1. AMATYC Conference October 31, 2013
Developmental Education Initiative, North Carolina Developmental Math Redesign
AMATYC Conference
October 31, 2013
Presenters:
Tammy J. Bishop
Wayne Community College
Glynis Mullins
Pitt Community College

2. DEI a National Project (funded by Gates and Lumina)
Started in 2009, building off the work of Achieving the Dream
Six DEI states: CT, FL, NC, OH, TX, and VA
DEI colleges: 15 across the country
College-level work managed by MDC in Chapel Hill; State level work managed by Jobs for the Future

3. DEI’s Overarching Goals
Reduce overall need for developmental education
Reduce time to complete developmental sequence
Implement better tools for assessing and placing students

4. DEI State Policy Team
35 members from across NCCCS and representation by key partners
4 Committees:
Aligned Expectations (K-12 and universities)
Assessment and Placement
Innovation and Redesign (which established faculty-based DEI Math Task Force)
Data and Performance Measurement
Aligned expectations: college readiness, testing and standards. What is college college ready? How will systems work together to ensure students are college ready?
Assessment & Placement: do we have the right policies and tools in effect to accurately place students in on the math continuum?
Innovation & Redesign: NC has the advantage of a combined course library so we can look at curriculum from the state level. How can we change developmental math curricula to create better success outcomes for students? Are we teaching the right competencies? Do we know what math is truly needed by college programs?
Data and performance measurement: creating new
Math 050: how do we optimize outcomes for students with the greatest deficiencies? How can we access resources for Adult Basic Ed to help these students so they are not using up financial aid at this level?
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5. Math In-Order Course Completion and Enrollment – NC
TOTAL: 8%
Sample: cohorts,
tracked for three years
Enrolled 9% GK
Algebra
Passed
16%
Not completed 2%
Not enrolled 7%
Enrolled
22%
1 level below
Passed
31%
Not completed 6%
Not enrolled 9%
Enrolled
43%
2 levels below
Passed
54%
Dr. Tom Bailey, CCRC, Presentation to SBCC, October 2010
Placement –lowest level math.
Only AtD for NC
Not completed
12%
Not enrolled
11%
Enrolled
77%
3+ levels below
Referred to Level 3+
1,507
Not completed
23%
Not enrolled
23%

6. State Design Principles
New curriculum will be modular
Curriculum can be completed in one year
Curriculum will be flexible to allow students to complete at a pace appropriate to their individual needs
Diagnostic testing will be implemented
Each college will implement in a way that is appropriate to the needs and resources of that college
Curriculum will be rich in conceptual and contextual instruction

7. Task Force Design Principles
Guiding principles: The task force will design a developmental curriculum that can be completed by students in two semesters or less, and can be delivered as a seated class, a lab course, a hybrid course, or an online course.
The curriculum will focus on conceptual understanding and the use of contextually-based problems.
Problem solving and critical thinking will be central themes in the modules.

8. Timeline for Development
Appointment of DEI Math Redesign Task Force December 2010
Regular Task Force Meetings Jan.– May 2011
Current curriculum was scrutinized and the new curriculum developed
Pedagogical approach agreed upon
Mastery determined to be the goal
Completion of draft curriculum redesign Fall 2011

9. Design
Eight modules covering what used to be MAT 060, 070, and 080 (MAT 050 still available; new models being developed)
One credit per module
Delivery method and instructional materials at the discretion of colleges
Four weeks for seated courses
New Diagnostic and Placement Test
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10. The Modules
DMA 010 – Operations with Integers DMA 020 – Fractions and Decimals DMA 030 – Proportions/Ratios/Rates/Percents DMA 040 – Expressions, Linear Equations, Linear Inequalities DMA 050 – Graphs and Equations of Lines DMA 060 – Polynomials and Quadratic Applications DMA 070 – Rational Expressions and Equations DMA 080 – Radical Expressions and Equations

11. Timeline for Implementation
Beta testing Fall 2011
Pilots of redesigned curriculum Spring 2012
Final revisions and rollout Summer 2012
Professional development for NCCCS faculty Summer 2012
Implementation across NCCCS Fall 2012-Fall 2013
Tracking and analysis of performance measures- Ongoing

12. Benefits to students
More accurate placement based on diagnostic testing
Reduced redundancies in curricula mean increased efficiency for students
Use less financial aid on developmental coursework
Redesign principles emphasize stronger conceptual and real-world understanding
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13. Most Important Change? Pedagogical Approach Mastery of concepts
Conceptual approach to learning
Placing instruction in context

14. Challenges
Communication with all 58 colleges and all math faculty in each college
Communication with other affected divisions at each college
Placement tests and diagnostic tools
Administrative issues including: registration, financial aid, full time status, FTE changes, faculty load
These are some of the challenges we know we will be working through in the implementation of the redesign. Plug for tomorrow’s Q & A session to address additional concerns.

15. Modules’ Outline and Notes Available at http://www. successnc
Our working document
Notes on the “big picture”
Description of each module (for CCL)
Course Competencies (for CCL)
Conceptual Student Learning Outcomes
Suggested Timeline
Parameters and Teaching Tips
Sample Introductory Application
Sample Conceptual Questions (for each SLO)
Student Success Tips

16. STUDENTS PERSPECTIVE

17. Questions?