Saundra KingDirector of Transitional Studies

Chattanooga State Technical Community College

Saundra.king@chattanoogastate.edu

Why Redesign?

• Low student success rates and retention• No attention given to individual learning styles• Pre-requisite skills not mastered before

moving to new ones• Students who do complete DSP math

sequence do not perform as well in their first college level math class as those who place directly into college level math

• TBR initiative

Structure

Traditional• 3 course sequence,

placement based on ACT/COMPASS

• Lecture based with 1 teacher per 25 students

• Approximately 3,600 students enrolled during fall and spring semesters w/average class size of 25

• Some instructors used software, but not mandated

Redesigned: Replacement Model• 3 course sequence, placement

based on ACT/COMPASS with diagnostic 1st day of class

• 2 + 2 model - 2 hours lecture + 2 hours lab per week

• Large classroom with max 110 students

• Team taught by 3 instructors• Module based utilizing

MyMathLab

Cost Savings

• Anticipated cost savings of $28.00 per student.

• Based on yearly enrollment of 3,546 in DSPM, total savings of $99,288.00 is expected.

• Increased class size = fewer sections = fewer instructors.

• Savings not calculated – realized when students do not have to repeat

Student Outcomes

• Improved learning through greater competency mastery.

• Measurements:– Success Rates– Comparison between success rates in pilot and

non-pilot sections– Comparison between old and new data– Comparison of success rates in college level math

for DSP and non-DSP students

Process and Challenges

Spring 2008• Redesigned classroom space –

enlarged classroom to accommodate 50 students.

• Redesigned lab space – temporary “fix”, added 50 computers in existing space.

• Began process of re-educating campus community .

• Some student anxiety, close confines of existing lab space.

• what to do with students who are struggling?

Summer and Fall 2008• Complete redesign of existing

lab space.• Enlarging another classroom.• Redesign of DSPM0850,

Intermediate Algebra pilots.• Modules?• Continued evaluation of

course content, course objectives, and teaching.

• Evaluation of diagnostic tools.