Math Redesign Models Sue Sherry Northern Virginia Community College Annandale, Virginia August 18, 2011
Transcript
Slide 1
Math Redesign Models Sue Sherry Northern Virginia Community
College Annandale, Virginia August 18, 2011
Slide 2
Reasons for Math Redesign Developmental math failure rates
typically 50% + Students had to take entire course even though only
deficient in certain topics Students had to learn at the same pace
with same instructional strategies as whole class Math serves as
roadblock to educational goals Math requirements delay admissions
into certain programs such as health science.
Slide 3
NCAT National Center for Academic Transformation Independent
non-profit organization founded by Dr. Carol Twigg Promotes course
redesign with technology to improve learning outcomes and reduce
costs 1999-2003 Program in Course Redesign assisted 30 colleges:
improved student learning with cost reductions of 20% to 77%
Current initiatives: Roadmap to Redesign, Colleagues Committed to
Redesign, Changing the Equation: Redesigning Developmental
Math
NCAT Innovative Redesign Practices Undergraduate Learning
Assistant Creating small within large New Instructional Roles
Freshman Dont Do Optional Modularization Avoiding either/or
Choices
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MyMathLab & Other Software Packages Increased pass rates
and retention rates Promotes active learning with student
engagement On-demand individualized assistance 24/7 access to
online learning resources Supports different learning styles and
rates Immediate feedback Consistent course content Course
management to monitor student progress Automatic grading of
homework, quizzes & exams
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Linked Workshop Model Retains basic structure of college-level
course Replaces developmental course with just-in-time workshops to
address core math deficiencies Workshops consist of computer-based
instruction, small group activities and test reviews Facilitated by
students trained and supervised by faculty Activities designed so
that students use concepts in next class session
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Austin Peay State University Linked Workshop Model Eliminated
Elementary & Intermediate Algebra Developed Enhanced E sections
of Fundamentals of Math (Math for Poets) & Elements of
Statistics Structured Learning Assistance (SLA) leaders were
embedded in classrooms & served as peer tutors SLA leaders
facilitated workshops and provided prompt feedback on all learning
activities Standardize group activities=consistency across all
sections
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APSU Linked Workshop Challenges Identifying competencies &
requisite skills needed for core courses Developing SLA workshop
materials Building faculty consensus SLA staffing issues Purely
E-sections vs. combined E-sections
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APSU Linked Workshop Results Developmental students in
Mathematical Thoughts Pass rate: 33% to 71% Developmental students
in Elements of Statistics Pass rate: 23% to 54% Reduced sections:
52 sections of developmental math replaced with 13 E-sections of
Fundamentals of Math and 21 E-sections of Elements of Statistics
Freed 70 classrooms, saved $110,000 a year = Cost reduction of
52%
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Buffet Model Customizes the learning environment for each
student based on background, learning preference, academic or
professional goals Requires online assessment of students learning
style and study skills Includes lectures, discovery labs,
team/group labs, videos, active problem-solving, GTA or self-graded
HW, individual or group projects Initial in-class orientation re
buffet structure, content, learning contract, paths &
modules
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Ohio State University Buffet Model for Stat OSU serves 3,000
Intro Statistics students a year Student Learning Styles Inventory:
Sensing vs. Intuition Group vs. Individual learner Active vs.
Reflective learners Three Course components (eight possible paths)
Lecture: concepts (reflective learner) vs. group problems solving
(active learner) Problem Solving: in-class vs. out-of-class
activities Lab: hands-on with data gathering (sensing learners) vs.
data is provided (intuitive learners)
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OSU Buffet Model for Stat Course was modularized into 5 modules
Student must show level of proficiency before moving to next module
Offload course grading to software Created a statistics Help Room
Instituted certificate process for TAs Matched TAs teaching styles
to delivery options
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OSU Buffet Model Challenges Designing assignments with
equitable difficulty since students selected paths perceived to be
less difficult Integration of learning objectives and learning
activities was labor intensive Initial coding of course components
by learning objective was very labor intensive Initial student
online orientations were problematic then face-to-face then
streamlined online process
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OSU Buffet Model Results Identified deficiencies early = lower
failure and withdrawal rates Failure rates: 7% to 3% Withdrawal
rates: 11% to 8% Incomplete rates: 2% to 1% Increased student
choices re paths = increased student satisfaction and learning
Reduced in-class sessions, more efficient use of TAs Cost savings:
25%
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OSU Stat Resources Dr. Dennis Pearl involved with CAUSE: Center
for Advancement of Undergraduate Statistics provides workshops,
webinars, online resources and grants Website:
www.causeweb.orgwww.causeweb.org Educational Learning Lab Dr. Bruce
Tuckman interests in motivation and cognitive processes and their
application in motivation strategies; procrastination and methods
to overcome it. His books include: Strategies of School Success and
Motivation Strategies: Your Guide to Success
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Supplemental Model Retains basic structure of traditional
course particularly number of class meetings Supplements lectures
and textbooks with tech-based out-of-class activities to increase
student engagement & prepare students for class Create active
learning environment within the large lecture hall setting
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Carnegie Mellon University Supplemental Model for Stat Goals of
Redesign Develop student interest in and skills for solving
statistical problems before learning quantitative aspects of stat
reasoning Increase student understanding and skill level at end of
course and ability to transfer statistical skills to future classes
and to real world Substitute technology capital for faculty &
TA capital
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CMU Supplemental Model for Stat Developed activities and HW
that were more open- ended, exploratory & active with timely
tutoring assistance Created real world situation labs Formed team
of faculty, cognitive scientists, human- computer interaction
experts Developed automated, intelligent tutoring system StatTutor
which provides scaffolding: monitors students work, provides
feedback when they pursue unproductive paths, answers student
questions, tracks individual students acquisition of skills in
statistical inference
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CMU Supplemental Model for Stat Challenges Software development
Professional preparation of TAs Incorporating student input into
design Transition from pilot to full implementation Computer
laboratory availability Results Improvement over traditional
student on variety of final exam questions Increased number of
Statistics majors coincident with project design Cost savings of
25%
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CMU Open Learning Initiative Dr. Joel Smith: Experts in
academic fields often lose sight of how novices learn OLI courses
also developed by content-savy faculty, cognitive scientists,
human-computer interaction specialists OLI courses contain embedded
assessment component and provide instructors & student with
continuous feedback Report feedback is dashboard for instructors
determine which portions of course students comprehend OLI +
Instruction = killer application, faster completion plus better
retention
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CMU Open Learning Initiative
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OLI course development Collection of interaction level student
data Evaluate and improve courses Create rigorous, theory-based
experiments Pave way to understanding of robust learning Current
OLI courses: Engineering Statics, French, Physics, Biology,
Chemistry, Biochemistry, Economics, Comp. Discrete Math, Logic
& Proofs, Empirical Research Methods, and Visual Communication
Design CC-OLI consortium of 40 com colleges, use Cognitive
Tutor
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Fully Online Model Eliminates all in-class meetings Moves
learning experiences online Uses web-based, multimedia resources
& commercial software Automatically evaluated assessments with
guided feedback Links to additional resources Alternate staffing
models
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Rio Salado College Fully Online Model Redesigned four
Developmental Math courses Increased class size from 35 to 100 per
instructor Added Course Assistant to troubleshoot tech questions,
monitor students progress and alert instructor to difficulties with
material, contact non- attending students Increase in student
success rate: 59% to 68% Cost savings: 30%
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Rio Salado College Fully Online Model Challenges Identifying
and training candidates for Course Assistant Finding best match
between instructor and redesign format Reducing student
dissatisfaction rate related to communication Determining
appropriate number of students per instructor (100 then down to
50)
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Rio Salado College Fully Online Model Initiatives RSC plans to
pilot a program of Online Learning Communities which pair online
Developmental Math courses with Online College Success courses: CPD
115 Creating College Success focuses on methods for selecting and
developing effective academic strategies, increasing self-awareness
and improving self-management skills CPD 150 Strategies for College
Success focuses on college orientation and personal growth, study
skills development, and educational & career planning.
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Replacement Model Reduces the number of in-class meetings but
does not eliminate all in-class meetings Replaces (rather than
supplements) some in-class time with online, interactive learning
activities. Assumes certain activities are better accomplished
online individually or in small groups Considers why and how often
classes need to meet face-to-face
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Riverside City College Replacement Model Redesign of Elementary
Algebra 3,600 students Encourage students to take active role in
learning according to preferred learning styles Move from seat-time
model to subject mastery model Two lecture hours plus two hour
interactive lab Switched from ALEKS to MyMathLab for better text
book correlation Due to budget cuts class size rose from 45 to 60
Cost savings 41%, mixed results
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Riverside City College Replacement Model RCC offers: MTH 63 a
five credit Arithmetic and MTH 64 a five credit Pre-Algebra or MTH
90 with six modules, self paced & students only take a final
exam for each module Community for Academic Progress offers MTH 63
with a one credit Reading Strategies for Textbooks to lower math
anxiety about solving math word problems while increasing reading
comprehension.
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Moreno Valley College Team-based Learning Program Pilot of
Elementary Algebra course Student utilized Netbooks funded by
Verizon and a grant Students read & study assignment, take quiz
on Netbook, automatically graded, team review quiz material and
later complete HW. Teams then take a 10 questions quiz on
scratchers Website:
www.teambasedlearning.orgwww.teambasedlearning.org
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Moreno Valley College Team-based Learning Program
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Hagerstown Community College Replacement Model Enroll over 700
College Algebra students a year Class 75 minutes and lab 90 minutes
with same instructor All homework, tests & quizzes use
MyMathLab Fall 2006 pass rate 53.1% to 64.5%; Spring 2011 pass rate
was 64.1% Highest pass rate of 74.5% was fall 2007 when students
spent 4 hours with instructors rather than 3 Pilot with Trigsted
e-book designed for the way students think and behave online
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Math Redesign Other Initiatives Community College Research
Center more dev. math students do not sign up for 1 st class or
subsequent class than are lost to failing grades. The more courses
in sequence, the more chances that students disappear. Carnegie
Foundation for Advancement of Teaching created pathways: Statway -
El. Algebra through Stat in one year by blending the necessary
algebra topics www.carnegiefoundation.org/statway
www.carnegiefoundation.org/statway Quantway - foundations of math
literacy STEM path or other college level math courses
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Emporium Model Lectures replaced with learning resource center
model w interactive software and on-demand personalized assistance
Software includes tutorials, videos, animations, practice exercises
and tests, homework help, online quizzes and tests Students choose
resources according to preferred learning style Staff includes
faculty, peer tutors, TAs, lab assistants Versions: Fixed, Flexible
or combination
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Emporium Model Benefits Students: active participants not
passive observers Greater flexibility to schedule coursework Reduce
time spent on repeat course or material; instead complete only
needed modules Students move to desired major more quickly Save
tuition by taking fewer dev math credits Access to variety of
learning resources On-demand individual assistance
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Emporium Model Results Virginia Tech Spacious 537 computer
Emporium lab open 24/7 Started with 2,000 student Linear Algebra
(pass rate 80%- 87%) Va Tech faculty developed courseware w Scholar
software Current 7 math courses via emporium, 4 affiliate
Orientation then directly to practice quiz Tutors take weekly quiz
on 7 courses Lab staff have semi-monthly meeting
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Emporium Model Results University of Alabama Mediocre results
until reinstatement of required lab attendance (& other
initiatives) led to 60%+ pass rate Cost savings was 33% Jackson
State Community College Pass rates spring 2008: Basic Math 41% vs.
54%, El. Algebra 32% to 66%, Int. Algebra 48% to 44% Fall 2008 pass
rate of all dev. Math was 57% Cost saving 20%
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Emporium Model Results Cleveland State Community Pass rates
2008: El. Algebra 50% to 68%; Int. Algebra 57% to 74%; # Students
who passed Dev Math incr. 29%, # who exited dev math incr. 32% Cost
savings 19% Now all math classes delivered via this model
Chattanooga State Community College Int. Algebra 2005 to 2007 pass
rates were 51%, Fall 2011 pass rate was 67% Redesigned 11 math
courses in 2 years
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Emporium Model: Lessons Learned Get policies in order for all
situations Appropriate staff with good attitude is crucial Adequate
training and review of skills for lab staff Scheduled Orientation
and Learning contracts Must get 100% on syllabus quiz before
starting course Run the labs like a prison Use software that
correlates to texts Student might use lab cups as spittoons!
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Math Department Future Endeavors Incorporate Student
Development course components within Developmental Math classes
with Ten Minute Student Success Exercises Pilot Pre-calculus
classes with Trigsted e-text combined with traditional model
Incorporate Carnegie Mellons Open Learning Initiative courseware
within Into Statistics course Incorporate some Team-based
techniques within various math classes
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NCAT Changing the Equation: Redesigning Developmental Math In
this program 38 institutions redesigned developmental math using
the Emporium Model Modularization: 6 to 31 modules in 5 to 400
sections NOVA offers 10 modules in 330 sections Individual modules
MTE 1, MTE 2, MTH 9 etc. Shell Courses MTT 1, MTT 2, MTT 3, MTT4
Average cost saving 27%, NOVA instructional expense reduction
33%
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Acknowledgements Developmental Math Redesign Staff Dr. Joyce
Samuels Loudon Provost Developmental Math Managers Marty Bredeck
Annandale Tonia Vaughn Alexandria Pat Lazzarino Manassas Jane
Serbousek Loudon Theresa Overton Woodbridge Lab Assistants,
Administrative Assistants, Faculty
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Acknowledgements Developmental Math Redesign Staff Dr. Joyce
Samuels Theresa Overton DMR Coordinator Developmental Math Managers
Marty Bredeck Annandale Tonia Vaughn Alexandria Pat Lazzarino &
Manassas Bill Ruffle Jane Serbousek Loudon Teresa Overton
Woodbridge Faculty, Lab Staff, Administrative Assistants
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Resources Center for Advancement of Undergraduate Statistics
Education: www.causeweb.org Carnegie Foundation for the Advancement
of Teaching: www.carnegiefoundation.org/statway/ Community College
Open Learning Initiative: oli.web.cmu.edu/openlearning/initiative/
National Center of Academic Transformation: www.thencat.org Team
Based Learning: www.teambasedlearning.org Trigsted e-text:
www.pearsonhighered.com