Increasing Student Success: A Journey of Course

Redesign

Presented to

Course Redesign WorkshopThe Westin La Paloma Resort and Spa

Tucson, AZ October 27, 2007

Andreana M. GrimaldoAssistant Professor of Mathematics

Developmental Mathematics Coach

agrimaldo@qcc.mass.edu

Quinsigamond Community College

Worcester, MA

www.qcc.mass.edu

Quinsigamond Community CollegeProfile

Established in 1963One of the 29 colleges and universities in the

Commonwealth of Massachusetts’ system of public higher education

Open AdmissionsLocated in the city of Worcester (176,000 pop.) Offers 60 associate degree and certificate

programs, as well as non-credit options to over 6,600 day and evening students.

Diverse student population Ethnicity Age Socio-economic

QCC Math Department Faculty

10 full time faculty 55 - 60 adjunct faculty ~180 sections of mathematics

per semester ~100 sections of developmental

math per semester 80% taught by adjunct faculty

Course Times and Locations

Day class (traditional, computers) Night class (traditional, computers) Weekend (traditional, computers) Off campus (local high schools,

hospitals, nursing homes, correctional facilities, etc.)

Fast track Online

QCCStudent Profile

Average age: 27

50% Traditional Age

(18-22 years old)

46% Adult learners

4% Under 18 years of age

47% Full-time; 53% Part-time

24% Minority

60% Female

60% Day; 40% evening

97% from Worcester County

40% from Worcester

QCC Math Student Profile

85% test (CPT) into at least 1 level of developmental math

High level of math anxiety Long history of failure Poor math and study skills Overall - unprepared for college

level work

Course Redesign History

1999 Commonwealth of Massachusetts Community College Developmental Education Committee began the campus thinking of change

2001 – 2002 Numbers in Developmental Math began increasing

2001 QCC awarded $1.7 million, 5 year Title III grant

Challenges Large number of developmental math

sections Large number of part-time faculty Increasingly poor performance of students Inconsistent grading Inconsistent delivery of objectives Students with Individual Education Plans Strong union presence protecting

Academic Freedom

QCC’s Developmental Math Program

Basic Mathematics

Beginning Algebra

Intermediate Algebra

QCC Developmental Math Instructor Resource Manual

Departmental textbook selection Text specific manual Faculty created, piloted, edited Available in hard copy / electronic version Syllabus, semester outline, pacing, group

activities, homework, assessments, etc. Student centered instructional methods UDL-Universal Design of Learning

Departmental Final Exam

Institutional “pre-requisite” to next level course Face-to-face 30-question, multiple choice Use TestGen to generate multiple versions of

pencil/paper exam Passing score: 73% on final exam “Test the Test” – approx. 88% pass/fail

agreement rate

Technology Requirement

Fall 2007Course Descriptions contain:

“Technology tools will be utilized”.All textbooks have an access code

for online homework.

Developmental Math Coach

Faculty position focused on developmental math curriculum

Supported by administration with re-assigned time Plan and implement professional development Empower adjuncts and full-time faculty MyMathLab technology support Reflective practice sessions “Clearinghouse” for information Create, distribute and monitor final exams

Intermediate Algebra

Pilot 2002Baseline Pass Rate 54.5%75-80% Traditional classroomsUniform content and pacingRequired homework – computer

basedMandatory departmental final exam,

face-to-face, paper/pencil

Beginning Algebra

Pilot 2003Baseline Pass Rate 48.1%50% computer classroomsUniform content and pacingRequired homework – computer basedAccelerated pace is possibleMandatory departmental final exam, face-

to-face, paper/pencil

Basic Mathematics

Largest span of ability Pilot 2004Baseline Pass Rate 54.5%Flexibly structuredSelf-guided work (computer based or

hard copy)Mandatory departmental final exam,

face-to-face, paper/pencil

Pilot the Proposed Redesigned Courses (2002-2004)

Pass Rate: Based on final exam

grade of 73+ Intermediate Algebra: 58.9% Beginning Algebra: 74.2% Basic Math: 51%

MyMathLab

One of the first in New England to use (~2000)

Inconsistent application (2000-2004)

MyMathLab upgraded (2005) Fully embraced (2006)

Electronic Homework Management Using MyMathLab

3 Master Courses-All faculty copy

Retention Strategies

Close tracking of student’s attendance and performance

Early Intervention

Student Support

Math Learning Center56-seat learning center staffed by trained

math tutorsComputer or pencil/paper assistancePossible requirement

Harrington Learning Center60-seat computer labAll computers loaded with MyMathLabNo math tutors

Faculty Support

Center for Academic ExcellenceCurriculum WorkshopsTechnology TrainingReflective Practice Sessions

Institutionally Accepted

ALL courses use QCC’s Instructor Resource Manual

ALL courses follow the same format

ALL courses use technology ALL students access MyMathLab ALL students take final exam

Results

Intermediate Algebra

0%

10%

20%

30%

40%

50%

60%

70%

Baseline 54.50% 54.50% 54.50% 54.50%

Result 61.40% 67.00% 61.00% 60.00%

F03 F04 F05 F06

Beginning Algebra

0%

10%

20%

30%

40%

50%

60%

70%

80%

Baseline 48.10% 48.10% 48.10% 48.10%

Result 74.20% 69.00% 60.30% 62.00%

F03 F04 F05 F06

Basic Mathematics

0%

10%

20%

30%

40%

50%

60%

70%

Baseline 54.50% 54.50% 54.50%

Result 67.00% 65.00% 60.00%

F04 F05 F06

What Is Happening

In College Algebra?

College Algebra Results

40%

50%

60%

70%

ASSM 68.60% 61.80% 55.70%

Dev. Math 67.40% 66.00% 60.80%

2004 2005 2006

Overall ConclusionsLarge number of developmental math

sectionsLarge number of part-time facultyStudent performance has increasedStudent completion rate has increased Institutional expansion - consistency of

curriculum Increased enrollment per section – able to

manageHigher level of faculty collaboration and

camaraderie

Major Components to Success

Administrative support Faculty designed and implemented Individual instructors benefit by

change Atmosphere of professional

collaboration

Future Plans

Computerized departmental final exam

Continued atmosphere of collaboration and experimentation

Institutional laptop program . . . . . . . NEVER DONE!

Team Members Creation of Instructor Resource Manuals

– QCC Faculty -Andreana M. Grimaldo, Denise Robichaud, Steve Zona, Virginia Asadoorian, Carol Rinaldi, Elaine Previte

All Title III Data Analysis – Neena Verma, IR Director at QCC– Meredith Twombly, former IR Director at QCC

Pat Toney, Vice President of Academic Affairs

– patt@qcc.mass.eduBarbara Zabka, Staff Assistant, Academic Affairs

Questions