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A Tale of Two Redesigns

A Tale of Two Redesigns. John Squires, Chattanooga State Community College. Cleveland State Redesign. 3 Developmental Math Classes Basic Math, Elementary Algebra, Intermediate Algebra Emporium Model, Mastery Learning 7 College Math Classes College Algebra, Finite Math, Statistics (1 + 2)

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A Tale of Two Redesigns

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  1. A Tale of Two Redesigns John Squires, Chattanooga State Community College

  2. Cleveland State Redesign • 3 Developmental Math Classes • Basic Math, Elementary Algebra, Intermediate Algebra • Emporium Model, Mastery Learning • 7 College Math Classes • College Algebra, Finite Math, Statistics (1 + 2) • Precalculus I & II, Applied Trig, Business Calculus (2 + 1) • Emporium Model, Mastery Learning • Scheduling Benefits • Continuous Enrollment Plan • One Room Schoolhouse • Math on Demand

  3. Cleveland State Redesign Part II • Weekly Expectations • Avoid “night before the test” syndrome • Keep students working throughout semester • Mastery Learning • Students keep working until they “get it” • Failing is part of the learning process • Points for Everything • Everything is mandatory • Turns course into a “to-do” list

  4. Cleveland State Results Update • Developmental Math • Basic Math increased slightly 48% before to 53% after (still needs work) • Elementary Algebra increased from 52% before to 67% after • Intermediate Algebra increased from 55% before to 71% after • College Level Math • College Algebra increased from 65% before to 77% after • Introductory Statistics decreased slightly 79% before to 73% after • Finite Math increased from 75% before to 89% after • Precalculus I increased from 55% before to 75% after • Precalculus II increased slightly from 75% before to 81% after • Business Calculus I increased slightly 69% before to 71% after • Doing More with Less • Math department has grown 40% since redesign (from 1100- to 1500+) • Redesign project reduced instructional costs by approximately 20% • College retention increased by 7% in Spring 2009 ($400K revenue) • Number of students passing a math course increased by 60+%

  5. Much Ado About Something • TBR Study (Schutz & Tingle) - Cleveland State Redesign • Students tracked 3 semesters before and after redesign • Students tracked from dev math into college math • Examine impact on course success & next course success • Logistical regression, significance level 95% • The Results • Redesign had a strong positive impact on course success • Redesign had a strong positive impact on next course success, including both dev math and college math • Gender and race were not factors in predicting course success - achievement gaps were closed I believe that mastery learning is the critical missing link in the education of low achievers. Patricia K. Cross, 1976 Accent on Learning

  6. Chattanooga State Redesign • Developmental Math • 2 Algebra Courses - Basic Math Integrated Throughout • Emporium Model, Mastery Learning, 1 + 2 Format • MyMathLab, Mini Lectures, Videos, Course Workbook • College Math • Contemporary Math, College Algebra • Statistics, Pre-calculus I & II, Calculus I • MyMathLab, Resources in Courses • Early Returns • Intermediate Algebra 65% S2009, 67% F2010 • 96 students completed two courses Fall 2010 • Enrollment increase of 20+%, Cost/FTE reduced by 20+% • More students in college math than developmental math

  7. Can I Get a Witness? • What the Students Say • Math is less boring than online gaming!  • When I do math, I don’t have to smoke! • What the Teachers Say • “I saw more smiling faces and got more hugs these past few days than I have gotten the whole 21 years I have been at Chattanooga State. I like seeing students happy about math.”

  8. And Finally… • The story of Lawrence • Before Redesign and After Redesign • “I’ve decided that I like math.” • The story of Lakeisha • Before Redesign and After Redesign • “Let me show you how I learned that.” Questions? John Squires John.Squires@ChattanoogaState.edu

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