1. What it means How it works Why students are successful
Modularizing Content
What it means
How it works
Why students are successful
Susan Barbitta
Guilford Technical CC
x50032

2. WHAT IT MEANS

3. NCAT Redesign Principles
The National Center for Academic Transformation
Principle #1
Redesign the entire course
Principle #2
Encourage active learning
Principle #3
Provide students with individualized assistance
Redesign your entire course sequence. Modularizing is NOT just taking chapters and turning it into modules
REMOVE redundancies

4. NCAT Redesign Principles
The National Center for Academic Transformation
Principle #4
Build in ongoing assessment and prompt (automated) feedback
Principle #5
Ensure sufficient time on task and monitor student progress
Principle #6
Modularize the student learning experience, especially in developmental math.
5 – pacing guide, completion schedule
6 - Give credit for previously mastered skills

5. HOW IT WORKS

6. Setting up a flexibly paced classroom (aka Emporium)
Fixed class time
How many hours/week with an instructor of record
Open Lab
Required or optional?
Student/tutor ratio
Professional tutors, student tutors
Additional tutors first two weeks and the last week
GTCC is mixed. 3 or 4(for vets) fixed

7. Modularizing the Curriculum
Remove curricula redundancies
Create pre-tests
Link homework to pre-tests
Personalized homework
Determine course flow

8. Traditional Redesigned
Semester long courses week long modules
Pass or start over Pick up where you left off
Work through all the Credit given for concepts content previously mastered
Fixed pace Flexible Pace
One course/semester Ability to complete more than one course/semester

9. How To Prepare Students
Explain how to progress through the course
Detail these procedures in your syllabi
Drive through the online software together
How/when to watch videos
How to review a quiz
How to access the e-book
Outline the cost & time savings
Less math is needed for most majors
Can finish more than one course per semester

10. How To Prepare Faculty Training in the online software
Work through selected sections of the new course
Consistency amongst instructors
Academic Coaching
How to keep students on track*
What are your department rules about partial credit, helping on quizzes, determining who can get an incomplete? Will students pick up exactly where they left off? At the beginning of a module?

11. Keeping students on track
Personal contact with every student weekly
Knowing where your students are in the course
Soft due dates
Assignment completion times

12. WHY STUDENTS ARE SUCCESSFUL

13. Benefits Reduced redundancies in curricula Flexibly paced
Mastery Based
Minimal academic gaps
No course drift
Cost savings
Access code valid for 2 years
Workbook good for all of modules
No longer – You get it or you don’t and if you don’t you start all over. Older students really like this.
Cost Savings – some by using more adjuncts, some by larger class size

14. Guilford Technical CC Developmental Math Redesign

15. Guilford Technical CC Jamestown, North Carolina 4 Campuses
20,000 Curriculum Students
25,000 Con Ed Students
Developmental Math
56 Faculty and Staff
~7,500 Developmental Math Students/Year

16. 3 Courses 8 Modules Essential Mathematics Introductory Algebra
DMA 010, 020, 030
Introductory Algebra
DMA 010, 040, 050
Intermediate Algebra
DMA 060, 070, 080
Most non-STEM programs require mods 1-5

17. 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
Geometry spread throughout. Notice where polynomials is. Great news for 070 students.

18. Flexibly Paced Classroom
Seated Classroom
vs.
Flexibly Paced Classroom

19. Do your classes look like this?

20. Now they’ll look like this.
Engaged students.

21. The GTCC Emporiums are:
150 person Math Emporium*
Cloud Computing
4 classes running concurrently
25 drop-in
40 person testing center
80 person Math Emporium
2 classes running concurrently
10 drop-in
30 person Math Emporium
1 class of 24 and 6 drop-in
15 person Math Emporium

22. The GTCC Emporiums are:
Fixed class time
3-4 hours/week with an instructor of record
2 additional online hours required/wk
For each class of 35 students:
One instructor
One professional tutor/student tutor
~15% seats are for drop-ins
Additional tutors first two weeks
GTCC is mixed. 3 or 4(for vets) fixed

23. Creating the Coordinator Course
Create pre-tests
Link personalized homework
Create homework assignments
Create the quizzes (pooling)
Multiple authors/books
Create the Module Test (pooling)
Personalized homework
Insert links to videos
Set pre-requisites for all assignments

24. Exempt, move on to the next module.
Module Progression
Module Placement Test
Credit given for objectives previously mastered.
< 85%
≥ 85%
Work through the
module.
Exempt, move on to the next module.

25. Progression Through a Module
MML video (optional)
Workbook exercises
MML homework
MML quiz
MML Module test
Personalized homework
Most of the conceptual work is in the workbook . We will NOT help a student if they have not done the section in the workbook

26. Mastery Level at GTCC Instructor intervention personalized homework
Homework – 85%, unlimited attempts
Quiz – 85%, [3,∞)
Pooled questions
Instructor intervention
personalized homework
Module Test – 80%, [1,4]
Instructor intervention/personalized homework
HW generated for the quiz and the test.

27. Keeping students on track
Personal contact with every student weekly
Knowing where your students are in the course
Soft due dates
Assignment completion times

28. Predicted Date of Completion
MODULE 6
Assignment
Predicted Date of Completion
Time Needed
MOD 6 PLACEMENT
1:15
HW 6.01
1:00
HW 6.02
HW 6.03
HW 6.04
0:30
HW 6.05
0:45
HW 6.06
HW 6.07
2:00
HW 6.08
QUIZ
1:45
HW 6.11
3:00
Pacing Guide

29. Orientaion Assignment/Syllabus Quiz
Completion Schedule
Day
Date
Assignment 1
1/7
Orientation 2
1/8
Orientaion Assignment/Syllabus Quiz 3
1/9
Placement Test 1 4
1/10
Leap Log 1.02/MML 1.02 5
1/11
Leap Log 1.03/MML 1.03 6
1/14
Leap Log 1.04/MML 1.04 7
1/15
Leap Log 1.05/MML 1.05 8
1/16
Quiz
Completio n Schedule

30. A, B, C Success Rates

31. A, B, C Success Rates

32. A, B, C Success Rates

33. A, B, C Success Rates

34. Subsequent Course Completion Rates

35. Repeaters Completion Rates

36. Subsequent Course Success Rates

37. And the students say….

38. “I like it because you get to skip sections that you already know how to do.”
“I hate to feel like I have to work at someone else’s pace. This course gives me the ability to learn the way I learn.”
“I like that you can go at your own pace. I just do not like how one teacher shows you one way to a problem and you get it and then another teacher comes behind that teacher with a different way and it confuses me.”** .
A&T Chancellor.

39. “I feel like all of my class time is being used instead of getting lectured and being lost.”
“I really like the individualized attention that the teachers give. They are always available to answer your questions.”
“I like that you can complete this course at your own speed and not the speed of the class. With this rate I am able to comprehend more.”

40. And faculty say….
The good, the bad, and the ugly…..
Change is hard!!

41. Faculty comments
“At first, I didn’t know what to think, but I didn’t think I was going to like it.”
“It can be challenging teaching 3 levels at the same time.”

42. “I like the ‘on-demand’ teaching that takes place
“I like the ‘on-demand’ teaching that takes place. The student actually listens to me.”
“Students learn by doing, not watching. Now they are more responsible for what they learn and how quickly they learn it.”

43. Questions?
Susan Barbitta
x50032