1 / 10

Do the Math John Squires Chattanooga State

Do the Math John Squires Chattanooga State. The Program at Cleveland State. 3 Developmental Math Courses Basic Math, Elementary Algebra, Intermediate Algebra 6 College Level Math Courses College Algebra, Statistics, Finite Math Precalculus I, Precalculus II, Applied Calculus

jace
Télécharger la présentation

Do the Math John Squires Chattanooga State

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Do the MathJohn SquiresChattanooga State

  2. The Program at Cleveland State • 3 Developmental Math Courses • Basic Math, Elementary Algebra, Intermediate Algebra • 6 College Level Math Courses • College Algebra, Statistics, Finite Math • Precalculus I, Precalculus II, Applied Calculus • 2 Computer Labs, 4 Computer Classrooms • 65 computer lab on main campus in Cleveland • 35 computer classroom/lab on campus in Athens • Project Timeline • Spring 2008: Elementary Algebra and Intermediate Algebra • Fall 2008: Basic Math, College Algebra, Statistics, Finite Math • Fall 2009: Precalculus I, Precalculus II, and Applied Calculus • 1000+ Students Enrolled In 9 courses Each Semester

  3. Cleveland State’s Courses • Course Layout • Each course consists of 10 – 12 mini-modules* • 1 hour class meeting each week – students work in class* • 2 hours work outside class each week – at least 1 hour in lab • Students expected to complete one module each week* • Course Grade • 10% Attendance Grade - class & lab attendance, module finished • 30% Homework Sets – 2 to 5 sections per module • 60% Quiz and Exam Grades – 1 quiz each module, 2 exams • Course Standards • Students must complete every homework set (70 or better) • Students must pass every module quiz and exam (70 or better) • Students must pass attendance grade (70 or better) • Students may take each quiz and exam multiple times • *Our Little Twists On NCAT Recommendations

  4. The Program at Chattanooga State • 2 Developmental Math Courses • Basic Math/Elem. Algebra, Basic Math/Int. Algebra • 6 College Level Math Courses • Contemporary Math, College Algebra, Statistics • Precalculus I, Precalculus II, Calculus I • 1 Computer Labs, 7 Computer Classrooms • 200 computer lab on main campus • 32 computer classroom/lab at off sites • Project Timeline • Spring 2010: Developmental Math • Fall 2010: Six College Courses • Fall 2011: Business Calculus, Business Statistics • 4000+ Students Enrolled In 9 courses Each Semester

  5. Chattanooga’s Courses • Course Layout • Each course consists of 10 mini-modules, 3 unit exams, final exam • 1 hour class meeting each week – students work in class • 2 hours work outside class each week – at least 1 hour in lab • Students expected to complete one module each week • Course Grade • 5% Attendance Grade – class, lab, quiz, mini lecture, notebook • 20% Homework Sets – 2 to 5 sections per module • 75% Quiz and Exam Grades – 1 quiz each module, 2 exams • Course Standards • Students must complete every homework set (90 or better) • Students must pass every module quiz (80 or better) • Students must pass attendance grade (75 or better) • Students may take each quiz and exam multiple times • *Our Little Twists On NCAT Recommendations

  6. Recent Student Comments • This is less boring than online gaming. • When I do math, I don’t have to smoke.  • I’m no longer allergic to fractions! • I’m excited about math. 

  7. But Did It Help? • Developmental Math • Success rate in developmental math courses went from 54% to 72% • Each course showed significant improvement in Fall 2008 • Intermediate Algebra had a 79% success rate in Fall 2008 • College Level Math • Success rate in three redesigned courses increased from 72% to 75% • College Algebra improved, Finite Math & Statistics stayed same • 33% increase in students passing a college level math course 2008-09 • More students passed a college level math course in Spring 2009 than were enrolled in a college level math course in Spring 2008 • Developmental Students In College Level Math • Before redesign 71% success for developmental students in math • After redesign 76% success rate for developmental students in math • Fall 2008 developmental students 79% success rate in math while college math success rate was unchanged at 72%

  8. Less Is More Before Redesign After Redesign • 3 Developmental Math Courses • 30 Sections Offered • Average Class Size 24 • 3 College Math Courses • 17 Sections Offered • Average Class Size 20 • Athens & Vonore Sites • 5 Developmental Math Classes • 4 College Level Math Courses • Maximum Class Size 32 • Most Sections 20 - 25 Students • 3 Developmental Math Courses • 40 Sections Offered • Average Class Size 18 • 3 College Math Courses • 28 Sections Offered • Average Class Size 14 • Athens & Vonore Sites • 9 Developmental Math Classes • 8 College Level Math Sections • Maximum Class Size 22 • Most Sections 15 - 20 Students

  9. New Solutions to Old Problems • Continuous Enrollment Plan • Students may start in any redesigned math course when they finish the course they are currently enrolled in, without switching classes • Students add second class to schedule if they complete it • 63 students completed multiple math courses in 2008-2009 • 50 of these exited developmental math in one semester • 2 students completed 3 courses in one semester • Back to the One Room Schoolhouse • Low enrollment classes always a problem • Solution: Two classes in same room at the same time • New course offerings at all campuses in Fall 2009 • Scheduling flexibility increase due to this strategy • Creates an atmosphere of Math on Demand

  10. Final Thoughts • Comparison: Lecture vs. Learning Community • Students with question in lectures • Students with questions in redesign • Goal: Transformation • Lakeisha before redesign • Lakeisha after redesign Questions? John Squires, Math Chair Chattanooga State Community College John.Squires@ChattanoogaState.edu

More Related