
enrolling students more readily in credit bearing courses
Full time Adjunct Total
Historically 63 26 89
SMART Math 37 34 71
Jackson State Mathematics DepartmentInvites YOU to Visit the
SMART Math Center
www.jscc.edu/smart-math
Betty Frost Assoc. Prof. of Mathematics NCAT [email protected]
Mary Jane BassettDean of Academic Support [email protected]
The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.