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SMART Math Removing Roadblocks to Student Success

SMART Math Removing Roadblocks to Student Success. www.jscc.edu/smart-math. A Tennessee Board of Regents Institution.

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SMART Math Removing Roadblocks to Student Success

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  1. SMART Math Removing Roadblocks to Student Success www.jscc.edu/smart-math A Tennessee Board of Regents Institution The contents of this presentationwere developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

  2. S MA RT chieve urvive aster eview ransfer SMART Math Center at Jackson State

  3. Jackson State Community CollegeSMART Math Goal of Our Redesign • Improve Student Success and Increase Learning • Accommodate varying levels of preparation, math anxiety, and diverse learning styles • Prepare students for educational and career goals – not just remediate high school deficiencies

  4. Three Traditional Courses Enrollment: 2200 Pass Rate: 42% • Student had to pass course or start over next term • Each instructor designed own course presentations, lectures, homework assignments, and tests • Student class time was inflexible • Student had to successfully complete all three courses before enrolling in Allied Health or Nursing programs or taking certain college level courses What Did We Do Before the Redesign?

  5. SMART MathObjectives • Mastery of Competencies – Not Just Self-Paced • Accommodation of Learning Styles • On-demand Individual Assistance • Immediate Feedback on Tests and Homework • Opportunity to Progress More Quickly (or slowly) • More Frequent Opportunities for Success • Student requirements based on educational and career goals

  6. How We Got Started 12 modules replaced 3 traditional courses. To satisfy a module the overall grade must be at least 75%. Components of each module grade: Attendance 5% Notebooks 10% Homework 15% Post-Test (Proctored) 70%

  7. SMART Math means Mastery Learning • New students begin with Pre-Test on Module 1 • 80% mastery moves student to next module • If less than 80%, student completes • Homework in MyMathLab • Practice Test in MyMathLab • Post Test in MyMathLab • SMART Math notes – (workbook format) • 80% mastery to move from one homework assignment to next • 75% mastery on proctored post test

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

  9. Procedure for Modularization • Course competencies from the three traditional courses were separated into 12 clearly defined modules • Prerequisite modules were identified for success in • general education math courses • other college level courses • programs not requiring college level math • Curriculum Committee approved major change in Developmental Math requirements • Procedures were set up to advise students of their multi-exit options based on their career choice • Advisor training sessions were conducted

  10. Program Developmental Math Requirements • 41 Courses of Study require a General Education Math Course • 31 Majors allowed a Math Course with prerequisite Modules 1 – 7 • 3 Require Modules 1-8 Modules • 7 Require All 12 Modules • 7 Programs of Study do not require college level Math – Allied Health & Nursing • 1 Requires Modules 1-8 • 5 Require Modules 1-7 • 1 Requires Modules 1-4

  11. Programs of Study Module Requirements

  12. Students Completing DSPM Requirements Students who could enroll in college level courses/programs next term Traditional Course Spring 2008 24% Redesign Course Spring 2008 22% SMART Math Fall 2008 36% SMART Math Spring 2009 42% SMART Math Fall 2009 43%

  13. Learning IncreasedMean Scores on Post Test by Modules

  14. Challenges: Record Keeping • For which course does the student register? “Shell Courses” that do not designate modules DSPM 0891 Developmental Mathematics I DSPM 0892 Developmental Mathematics II DSPM 0893 Developmental Mathematics III • All new students enroll in DSPM 0891 • Student completes at least 4 modules (or all required if < 4) • Grade = Average of 4 highest modules scores • Students still needing to complete more modules enroll in DSPM 0892/DSPM 0893

  15. Challenges: Tracking Students Table created in SOATEST/Banner 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 The Team and Pearson Education have automated the process of tracking students’ module completion and reporting to Banner Student who change major may be required to complete more modules

  16. Challenges: Redefining Faculty Roles Faculty are now facilitators and evaluators of student learning. Faculty guide each student’s study through developmental math. Faculty counsel students on their module. requirements relative to their career goal. Faculty lead small group instruction on difficult topics. Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty.

  17. Challenges: Finding Tutors • Student tutors from JSCC • Must be recommended by math faculty • Must have an A or high B in last math course • Can be students who were successful in DSPM (some of the best tutors) • Student tutors from local colleges & universities • Adjunct faculty • Retired teachers • Full time instructors • Online tutors

  18. Student Success IncreasedStudents Passing the Course Overall Success Rate increased by 45%!

  19. Retention IncreasedEnrolled in Course to End Overall retention increased by 12%!

  20. 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 can decrease travel & childcare expenses

  21. Cost Savings for Institution • Reduced cost per student by over 20% • Reduced total number of sections by 28% • 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 from 78% to 58% • Utilized tutors at lower cost per hour than faculty • Improved retention of students by over 10% • Increased college enrollment numbers by enrolling students more readily in credit bearing courses

  22. Jackson State Mathematics Department • wishes to say thanks to: • Our President, Dr. Bruce Blanding,for challenging us to try innovative approaches to our developmental math program • The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality. • National Council of Academic Transformation for guidance and encouragement throughout the whole process. Come visit us and see our SMART MathCenter! Mary Jane Bassett Dean of Academic Support mbassett@jscc.edu Betty Frost, Associate Professor of Mathematics & Redesign Team Leader bfrost@jscc.edu

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