SMART Math Jackson State Community College Jackson, Tennessee

1. SMART Math Jackson State Community College Jackson, Tennessee www.jscc.edu/smart-math Winner of the prestigious 2010 Bellwether Award in the category of Innovative Instruction and Services Given by Community College Futures Assembly Presenter: Betty Frost, Associate Professor of Mathematics NCAT Scholar bfrost@jscc.edu

2. What is Course Redesign?* • Course redesign is the process of redesigning whole courses to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology. • Course redesign is not just about putting courses online. It is about rethinking the way we deliver instruction, in light of the possibilities that new technology offers. *www.thencat.org

3. What are the effects of redesign? • Institutions are able to: • Increase student retention • Meet goals for student success • Accommodate diverse learning styles and levels of preparation • Decrease time to graduation • Improve consistency and quality across multiple sections • Use state and student tuition dollars more efficiently • Accommodate more students without adding resources

4. It Takes A Team!

5. Fundamentals of Redesign Redesign whole course Emphasize active learning Rely heavily on available interactive software such as MyMathLab Require mastery learning Increase on-demand individualized assistance Automate those course components that can benefit from automation Create Modules

6. Why Modularize? • Mastery learning facilitated • Individual student requirements based on educational and career goals • Multiple exit options • Students can change schedule without interrupting learning • More frequent opportunities to successful completion • Student begins new semester with next required module

7. Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra • Pass Rate: 42% • Attempted to remediate high school math deficiencies • Student had to pass course or start over next term • Student had to successfully complete all three courses before enrolling in Allied Health or Nursing programs or taking certain college level courses • Student class time was inflexible • Each instructor designed own course agenda, lectures, homework assignments, and tests • Course Drift Why did Jackson State redesign Developmental Mathematics?

8. Timeline for Our Redesign • Spring 2007 – attended statewide NCAT seminar • Summer 2007 – wrote & submitted proposal to NCAT • Fall 2007 – Notified that our proposal was selected. • Began plan for implementing Pilot 1 in Spring 2008 • Remodeled 2 classrooms for Math Emporium • Spring 2008 - Pilot 1 - Offered Parallel Sections • Traditional - Taught by “traditional” instructors • Redesign - In SMART Math Center • Fall 2008 - Pilot 2 – Offered mostly Redesign Sections • (One section of traditional). • Spring 2009 - Pilot 3 –SMART Math fully implemented!

9. Key Features of Developmental Math Redesign • SMART Math Center (Emporium) • Mastery Learning • Modularization • MyMathLab/MyLabsPlus • Multi-Exit Opportunities

10. SMART chieve urvive aster eview ransfer SMART Math Center at Jackson State

11. SMART Math Center Emporium Model • Large computer center • 80 Student Stations • Accommodates two class sections of 30 each • Allows for drop-ins • Open Six Days per Week • Monday – Thursday from 8:00 a.m. to 9:00 p.m. • Friday from 8:00 a.m. to 2:00 p.m. • Saturdays from 9:00 a.m. to 2:00 p.m. • Also open during Fall and Spring Breaks • Staffed by student tutors, professional tutors, instructors

12. How JSCC got started • 12 modules replaced 3 traditional courses – • (same competencies) • Prerequisite modules were identified for success in • general education math courses • other college level courses • programs not requiring college level math • Changes in Developmental Math Requirements approved by Curriculum Committee • Procedures set up to advise students of their multi-exit options based on their career choices

13. Challenge: Record Keeping • Created “Shell Courses” that do not designate modules to be completed • First, all students enroll in DSPM I • Student completes at least 4 modules • Students still needing to complete 3 or more modules enroll in DSPM II and begin with next required module. • Then DSPM III if 3 or more modules still needed • Students needing only 1 or 2 modules enroll in DSPM IV • Table created in Banner/SOATEST to indicate modules completed for each student • When a module is indicated satisfied, the student may enroll in any college course for which the module is a prerequisite • Automated process of reporting students’ module completion in MML+ to Banner

14. Determining Grades Components of Each Module Grade Attendance 5% Notebook Problems 10 % Homework (MML) 15 % Post Test (Proctored) 70% Course Grade Criteria • Complete 4+ Modules Average 4 Best Module Grades • 95-100% = A • 85- 94% = B • 75- 84% = C • Complete 2 or 3 Modules = PR* or F • Complete 0 or1 Modules = F *PR if activity in MML and attendance are adequate

15. Campus Involvement - Our Team • Math Faculty - Full time and Adjunct • Presidential Support • Academic Affairs Cooperation • Dean on Team - Champion for Redesign • Office Staff in Academic Affairs • Deans/Department Chairs/Program Directors • Curriculum Committee • Student Services Assistance • Financial Aid Office • Records Office • Advising Office • Information Technology Expertise • Building and Grounds Assistance

16. PILOT I: Gain in Student Knowledge Mean Gain in Pre-Test to Post-Test Scores by Module

17. Mastery Learning New Students Begin with Proctored Assessment of Module 1 • 80% mastery moves student to next module • If less than 80%, • Student studies work text book : Connecting the Concepts – A Modular Approach to Developmental Mathematic and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery) • After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery) Instructor checks work and mathematical notation. • Student takes Practice Test in MyMathLab (80% Mastery) • Student takes Proctored Post Test in MyMathLab (75% Mastery) • Student , moves to Module 2 and so on

18. Retention Increased Pre-Redesign Post- Redesign

19. Student Success Increased Students Earning A, B, or C Pre-Redesign Post- Redesign

20. Learning Increased Mean Scores on Module Post Tests

21. Success in College Level Students making A, B, or C in College Level Math Courses SMART Math 74% No SMART Math 68% Students making A, B, C, or D in College Level Math Courses SMART Math 85% No SMART Math 75%

22. Challenge: Redefining Faculty Roles Faculty facilitate student learning - guiding each student’s study of developmental math. Faculty evaluate student learning – monitoring progress and activity Faculty lead small group instruction on difficult topics. Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty. Faculty Do Not “do their own thing” – TEAM!

23. Cost Savings for Students • Students do not pay for unnecessary coursework • Students are able to complete developmental math requirements in one term, if motivated • Students can adjust schedule to suit life changes instead of withdrawing from the course • Students decrease travel & childcare expenses • Student completion rates of developmental math increased by 75%

24. Cost Savings for Institution • Reduced cost per student by over 30% • Reduced number of sections • Increasing maximum class size from 24 to 30 • Providing opportunity for students to complete developmental coursework more quickly • Reduced number of sections taught by full time faculty • Utilized tutors at lower cost per hour than faculty • Improved retention of students by over 14% • Increased college enrollment numbers by increasing student completion rates of developmental math

25. SMART Math Outcomes • Student requirements based on educational and career goals • Accommodation of Learning Styles • On-demand Individual Assistance • Immediate Feedback on Tests and Homework – motivating students to continue until they get it right! • Opportunity to Progress More Quickly (or slowly) • Students know material before moving ahead – MASTERY! • More Frequent Opportunities for Success – Students have the attitude “I can do this!” • Students begin new semester with the next required module

26. Citations: Bassett, Mary J. and Frost, Betty(2010) “Smart Math: Removing Roadblocks to College Success,” Community College Journal of Research and Practice, 34: 11, 869 — 873 Mills, Kay (2010) “Redesign the Basics,” National Cross Talk,” May 2010 Twigg, Carol (2009) “Increasing Success in Developmental Math: SMART Math at Jackson State Community College,” The Learning Marketplace, October 2009

27. Jackson State Mathematics Department • wishes to thank: • The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality. • National Council of Academic Transformation for their guidance and encouragement. • Pearson Learning for creating and sustaining such a powerful CMS & for their continuous support. Come visit us and see our SMART MathCenter! Betty Frost Associate Professor of Mathematics bfrost@jscc.edu

28. Discussion Group Consider obstacles to redesign at your campus – especially modularization. Other issues? How can you overcome these obstacles? What help do you need to overcome these obstacles?