A Tale of Two Redesigns

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

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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

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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

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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

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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

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Can I Get a Witness?

• What the Students Say
• Math is less boring than online gaming! ?
• When I do math, I dont 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.

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And Finally

• The story of Lawrence
• Before Redesign and After Redesign
• Ive 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_at_ChattanoogaState.edu