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NCCCS Developmental Math Redesign Update

NCCCS Developmental Math Redesign Update. Developmental Education Initiative: A National Project. Started in 2009, building off the work of Achieving the Dream Six DEI states: CT, FL, NC, OH, TX, and VA Funded by the Lumina Foundation and the Bill and Melinda Gates Foundation.

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NCCCS Developmental Math Redesign Update

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  1. NCCCS Developmental Math Redesign Update

  2. Developmental Education Initiative: A National Project • Started in 2009, building off the work of Achieving the Dream • Six DEI states: CT, FL, NC, OH, TX, and VA • Funded by the Lumina Foundation and the Bill and Melinda Gates Foundation

  3. DEI National Goals • Reduce overall need for developmental education • Reduce time to complete developmental education • Implement better tools for assessing and placing students • Improve data tracking and analysis capabilities

  4. Our Marching Orders in NC • New curriculum will be modular • Curriculum can be completed in one year • Curriculum will be flexible to allow students to complete at a pace appropriate to their individual needs • Diagnostic testing will be implemented • Each college will implement in a way that is appropriate to the needs and resources of that college • Curriculum will be rich in conceptual and contextual instruction

  5. The Process • Developmental Math Redesign Task Force has been working since January 2011 • Current curriculum was scrutinized and the new curriculum developed • Pedagogical approach agreed upon • Mastery determined to be the goal • Beta tests began August 2011 • Pilot tests began January 2012 • Phased in implementation  August 2012 – August 2013

  6. The Basics • Eight modules covering what used to be MAT 060, 070, and 080 (MAT 050 still available; new models being developed) • One credit per module • Shell courses to be available for use in emporium implementations • Delivery method and instructional materials at the discretion of colleges

  7. The Modules DMA 010 – Operations with Integers DMA 020 – Fractions and Decimals DMA 030 – Proportions/Ratios/Rates/Percents DMA 040 – Expressions, Linear Equations, LinearInequalities DMA 050 – Graphs and Equations of Lines DMA 060 – Polynomials and Quadratic Applications DMA 070 – Rational Expressions and Equations DMA 080 – Radical Expressions and Equations

  8. New Curriculum Pre-Requisites

  9. Central Piedmont Community CollegeBeta and Pilot Tests

  10. Fall 2011 • About 10 instructors at three different campuses offered the modular curriculum in the MAT 060, 070, or 080 structure. • Three different learning management systems were tested in instructor paced and flexibly paced formats.

  11. Spring 2012 • Levine campus at CPCC offered only DMA courses for developmental math • Most sections are instructor paced • DMA’s were offered in three blocks with a transition week between each block • Block 1: January 17 – February 9 • Block 2: February 20 – March 22 • Block 3: April 2 – April 26 • Anticipated about 800 students, registered 446 in the first block

  12. Lessons Learned • Scheduling has been a challenge. Plan to use a lab setting for students who need to repeat a module staying in the same time block. • Pass rates and retention for DMA’s have been favorable—a little less favorable results for modular content within the MAT structure. • Benefits and challenges to 4-week modules.

  13. Pitt Community College Beta and Pilot Tests

  14. Beta: Fall 2011 • Four sections offering the modular curriculum within the Mat 060 & 070 structure • 2 sections-Mat 060 (DMA 010-030) • 2 sections-Mat 070 (DMA 010,040 -050) • Two instructors: Mat 060 & 070 each • Traditional Seated • One learning management system used • Scheduled lab days: At least once or twice a week • Online practice outside of class

  15. Pilot: Spring 2012 • DMA Modules ONLY • Students registered for DMA modules • Placement scores • Previous coursework • Crosswalk created and used to place into correct modules • Schedule based on crosswalk • All Mat 060 & 070 students began DMA 010 • Mat080 students began DMA 050 or 060 • DMA’s are offered in 4 week modules • 20 day course schedule including 1 transition day • Provided a re-enrollment day for repeaters • Curriculum included the Pedagogical switch

  16. Lessons Learned • Minimize schedule • Students are not taking as many courses to enter curriculum math or program of study • Sections for repeaters • Continue to provide a re-enrollment day for students • Instructor professional development • Provide workshops on conceptual instruction • Worksheets as a guide • Consistency in instruction • Improve success • Choose the correct text, workbook, or software

  17. Success • Students are able to enter curriculum math or program of study quicker • Mastery required: Better students • Students take some responsibility for their own learning • Life happens: 4 weeks • Focus on one concept at a time • Conceptual Understanding

  18. Q & A

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