: susan barbitta donna lemons guilford technical community college

Active Student LearningIncreased Student

Engagement in Developmental Math

It IS Possible!

:Susan BarbittaDonna LemonsGuilford Technical Community College

Leading

Edge Academic

Performance

MATH

Research

Redesign

Restage

Routine

Results

Readiness

LEAP

North Central North Carolina 4 Campuses 20,000 Curriculum Students 25,000 Con Ed Students

Developmental Math◦ 56 Faculty and Staff◦ ~7,500 Developmental Math Students/Year

Guilford Technical CC

The Problem

Did your classes look like this?

Now they’ll look like this.

Principle #1◦ Redesign the entire course

Principle #2◦ Encourage active learning

Principle #3◦ Provide students with individualized assistance

NCAT Redesign PrinciplesThe National Center for Academic Transformation

Principle #4◦ Build in ongoing assessment and prompt

(automated) feedback

Principle #5◦ Ensure sufficient time on task and monitor

student progress

Principle #6◦ Modularize the student learning experience,

especially in developmental math.

NCAT Redesign PrinciplesThe National Center for Academic Transformation

Essential Mathematics – Modules 1-3 Introductory Algebra – Modules 1,4,5 Intermediate Algebra – Modules 6,7,8

Most non-STEM programs require mods 1 -5

3 Courses 8 Modules

The new curriculum is:• Modular• Can be completed in one year or less• Flexible to allow students to complete at a pace

appropriate to their individual needs• Rich in conceptual instruction

Traditional Redesigned Three 4 credit courses Eight 1 credit modules

Pass or start over Pick up where you left off

Work through all the Credit given for concepts content previously mastered

Fixed pace Flexible Pace

One course/semester Ability to complete more than one course/semester

o 150 person Math Emporium*o4 classes running concurrentlyo25 walk-ino40 person testing center

o 30 person Math Emporiumo1 class of 24 and 6 walk-in

o 80 person Math Emporiumo2 classes running concurrently

o 15 person Math Emporium

LEAP LAB

Mon.-Thurs. 7am – 9pm, Fri. 7am -3pm, and Sat. 9-1pm

Flipped ClassroomoStudents work on homework assignments, take

tests and quizzes

All campuses have blocks on the computers so students can only work on Math

LEAP LAB

Fixed class time◦ 3-4 hours/week with an instructor of record◦ A minimum of 2 additional online hours

required/wk

For each class of 35 students:◦ One instructor◦ One professional tutor/student tutor

Additional tutors first two weeks and the last week

Setting up a flexibly paced classroom (aka Emporium)

All units start with the pre-testo Linked to homework

85% or higher-student proceeds to next unit pretest

Less than 85%-student works through the module

Course Organization

Progression Through a Module‣Take a pre-testo Credit given for objectives previously mastered

‣MML video (optional)‣Workbook exercises‣MML homework‣MML quiz‣MML Module test

Training in the online chosen software

Work through selected sections of the new course

Consistency amongst instructors

Academic Coaching

How to keep students on track

How to Prepare Faculty

Explain how to progress through the course◦ Detail these procedures in your syllabi

Drive through the online software together◦ How/when to watch videos◦ How to review a quiz◦ How to access the e-book

Outline the cost & time savings◦ Less math is needed for most majors

How to Prepare Students

Knowing where your students are in the course

Soft due dates

Personal contact with every student weekly

Assignment completion times

Completion Schedule

Weekly emails

Keeping students on track

Cost savings:◦ College ~17% per student◦ Student - $300-$1500

Mastery Basedo No academic gaps

On-demand instruction

Acceleration and remediation within the same courseo Students can complete more than one course per

semester

Emporium Benefits

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Spring 2011 Pilot

Traditional Redesign Spring '11

66%

93%

73%80%

62%72%

A, B, C Success Rates

Essential Math Introductory Algebra

Intermediate Algebra

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Fall 2011

Traditional Redesign

73%80%

73%

58%66%

59%

A, B, C Success Rates

Essential Math Introductory Algebra

Intermediate Algebra

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Spring 2012

82%72%

64%

A, B, C Success Rates

Essential Math Introductory Algebra

Intermediate Algebra

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Summer 2012

82%82%87%

A, B, C Success Rates

Essential Math Introductory Algebra

Intermediate Algebra

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Spring 2011 to Summer 2011 /Fall 2011

Traditional Redesign

62%

87% 80% 82%

59% 65%

Subsequent Course Completion Rates

Essential Math Introductory Algebra

Intermediate Algebra

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Spring 2011 to Summer 2011/Fall 2011

Traditional Redesign su '11

45%

65%

40%

55%

80%

100%

Repeaters Completion Rates

Essential Math Introductory Algebra

Intermediate Algebra

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Fall 2011 to Spring 2012

86%85% 83%

Subsequent Course Success Rates

And the students say….

“I like it because you get to skip sections that you already know how to do.”

“I hate to feel like I have to work at someone else’s pace. This course gives me the ability to learn the way I learn.” “I like that you can go at your own pace. I just do not like how one teacher shows you one way to a problem and you get it and then another teacher comes behind that teacher with a different way and it confuses me.”**

.

“I feel like all of my class time is being used instead of getting lectured and being lost.”

“I really like the individualized attention that the teachers give. They are always available to answer your questions.”

“I like that you can complete this course at your own speed and not the speed of the class. With this rate I am able to comprehend more.”

And faculty say….

The good, the bad, and the ugly…..

Change is hard!!

“At first, I didn’t know what to think, but I didn’t think I was going to like it.”

“It can be challenging teaching 3 levels of Math all at the same time.”

Faculty comments:

“It’s great seeing students really understanding the material.” “I like the ‘on-demand’ teaching that takes place. The student actually listens to me.”

“Students learn by doing, not watching. Now they are more responsible for what they learn and how quickly they learn it.”

Questions?

Contact Information

Susan Barbittasbarbitta@gtcc.edu336-334-4822 x50032

Donna Lemonsdmlemons@gtcc.edu336-334-4822 x500xx