68 A Tale of Two Redesigns

A Tale of Two RedesignsJohn Squires, Chattanooga State Community College... Cleveland State Redesign Part IIWeekly Expectations  Avoid “night before the test” syndrome  Keep students

A Tale of Two Redesigns

John Squires, Chattanooga State Community College

Cleveland State Redesign

3 Developmental Math Classes

 Basic Math, Elementary Algebra, Intermediate Algebra

 Emporium Model, Mastery Learning

7 College Math Classes

 College Algebra, Finite Math, Statistics (1 + 2)

 Precalculus I & II, Applied Trig, Business Calculus (2 + 1)

 Emporium Model, Mastery Learning

Scheduling Benefits

 Continuous Enrollment Plan

 One Room Schoolhouse

 Math on Demand

Cleveland State Redesign Part II

Weekly Expectations

 Avoid “night before the test” syndrome

 Keep students working throughout semester

Mastery Learning

 Students keep working until they “get it”

 Failing is part of the learning process

Points for Everything

 Everything is mandatory

 Turns course into a “to-do” list

Cleveland State Results Update

Developmental Math

 Basic Math increased slightly 48% before to 53% after (still needs work)

 Elementary Algebra increased from 52% before to 67% after

 Intermediate Algebra increased from 55% before to 71% after

College Level Math

 College Algebra increased from 65% before to 77% after

 Introductory Statistics decreased slightly 79% before to 73% after

 Finite Math increased from 75% before to 89% after

 Precalculus I increased from 55% before to 75% after

 Precalculus II increased slightly from 75% before to 81% after

 Business Calculus I increased slightly 69% before to 71% after

Doing More with Less

 Math department has grown 40% since redesign (from 1100- to 1500+)

 Redesign project reduced instructional costs by approximately 20%

 College retention increased by 7% in Spring 2009 ($400K revenue)

 Number of students passing a math course increased by 60+%

Much Ado About Something

TBR Study (Schutz & Tingle) - Cleveland State Redesign

◦ Students tracked 3 semesters before and after redesign

◦ Students tracked from dev math into college math

◦ Examine impact on course success & next course success

◦ Logistical regression, significance level 95%

The Results

◦ Redesign had a strong positive impact on course success

◦ Redesign had a strong positive impact on next course

success, including both dev math and college math

◦ Gender and race were not factors in predicting course success - achievement gaps were closed

I believe that mastery learning is the critical missing link in the education of low achievers.

Patricia K Cross, 1976 Accent on Learning

Chattanooga State Redesign

Developmental Math

 2 Algebra Courses - Basic Math Integrated Throughout

 Emporium Model, Mastery Learning, 1 + 2 Format

 MyMathLab, Mini Lectures, Videos, Course Workbook

College Math

 Contemporary Math, College Algebra

 Statistics, Pre-calculus I & II, Calculus I

 MyMathLab, Resources in Courses

 Early Returns

 Intermediate Algebra 65% S2009, 67% F2010

 96 students completed two courses Fall 2010

 Enrollment increase of 20+%, Cost/FTE reduced by 20+%

 More students in college math than developmental math

Can I Get a Witness?

 What the Students Say

Math is less boring than online gaming! 

When I do math, I don’t have to smoke!

 What the Teachers Say

“I saw more smiling faces and got more hugs these past few days than I have gotten the whole 21 years I have been at Chattanooga State I like seeing students happy about

math.”

And Finally…

 The story of Lawrence

Before Redesign and After Redesign

“I’ve decided that I like math.”

 The story of Lakeisha

Before Redesign and After Redesign

“Let me show you how I learned that.”

Questions?

John Squires

John.Squires@ChattanoogaState.edu