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AMATYC 2015Self-Paced Mastery Learning
for Developmental Mathematics
The Community College of Baltimore CountyLisa Brown Assistant Professor
Tejan Tingling Assistant Professor
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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
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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
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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
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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
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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
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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)
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Before and Now
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Before and Now
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Before and Now
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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
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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
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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
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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
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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
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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
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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
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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