Redesigning Developmental Math at Northern Virginia Community College

1. Redesigning Developmental Math at Northern Virginia Community College Teresa Ryerse Overton

2. Northern Virginia Community College • Suburbs of Washington DC • 5 Campuses and a separate Medical Education Campus • 78,000 Students • 2,600 Faculty and Staff • ~8,000 Developmental Math Students Per Year

3. The Journey • Representatives from each campus attended a conference, November 2009 in Nashville • Sponsored by NCAT (National Center for Academic Transformation) • Started small grew big (6 month time) • AtD meeting • NCAT Conference • College plan • NCAT grant

4. Buy-In • Creating a Workable Plan • Sell the Plan • Right Place Right Time • Faculty, Administration, and State System all ready for a change • Faculty were consulted on all decisions and at every step along the way

5. NOVA’s Progression • Team of 13 formed • 2 math faculty from each campuses teaching Developmental Math • 1math faculty member from ELI • 1 Instructional Designer • 1 Dean • Received NCAT Changing the Equation Grant • Objectives for each unit written (based on The Critical Point and Curriculum Guide)

6. NOVA’s Progression(cont) • Selected a book and homework management system • Secured computers from administration • Chose computer classrooms and labs on each of the five campuses • Created common documents and assignments with significant input from faculty • Developed a training program for Faculty • Assessment questions were selected and was used to gather comparison data between redesign and traditional sections

7. The Course • MASTER Math • Motivating • Academic • Success • Through • Effective • Redesign

8. Shell Course: MTT 4 • Class is four credits for students, three for instructors (25 students per class) • Students are paying for seat time • Minimum amount of units must be met for the course grade • No maximum amount of units in a semester • Addresses the logistics of scheduling and financial aid • Students receive both unit grades and course grade • Also have MTT 1, 2, and 3

9. Course Format • Placement by VPT (Virginia Placement Test) • Multiple exit points depending on credit level course needed • Two hours spent in computer classroom at a set time with their instructor • Minimum of two hours spent in Master Math Lab during open hours • One Custom Textbook for all Units (Two Volumes) • All documents and assignments are common

10. Course Organization • Ten units from what was three courses(no more repeated material) • Each unit consists of: 1) a pretest; 2) 3 modules, each with PowerPoint, notes, homework and a quiz; 3) a cumulative post-test • All units start with the pre-test • 80% or higher-student proceeds to next unit pretest • Less than 80%-student works through modules and then takes the post-test before going to next unit

11. Module Organization For each module in the unit: • Student views a PowerPoint presentation in MyLabsPlus and takes notes • Notes are checked by their Instructor • Student works the set of MyMathLab homework problems • Must solve 90% of the homework problems correctly to continue • May work each problem multiple times

12. Module Organization (cont.) • Student takes proctored MyMathLab quiz • 80% or better-goes on to next module • Less than 80%-review material and retest • After completing all three Modules, student takes cumulative MyMathLab post-test • 80% or better-goes to pretest of next unit • Less than 80%-more review and retest • Also have a MyMathLab Practice Test and Personalized homework based on the Practice Test results

13. Grading • Points for Everything • Grade is for motivation – Passing Units is the goal • Notes are 10% • Homework Assignments are 30% • Quizzes are 25% • Tests are 25% • Computer Classroom and Lab Attendance is 10%

14. Master Math Lab • Master Math Labs (one per campus) staffed with instructors, instructional assistants and tutors • Open ~60 per week • Students work on homework assignments, take tests and quizzes, and ask questions • Attendance is tracked – minimum of 2 hours per week • Most campuses have blocks on the computers so students can only work on Math

15. Computer Classroom Time vs Lab Time • Two hours per week in both the computer classroom and MASTER Math Lab • Important to have connection with Instructor and other students • Instructor talks with every student every class • Tutor in the computer classroom with the Instructor • Same work being done in both locations by students • Lab gives flexibility to work more time than required with help!

16. DMM – Developmental Math Managers • One on every campus • Existing Teaching faculty compensated with reassign time • Campus representatives in policy decisions (weekly meetings) • Campus experts on the course – Go to Person • Train the faculty on the campus and assist them with their courses

17. Data • Without counting start-up expenses, 6.5% cost savings in course delivery • Percent of S grades has not significantly improved, but grading standards are different • Student attitudes towards math have improved • Over 70% of students surveyed Fall 2011 were satisfied with the course • Over 60% of students surveyed Fall 2011 said they enjoyed the course

18. Data • Thirty common assessment questions given during the pilot to both Redesign and Traditional classes. • Spring 2011 • Average 60.9% correct in Traditional classes • Average 85.4% correct in Redesign classes • Summer 2011 • Average 63.0% correct in Traditional classes • Average 89.5% correct in Redesign classes • Fall 2011 • Average 89.8% correct in Redesign classes

19. Questions?

20. Contact Information Teresa Ryerse Overton toverton@nvcc.edu