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JACKSON STATE COMMUNITY COLLEGE Betty Frost, Presenter bfrost@jscc

JACKSON STATE COMMUNITY COLLEGE Betty Frost, Presenter bfrost@jscc.edu. DEVELOPMENTAL STUDIES MATHEMATICS Annual Enrollment 2200 Number of Sections Fall Semester: 39 Size per Section: 30 (24 at off campus sites)

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JACKSON STATE COMMUNITY COLLEGE Betty Frost, Presenter bfrost@jscc

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  1. JACKSON STATE COMMUNITY COLLEGEBetty Frost, Presenterbfrost@jscc.edu DEVELOPMENTAL STUDIES MATHEMATICS Annual Enrollment 2200 Number of Sections Fall Semester: 39 Size per Section: 30 (24 at off campus sites) Stage: Currently in Pilot III (Statistics for this presentation Pilot I & Pilot II) Traditional Course Structure – Three Courses (Basic Mathematics, Elementary Algebra, and Intermediate Algebra) Instructor based with maximum 24 students per section Goals of Our Redesign: Accommodate varying levels of preparation, math anxiety, and diverse learning styles Prepare students for educational goals – not just remediate high school deficiencies Tennessee Board of Regents Academic Preparation Initiative – Funded by FIPSE Dr. Paula Myrick Short, Vice Chancellor of Academic Affairs, Principal Investigator

  2. Will I ever get out of this math class??? • Problems attempting to solve: • High failure rates • High drop-out rate • Students required to study topics in math not relevant to major • Students required to take an entire course when only deficient in a portion of the topics • Student learning styles not accommodated

  3. What did we do before the redesign? Three Very Traditional Courses – • Student had to pass course or start over the next semester • Each instructor designed own course presentations, lectures, homework assignments, and tests • Student class time inflexible • Student had to successfully complete all three courses before being accepted into Allied Health or Nursing programs or taking certain college level courses

  4. Survive Master Achieve Review Transfer Math Center at Jackson State

  5. SMART Math at JSCC • Provide Multi-Exit Opportunities • Use Modular Approach – 12 Modules • Utilize Technology • Give Individualized Assistance • Make available Small Group Assistance • Accommodate Students’ Schedules • Accommodate Learning Styles

  6. MODULARIZATION 12 modules covering DSPM competencies Individual student requirements based on assessment results and educational goals More frequent opportunities to successful completion Multiple exit opportunities provided Student begins new semester where ended last semester Student has the opportunity to progress more quickly (or slowly if needed!)

  7. Student Outcomes Student Learning (Students making ABC) Traditional Course Spring 2008 41.4% Redesign Course Spring 2008 53.9% Redesign Course Fall 2008 56.7% Course Retention (Students enrolled in the Course to End) Traditional Course Spring 2008 73.6% Redesign Course Spring 2008 70.5% Redesign Course Fall 2008 75.4% Developmental Math Program Completion Traditional Course Fall 2007 18.0% Redesign Course Fall 2008 35.6%

  8. Mean Scores on Post Test

  9. PROBLEMS & SOLUTIONS Problem: Course Structure, Records Office, Financial Aid – What do the students register for? Solution: Created “Shell Courses” DSPM 0891 Developmental Mathematics I DSPM 0892 Developmental Mathematics II DSPM 0893 Developmental Mathematic III Problem: How do we know what modules student completed? Solution: Created table within SOATEST /Banner to indicate Modules Completed for each student

  10. PROBLEMS & SOLUTIONS Problem: What does a grade in the “Shell Courses” mean? Solution: Student passes DSPM 0891 if he/she completes all required modules or at least 4 required modules. Student enrolls in DSPM 0892 only if he/she still has more modules to complete Likewise for DSPM 0893 A student not passing DSPM 0891 must enroll in DSPM 0891 the next term and begin with the first required module not completed. Problem: Record Keeping for Instructors Solution: MyMathLab is working to automate the process of tracking students and reporting to Banner.

  11. Cost Savings • For Students • Students do not pay for unnecessary coursework • Students are able to complete developmental math requirements in one term • Students can adjust schedule to suit life changes • Students can decrease expenses • (travel, child care, etc.) • For Institution • Reduce number of sections by increasing maximum class size from 24 to 30 • Utilize tutors at lower cost per hour • Retain students • Enroll students more readily in credit bearing courses

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