Steve Dorfman

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Old Wine in New BottlesMastery Learning Meets
a New Generation of Math Support Software
COURSE REDESIGN WORKSHOPOctober 20-21, 2006San
Diego, California

• Steve Dorfman
• National Curriculum Manager- Mathematics
• Associate Director of Curriculum - Mathematics
• DeVry University

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Simply PutAt DeVry University, our goal is
student success
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The Problem
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Why Focus on Mathematics?

• Over the past several years the DeVry University
  mathematics curriculum has been extensively
  analyzed and revised so that it both supports our
  existing programs and provides a platform to
  support the needs of new programs.
• Throughout this time period, improving student
  success in mathematics courses, especially in
  developmental math, prerequisite skills math, and
  standard math courses, has been a critical
  priority.
• Our retention data indicates that some success
  has been achieved.

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• However
• Analysis of DeVrys graduation rates and C/D/F
  grade rates in math courses as well as the
  analysis of the root causes made it abundantly
  clear that
• there is significant room for improvement.
• the problem is NOT our math faculty, who
  are mostly excellent and highly dedicated
  teachers.
• the problem is in the traditional system of
  teaching and learning mathematics.

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Simply SpeakingThe traditional approach to
mathematics education has inadvertently failed
many of our students in entry-level math
courses.Yet, as technology increasingly enters
and modifies our classrooms and our world, the
ability to think mathematically and to succeed in
math courses is critical.
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The Math Problem In U.S.
Even a cursory review of the math skill levels of
entering students across the country makes it
clear that this problem is not just a problem at
a given university, but is endemic in the U.S.
Finally, there are enormous economic, social,
and, for the students, personal benefits to be
derived from even modest improvements in student
success in mathematics. This would include
performance, satisfaction, retention, and
graduation, which provide the foundation for
lifelong learning and career success.
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Albert Einstein was known to have said

• The significant problems we face cannot be solved
  at the same level of thinking we were at when we
  created them.
• Insanity is defined as doing the same thing over
  and over again and expecting different results.

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The DeVry Proposed Solution Teach entry level
mathematics using Self-Paced Mastery Learning,
supported by Pearson Educations MyMathLab
software.

• We call this (SSML)
• System-Supported Mastery Learning

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What is Mastery Learning?

• Why hasnt it worked in the past?

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Addressing the Challenge With A New Generation of
Web Accessible Software
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• MAKING
• IT
• HAPPEN

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Make sure you have buy-in from the top down and
that they are fully behind your efforts
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There will be Struggle. There will be Tension.
You are Asking People to CHANGE
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• Change Hurts.
• It makes people insecure, confused, and angry.
  People want things to be the same as theyve
  always been, because that makes life easier.
• But, if youre a leader, you cant let your
  people hang on to the past.

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The DeVry Collaborative Course Development
Model Course Design and Development Timeline
Faculty Training
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The DeVry Collaborative Course Development Model

• A team of lead math faculty was charged with
  determining the critical math requirements for
  DeVrys technology, business and management
  programs, without regard for prior conceptions
  about the level of math that was necessary
  (namely, College Algebra).
• Their recommendations were submitted to Program
  Directors and Program Deans from across the DeVry
  system to ask them what, if any, content was
  missing (there wasnt any).

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Course Design

• A course architect designed four courses on the
  MML platform, with technical and training support
  from the Pearson Group.
• Courses were configured to reflect an intent to
  create a self-paced mastery learning environment.
• No overlap of content coverage across courses.
• At each level, tests loop back to check on
  retention of prior content.
• Prior content can be refreshed, if necessary, by
  returning to the content of prior courses.

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Placement of StudentsMovement of Students
Through the Course SequenceThe Role of the
InstructorKeys to successful instruction in
SSML
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Keys to successful instruction in MML

• Help students deal with math phobia issues,
  especially older and developmental students.
• Assure the students that they are partners with
  the faculty in the learning process.
• Approach each student every class period
  providing encouragement, positive feedback and
  structure.

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The Role of The Instructor

• You are no longer the SAGE ON THE STAGE, you
  are the GUIDE ON THE SIDE.
• You assume the role of coach or tutor or
  encourager.
• Responsibility for learning is placed on the
  shoulders of the students.
• All study plans are generated by the program.
• All work is checked by the program.
• Homework and tests are graded by the program.
• Student data is collected in Gradebook.
• Use Mini-Lectures (15-20 minutes) for
  small-group instruction.
• Communicate with students online, as well as in
  class for onsite students.

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• RESULTS TO DATE
• Mastery results are Fall 2005 Semester
• Traditional results from Fall 2004 Semester

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INTRODUCTION TO ALGEBRA
Traditional n 1,893
Mastery n 3,476
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BASIC ALGEBRA
Traditional n 4,933
Mastery n 4,301
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ALGEBRA FOR COLLEGE STUDENTS
Traditional n 4,993
Mastery n 5,047
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SUMMARY DATA
Traditional n 11,819
Mastery n 12,824
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• RESULTS TO DATE
• SSML results are for the most recent academic
  year.
• Chalk/Talk results from the previous 5 academic
  years.

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RESULTS SUMMARY
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In Conclusion

• Low math achievement in high schools is endemic
• This problem can be addressed through the Mastery
  Learning methodology combined with the New
  Generation of Math Software (SSML)
• The results are
• student success (increased performance,
  satisfaction, retention)
• faculty success (increased satisfaction,
  productivity)
• school success (increased revenue, reduced
  cost)
• country success (more competitive workforce)

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• As we conclude, carry this thought with you
• Vision without action is merely a dream.
• Action without vision just passes the time.
• Vision with action can change the world.

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Thank you for your participation.
To learn more or to ask any questions contact us
at sdorfman_at_devry.edu