Developmental Education Reform Innovations in Developmental Education at Miami Dade College Alina Coronel, associate professor, Sr. mdc-kendall Meghan clovis, associate professor, MDC-homestead

About Miami Dade College 7 campuses and numerous outreach centers More than 170,000 students currently attend Miami Dade College Kendall Campus Homestead Campus Enrollment is Enrollment is approximately 45,000 approximately 7800 Math department Math department 24 full-time faculty 8 full-time faculty Over 100 adjuncts 10 adjuncts teaching each semester

Legislative Changes New Florida Legislation on Dev. Ed. (SB 1720) Fall 2014 No 16-week traditional lecture courses Developmental math can only be offered through 4 modes of instruction Accelerated Modularized Co-Curricular Contextualized

Fall 2014 Courses Modular Courses Co-Requisite Courses Contains Pre-Algebra and Beginning Algebra 5-credit and 3-credit Co-Requisite Courses Beginning Algebra linked with Intermediate Algebra (6, 7, or, 8 credits) Math-to-Stat Pathway Students placing into Beginning Algebra whose program of study does not require Intermediate or College Algebra A version of Beginning Algebra linked with Liberal Arts math (6 credits) Shark Academy 1-week refresher course

8-weeks dev ed + 8 weeks intermediate Accelerated Courses 8-weeks dev ed + 8 weeks intermediate

Challenges in Accelerated Courses Faculty buy-in (how is this possible?) Lack of study skills and motivation Pedagogy-so much time… The “talking head” Tough love

Offerings Beginning & Intermediate Algebra (7 credits) MAT0028 + MAT1033 (8/8) Pre-Algebra/Beginning Algebra-Combined & Intermediate Algebra (8 credits) MAT0022C + MAT1033 (8/8) Arithmetic, Pre-Algebra, Beginning Algebra & Intermediate Algebra (11 credits) MAT0018 + MAT0028 + MAT1033 (4/4/8)

Solutions Presentations for faculty allowing observation of classroom management Mentoring by experienced faculty before, during, and after For the students: Mandatory orientation the week before term began Time management instruction and activity Study skills units taught in class: Organization Class preparation Note-taking Using resources effectively

How Students Learn Frequent assessments providing feedback Prepare for class and use all resources Use class time to clarify and reinforce material Use online homework to prove mastery and reinforce material Frequent assessments providing feedback

Advantages Less time between topics increases retention Taught as one seamless course with no overlap of material Immerse students in content Extended class time = more practice, more interaction, and more feedback Onus for learning is on the student Only one semester needed to become college-ready

Disadvantages Fast-paced nature of the course does not allow for students to fall behind nor for in-class remediation/re-test. If students do not pass the first 8 weeks, then they must drop the second course and may have no other course to take for the last 8 weeks. If instructors do not monitor students closely (in particular their class preparation), the “talking head” returns.

Results (Homestead only) Data from 2012-2013 show increases in these numbers Data from IR indicates that students who took MAC1105 after completion of one of these accelerated courses outperformed (by PR) their counterparts.

Modular Courses Math Department

Challenges in Modular Design Did not have enough computer classrooms Very few professors had used the course management system None of the professors had ever taught in a modular setting Student buy-in Faculty buy-in Ensuring adherence to model in the classroom

Solutions Built several computer classrooms/re-tasked room(s) Mandatory 2-day training for all instructors Day 1: Training on Software Day 2: Pedagogical Strategies Embedded tutors on 1 or 2 meeting days In-class support for the first few weeks.

Course Design Students take an initial knowledge check Course contains 8 modules (groups of topics) Students spend time on topics they need to learn Students are DOING math in class Students have resources to help them on each topic Videos and notes created by MDC faculty Publisher videos and notes Students are tested for material retention at the end of each module Proctored midterm after module 4 Proctored final after completion of all course topics

Course Design Student Resources: each topic has faculty created video and notes Examples and topic lectures by MDC faculty

Videos have animation and sound All are closed-captioned Course Design

Notes have the same examples as videos Example of MDC topic notes Notes have the same examples as videos

Binder to Accompany Course Within the binder students have the Student–Faculty contract Weekly schedule sheet Time management sheet How students progress through the course Notes and assessment templates Students must take notes on video or lecture notes show work for each problem complete assessment using their binder

Class Time – students watch videos/take notes Students work in binders Student are DOING math

Class Time – students watch videos/take notes Students complete work in binders Student are DOING math

Examples of Notes

Examples of Notes

Data: First 2 semesters of implementation Enrollment: Fall 2012: 1197 Fall 2013: 1148 Spring 2012: 581 Spring 2012: 464 58.7% 47.0% traditional modular Fall 2012 Fall 2013 Spring 2012 Spring 2013

Data: First 2 semesters of implementation Enrollment: Fall 2012: 1412 Fall 2013: 1333 Spring 2012: 855 Spring 2012: 695 58.7% 57.7% 53.4% 47.0% 47.1% 46.4% traditional modular Fall 2012 Fall 2013 Spring 2012 Spring 2013

Data: First 2 semesters of implementation 75.3% 67.3% Enrollment: Fall 2012: 1412 Fall 2013: 1333 Spring 2012: 855 Spring 2012: 695 63.3% 57.5% 63.3% 85.7% 63.3% 82% 57.5% 58.7% 73% 57.7% 53.4% 47.0% 47.1% 46.4% traditional modular Fall 2012 Fall 2013 Spring 2012 Spring 2013

Data: First 2 semesters of implementation Enrollment: Fall 2012: 1412 Fall 2013: 1333 Spring 2012: 855 Spring 2012: 695 85.7% 82% 58.7% 73% 57.7% 53.4% 47.0% 47.1% 46.4% traditional modular Fall 2012 Fall 2013 Spring 2012 Spring 2013

Non-Stem Pathway

Non-STEM Pathway Who is the course designed for? Students who do not need to take MAT1033 or MAC1105 for their major. Example: Criminal Justice and Early Childhood education students fall in this category. What type of students will be in the class? Remedial Students who test into MAT0028.

How will the course be set up? The course will be a combination of two 3 credit courses for a total of 6 credits. The course will integrate a new college prep course MAT0029 and MGF 1106. Students will receive a grade for both MAT0029(S, P, or U) and MGF1106(A,B,C,D, or F).

What Topics Will Be Covered? MAT0029 is a college prep course designed specifically to prepare students for MGF1106 and STA2023, so all topics needed for students to be successful in these two courses will be covered. Additionally since this is an integrated course all topics in MGF1106 will also be covered.

An example of how the course can be set up: 1.) Operations on Real Numbers 6.) Logic 2.) Expression, Equations, & Inequalities 7.) Set Theory 3.) Percent's & Proportions 8.) Probability 4.) Functions & Graphing 9.) Statistics 5.) Geometry

Math Shark Academy 2013 Chancellor’s Best Practices Award Test Prep Course

Math Shark Academy 1 week mandatory refresher course for any student testing into lowest level of developmental math. Other developmental math students are encouraged to enroll. approximately 5000 students in 3 years Include study skills powerpoints and discussions High School vs. College, Test-taking skills, Effort vs. Ability In the first 2 years: First time in college students who placed into any level of dev math Took the placement test on the last day

Results Similar results for two years 52% moved up a level within developmental math 25% placed out of developmental math

Results

Results How students performed in their new course placement MAT 1033 pass rates for the last 4 years: 57% - 65%

Math Shark Academy After new legislation Open to all students No placement test 16 hours (3 hours M-R and 4 hours on F) Includes study skills powerpoints 4 modules Arithmetic, Beginning Algebra, Intermediate Algebra, College Algebra Take initial knowledge assessment on day 1 – shows “placement” Take a knowledge assessment on last day – shows “placement” Professor advises student

Results There was an approximate 200% increase in the number of topics mastered during the boot camps. Average topics learned between initial and final assessment: 64

Alina Coronel acoronel@mdc.edu Meghan Clovis mclovis@mdc.edu Contact Information Alina Coronel acoronel@mdc.edu Meghan Clovis mclovis@mdc.edu