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Do the Math

Do the Math. Dr. Carl Hite & Karen Wyrick Cleveland State Community College. 2009 Bellwether Award I nstructional Programs and Services. John Squires Chattanooga State Community College. The Challenge: Math.

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Do the Math

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  1. Do the Math Dr. Carl Hite & Karen Wyrick Cleveland State Community College 2009 Bellwether Award Instructional Programs and Services John Squires Chattanooga State Community College

  2. The Challenge: Math • 70% of students in Tennessee test into developmental math, often these students are stuck and thus never graduate • Most students stuck in developmental math for 2 or 3 semesters before taking college math • 2007 Tennessee Board of Regents (TBR) Study • Students placed in highest level of developmental math had 8% graduation rate • Students placed in lowest level of developmental math had 3% graduation rate

  3. The Challenges at Cleveland State and Chattanooga State • Developmental success rates in the 40s (Chattanooga) or low 50s (Cleveland) • Developmental math enrollment significantly larger than college math enrollment – students stuck in developmental math sequence • 3 year graduation rate for students starting in developmental math was 5% at Chattanooga State

  4. The Solution: Do the Math • 2007 TBR received $740,000 FIPSE grant to redesign developmental studies • Cleveland State was pilot in dev math • $15,000 subgrant for pilot project in math • College invested additional $200,000 • Do the Math won the 2009 Bellwether Award • Chattanooga State was pilot in dev math • Original project was not successful • John Squires moved to Chattanooga State in Fall 2009 to implement Do the Math

  5. One Program, Two Colleges • Cleveland State Community College • Redesigned 10 courses in 3 years • 80 computer math lab • 3 computer classrooms • Chattanooga State Community College • Redesigned 12 courses in 3 years • 180 computer lab • 6 computer classrooms

  6. Do the Math: The Program • Emporium Model • Math Lab: Most Utilized Resource on Campus • Mastery Learning • Making Sure Students Learn Concepts • Continuous Enrollment Plan • Students Complete Multiple Courses in Same Semester • Mini-Modules • Weekly Expectations Keep Students on Track • One-Room Schoolhouse • Great Option for Low Enrollment Classes

  7. Changing Roles & Attitudes BEFORE Teacher as Lecturer Focus on The Lecture Students Disengaged Students Don’t Come to Office Hours “What do I need to do to pass the class?” AFTER Teacher as Coach Focus on The Student Active Learning Math Lab: Most Utilized Resource on Campus “I want an A!” “I like math.” 

  8. Impact • Cleveland State • Developmental Math Success Increased from 51% to 69%, Program GPA went from 1.95 to 2.88 • College Math Success Rate Increased from 71% to 76%, Enrollment Increased from 450 to 850 • Chattanooga State • Developmental Math Success Increased from 48% to 65%, Program GPA went from 1.55 to 2.05 • College Math Success Rate Increased from 66% to 74%, Enrollment Now Exceeds Developmental Math Enrollment by over 500 students each semester – for the last 6 semesters

  9. What If It Works? (Cleveland)

  10. What If It Works? (Chattanooga)

  11. Reaching the Goal Line Cleveland State has increased by 71% Chattanooga State has increased by 58%

  12. Transformation • Lawrence • Before Redesign • After Redesign • “I’ve decided that I like math.” • Lakeisha • Before Redesign • After Redesign • “Let me show you how I learned that.”

  13. Study 1: Schutz and Tingle • TBR 2010 (Schutz and Tingle) • Logistical Regression, 95% Confidence Level • 3 Major Findings: • Strong Positive Impact on Course Success • Strong Positive Impact on Next Course Success, Including College Math • Gender and Race No Longer Factors in Predicting Course Success: Achievement Gaps Closed!

  14. Study 2: Boatman • Columbia University 2011 (Angela Boatman) • Examined Success in College of Dev Math Students Compared to Students College Ready Who Didn’t Need Dev Math • “Among those enrolled in developmental math, however, students completed an average of 3.3 credits more of their attempted credits (or an average of one course) than their peers assigned to college-level math.” • “At Cleveland State, the redesigned courses led to more college-level credits after two years.”

  15. Study 3: SRI • Next Generation Learning Challenges • External Evaluator SRI Performed Meta-Analysis • Do the Math was one of the NGLC Wave 1 Projects Found to Have “Statistically Significant Impact on Student Outcomes” (z = 14.670) • Chattanooga Low-Income Students Tracked • Compare Low-Income Students to Akk Students in Terms of Retention, Course Success, and Accelerated Learning • No Achievement Gaps Found Between Low-Income Students and Other Students

  16. Keys to Closing the Gap • Getting Students to Do the Math • Providing Individual Assistance • Making Connections with Faculty and Students • Mastery Learning I believe that mastery learning is the critical missing link in the education of low achievers. K. Patricia Cross, 1976 Accent on Learning

  17. Working with Colleges (Grants) • Next Generation Learning Challenges • John Squires, Project Director, Do the Math • Next Generation Learning Challenges Wave 1 • Education Trust, Chattanooga State, Jefferson CTC (KY), University of Hawaii Maui College (HI) • NCAT Changing the Equation • John Squires and Karen Wyrick mentored 15 of the 38 Community Colleges in the NCAT - Gates Changing the Equation Grant

  18. Do the Math Workshops & Webinars Ohio Board of Regents Mississippi Institutes of Higher Learning Montana Community Colleges Natl. Center for Academic Transformation (NCAT) Nevada System of Higher Education Northwest Shoals Comm. Coll. Pearson Education Purdue University South Dakota State University Weber State University University of Hawaii Arkansas Community Colleges City Colleges of Chicago Colorado Community Colleges Delaware Technical Colleges Education Trust Education Commission of the States Educause Learning Initiative Florida Department of Education Georgia Board of Regents Kentucky Comm. & Tech. College System (KCTCS) League for innovation in the Community College

  19. Do the Math & U Do the Math • Cleveland State Do the Math Workshops • Colleges visit Cleveland State for 1 day • Observe program and math lab • 112 Visitors from 41 colleges • Week-long visit from Denmark • Chattanooga State U Do the Math • Math Faculty presented at over 70 workshops, conferences and webinars around the nation • Visits from 31 colleges in 20 states • Math redesign consulting for 11 States, Systems, Colleges and Universities

  20. President Obama’s Speechon Higher Education “There are community colleges like Tennessee’s Cleveland State that are redesigning remedial math courses and boosting not only student achievement but also graduation rates. And we ought to make a significant investment to help other states pick up on some of these models.“ President Obama University of Texas, Austin Policy Speech on Higher Education August 10, 2010

  21. Articles about Do the Math • The Learning Marketspace, January 2009 Increasing Success in Developmental Math: Following the NCAT Playbook • Chronicle of Higher Education, June 2009 Introducing a Remedial Program that Actually Works • National Crosstalk, May 2010 Redesigning the Basics • America Radioworks, September 2012 Clicking Free of the Math Trap

  22. Papers and Blogs • Community College Times (2009) Taking the Time to Truly Redesign Math • Education Commission of the States (2013) The Emporium Model: Fact and Fiction • League for Innovation (2013) Developmental Math at the CROSSroads • Next Generation Learning Challenges (2013) Putting Do the Math in High Schools

  23. Putting Do the Math in High Schools • ECHO Program • Chattanooga State and Cleveland State have worked with local high schools to expand dual enrollment opportunities • SAILS Program • Puts redesigned developmental math in the high school senior year • Expands dual enrollment opportunities for at-risk students, giving ALL students a head start on college

  24. Lessons Learned • Colleges can have a significant impact on student learning and success • They must be willing to invest in success. • If you want significantly different results you need to do something significantly different. • Faculty buy-in is gained through teamwork. • Patience is important for long-term success. • Do the Math has been replicated • Next Generation Wave 1 Do the Math • Northwest Shoals Community College

  25. Do the Math: Solving the Nation’s Math Problem • Impact • Implemented Successfully at Two Colleges • Huge Impact at Each Institution • Effectiveness Verified by 3 External Studies • Math Lab: Most Utilized Resource on Campus • Dissemination • Worked With 17 Colleges as part of 2 Grants • Working with High Schools throughout Tennessee • Numerous Presentations, Articles, and Blogs • Workshops for 11 States and Systems

  26. Any Questions? • Dr. Carl Hite, President Emeritus, Cleveland State chite@clevelandstatecc.edu • Karen Wyrick, Math Chair, Cleveland State kwyrick@clevelandstatecc.edu • John Squires, Math Department Head, Chattanooga State john.squires@chattanoogastate.edu

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