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Math Redesign at COCC

The redesign of Mth 60 and Mth 65 courses at COCC aimed to increase student completion rates, minimize waitlists, and ensure consistency across all sections. The cost-effective model included a mix of traditional classroom instruction and mandatory lab sessions, resulting in significant improvements in service capacity and reduced classroom usage. After one year, the program serviced an additional 455 students, decreased waitlists by 482, and increased success rates to 62%. The initiative not only saved approximately $200,000 but enhanced students' mathematical outcomes through innovative learning strategies.

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Math Redesign at COCC

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  1. Math Redesign at COCC Doug Nelson

  2. Original Objectives To increase the percentage of students who successfully complete Mth 60 and Mth 65 courses. To help students efficiently reach their mathematical goals (time and money). To greatly reduce, or eliminate, waitlists for our Mth 60 and Mth 65 courses. 2

  3. Original Objectives To insure the outcomes for Mth 60 and Mth 65 courses were consistent throughout all sections. To reduce the number of classrooms used to teach Mth 60 and Mth 65. To at least stay budget neutral with the new redesign model. 3

  4. Initial Setup $42,458,655 for direc$42,458,655 for direct instructional costs in 2011-12 Students meet in traditional classroom once per week for a 100 minute class. Students have a mandatory two-hour requirement per week in the S.M.A.R.T. lab. S.M.A.R.T. (Students Mastering Algebra through Revolutionary Techniques). Lab staffed with instructors and peer tutors. 4

  5. Success Rates at COCC 5

  6. Results After First YearComparison with previous year under traditional format • 455 additional students were serviced. • 211 additional students completed (number only for the winter and spring terms). • 482 fewer students on waitlists. • 17 additional classes were offered. • 20 fewer classrooms were used. • 86 fewer load units were billed for classroom instruction. • Savings of over $57,000. • Success rates dropped to about 57%.

  7. Where Are We Now?Where Do We Go From Here? Savings of about $200,000 Success rates? (climbed to about 62%) Developmental Sequence? How many students complete their academic goal? 7

  8. Some Sobering Data First math course for those students who successfully completed Mth 105, Mth 111, or Mth 211. 8

  9. More Data First math course for those students who successfully completed Mth 60. 9

  10. ABS students who completed any credit math course. More Data

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