Do The Math! Cleveland State Math Redesign Cleveland State Community College Cleveland, Tennessee Presented By: Karen Wyrick CourseEnrollmentNo. of SectionsSize Basic Math Elementary Algebra – 25 Intermediate Algebra Annual Enrollment: Main Campus – 2700 Athens – 400 Vonore - 50

We Have A Problem The Problem – Developmental Math – –High failure rates – –Low attendance – –Good students stuck for 1 – 2 semesters – –Roadblock to student success The Solution – Course Redesign – –Try something new – –Completely different approach – –Utilize online learning systems – –Remove roadblock to success TBR Involved In System-Wide Redesign

Why Stop There? Developmental Math Elementary Algebra Intermediate Algebra Spring 2008 Basic MathFall 2008 College Level Math College Algebra Statistics Finite Math Fall 2008 Precalculus I Precalculus II Applied Calculus Fall 2009 Location, Location, Location 2 Labs, 4 Classrooms 60-Computer lab in Cleveland, 35-Computer lab / classroom in Athens 4 Computer classrooms – 3 in Cleveland, 1 in Vonore

Our Little Twists Mini Modules* – –Each course consists of 10 – 12 mini-modules* – –1 hour class meeting each week – students work in class* – –2 hours work outside class each week – at least 1 hour in lab – –Students expected to complete at least one module each week* Points for Everything – –10% Attendance Grade - class and lab attendance, module completed – –30% Homework Sets – 2 to 5 sections per module – –60% Quiz and Exam Grades – 1 quiz each module, 2 exams each course Mastery Learning – –Students must complete every homework set (70% or better) – –Students must pass every module quiz and exam (70% or better) – –Students must pass attendance grade (70% or better) – –Students may take each quiz and exam multiple times *Our Little Twists On NCAT Recommendations

Teaching Old Dogs New Tricks Traditional Faculty Role Dispense information in lectures Covering material 15 hours of contact time Teaching 5 class sections Help students outside class? 7.5 office hours each week Prep time a burden Grading at home Faculty focused on lectures New Faculty Role Assist students with learning Tracking student progress 20 hours of contact time Teaching 10 class sections 10 lab hours each week 5 office hours each week Prep time eliminated 100% online grading Faculty focused on student success

Attitude Adjustments Before RedesignAfter Redesign StudentsI want my lecture!I like this! Study night before examWeekly homework, quiz What do I need to pass?I want an A! TeachersI want my lecture!This works! ClassLow attendanceMedian attendance grade 88% Don’t do homeworkAverage homework grade 97% Not engaged in classCome to class early, stay late

But Did It Help? Developmental Math – –Success rate in developmental math courses went from 54% to 72% – –Intermediate Algebra had a 79% success rate in Fall 2008 College Level Math – –Success rate in three redesigned courses stayed same at 72% – –College Algebra improved, Finite Math stayed same, Statistics declined Developmental Students In College Level Math – –They had a higher success rate (81%) than the other students (70%) – –They also had a higher math GPA (3.15) than the other students (2.94) Continuous Enrollment Plan – –Students finishing one course can start in the next one immediately – –46 students completed multiple courses, 2 completed three courses

More Bang for the Buck One Room Schoolhouse – –Different classes can meet in the same room at the same time – –This strategy offers solutions for low enrollment courses – –Course offerings expanded due to this strategy More Sections, Lower Class Size – –One hour class meetings allow for more sections to be offered – –Classes are limited to 22 students, most classes between 15 – 20 students – –Scheduling roadblocks reduced due to increased number of sections Productivity Up, Costs Down – –Faculty productivity increased by 23% as a result of redesign – –Adjunct faculty eliminated in Math / Developmental Math as of Spring 2009 – –Costs reduced by approximately $50,000/year as of Fall 2009

Caution, Speed Bumps Ahead Stumbling Blocks Will Arise – –There are no exceptions to this rule There Is An Adjustment Period – –This applies to both students and faculty Redesign Is A Process – –Most redesign projects take years to complete Tweaking Is Essential – –See what works, change what doesn’t In The End, Improvement Will Occur – –Most students will do better with a new approach

And Finally… We wish to thank TBR, NCAT, and FIPSE. This project has benefited our students. Karen Wyrick John Squires, Math Chair Funded by FIPSE Dr. Paula Myrick Short, Principal Investigator Vice Chancellor for Academic Affairs Tennessee Board of Regents