1. SMART Math Jackson State Community College Jackson, Tennessee Presenter: Betty Frost, Chair Mathematics Department NCAT Scholar bfrost@jscc.edu www.jscc.edu/smart-math Winner of the prestigious 2010 Bellwether Award in the category of Innovative Instruction and Services Given by Community College Futures Assembly

2. Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra Pass Rate: 42% Pass Rate: 42% Attempted to remediate high school math deficiencies Attempted to remediate high school math deficiencies Student had to pass course or start over next term Student had to pass course or start over next term Student had to successfully complete all three courses before enrolling in Allied Health or Nursing programs or taking certain college level courses Student had to successfully complete all three courses before enrolling in Allied Health or Nursing programs or taking certain college level courses Student class time was inflexible Student class time was inflexible Each instructor designed own course agenda, lectures, homework assignments, and tests Each instructor designed own course agenda, lectures, homework assignments, and tests Course Drift Course Drift Why did Jackson State redesign Developmental Mathematics?

3. Timeline for Our Redesign  Spring 2007 – attended statewide NCAT seminar  Summer 2007 – wrote proposal for Redesign  Fall 2007 – Began plan for implementing Pilot 1 in Spring 2008 Remodeled 2 classrooms for Math Emporium  Spring 2008 - Pilot 1 - Offered Parallel Sections Traditional - Taught by “traditional” instructors Redesign - In SMART Math Center  Fall 2008 - Pilot 2 – Offered mostly Redesign Sections (One section of traditional).  Spring 2009 - Pilot 3 –SMART Math fully implemented!

4. Key Features of Developmental Math Redesign SMART Math Center (Emporium) SMART Math Center (Emporium) Mastery Learning Mastery Learning Modularization Modularization Multi-Exit Opportunities Multi-Exit Opportunities

5. S M A R T SMART Math Center at Jackson State urvive urvive chieve chieve aster aster eview eview ransfer ransfer

6. SMART Math Center Emporium Model Large computer center Large computer center 80 Student Stations Accommodates two class sections of 30 each Allows for drop-ins Open Six Days per Week Open Six Days per Week Monday – Thursday from 8:00 a.m. to 9:00 p.m. Friday from 8:00 a.m. to 2:00 p.m. Saturdays from 9:00 a.m. to 2:00 p.m. Also open during Fall and Spring Breaks Staffed by student tutors, professional tutors, instructors Staffed by student tutors, professional tutors, instructors

7.  12 modules replaced 3 traditional courses – (same competencies) – Fall 07  Prerequisite modules were identified for success in ‒ general education math courses ‒ other college level courses ‒ programs not requiring college level math  Changes in Developmental Math Requirements approved by Curriculum Committee – Spring 08  Procedures set up to advise students of their multi-exit options based on their career choices – Summer/Fall 08 How JSCC got started Modules1, 2, 34, 5, 6, 78, 9, 10, 11, 12 TraditionalBasic MathematicsElementary AlgebraIntermediate Algebra Programs Requiring 12 Modules720.3% Programs Requiring 8 or less Modules4179.7%

8. Campus Involvement - Our Team Math Faculty - Full time and Adjunct Math Faculty - Full time and Adjunct Presidential Support Presidential Support Academic Affairs Cooperation Academic Affairs Cooperation D ean on Team - Champion for Redesign D ean on Team - Champion for Redesign Office Staff in Academic Affairs Office Staff in Academic Affairs Deans/Department Chairs/Program Directors Deans/Department Chairs/Program Directors Curriculum Committee Curriculum Committee Student Services Assistance Student Services Assistance Financial Aid Office Financial Aid Office Records Office Records Office Advising Office Advising Office Information Technology Expertise Information Technology Expertise Building and Grounds Assistance Building and Grounds Assistance

9. PILOT I: Gain in Student Knowledge Mean Gain in Pre-Test to Post-Test Scores by Module

10. Mastery Learning New Students Begin with Proctored Assessment of Module 1  80% mastery moves student to next module  If less than 80%, Student studies work text book : Connecting the Concepts – A Modular Approach to Developmental Mathematic and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery) Student studies work text book : Connecting the Concepts – A Modular Approach to Developmental Mathematic and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery) After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery) Instructor checks work and mathematical notation. After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery) Instructor checks work and mathematical notation. Student takes Practice Test in MyMathLab (80% Mastery) Student takes Practice Test in MyMathLab (80% Mastery) Student takes Proctored Post Test in MyMathLab (75% Mastery) Student takes Proctored Post Test in MyMathLab (75% Mastery)  Student, moves to Module 2 and so on

11. Pre-RedesignPost- Redesign Retention Increased

12. Student Success Increased Students Earning A, B, or C Pre-RedesignPost- Redesign

13. Learning Increased Mean Scores on Module Post Tests

14. Success in College Level Students making A, B, or C in College Level Math Courses SMART Math 74% SMART Math 74% No SMART Math 68% Students making A, B, C, or D in College Level Math Courses SMART Math85% No SMART Math75%

15. Challenge: Redefining Faculty Roles Faculty facilitate student learning - guiding each student’s study of developmental math. Faculty evaluate student learning – monitoring progress and activity Faculty lead small group instruction on difficult topics. Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty. Faculty Do Not “do their own thing” – TEAM!

16. Challenge: Record Keeping Created “Shell Courses” that do not designate modules to be completed First, all students enroll in DSPM I Student completes at least 4 modules Students still needing to complete 3 or more modules enroll in DSPM II and begin with next required module. Then DSPM III if 3 or more modules still needed Students needing only 1 or 2 modules enroll in DSPM IV Table created in Banner/SOATEST to indicate modules completed for each student When a module is indicated satisfied, the student may enroll in any college course for which the module is a prerequisite Automated process of reporting students’ module completion in MML+ to Banner

17. Determining Grades Components of Each Module Grade Attendance 5% Notebook Problems 10 % Homework (MML) 15 % Post Test (Proctored) 70% Course Grade Criteria Complete 4+ Modules Complete 4+ Modules Average 4 Best Module Grades Average 4 Best Module Grades 95-100% = A 85- 94% = B 75- 84% = C Complete 2 or 3 Modules = PR* or F Complete 2 or 3 Modules = PR* or F Complete 0 or1 Modules = F Complete 0 or1 Modules = F *PR if activity in MML and attendance are adequate

18. Cost Savings for Students  Students do not pay for unnecessary coursework  Students are able to complete developmental math requirements in one term, if motivated  Students can adjust schedule to suit life changes instead of withdrawing from the course  Students decrease travel & childcare expenses  Student completion rates of developmental math increased by 75%

19. Cost Savings for Institution Reduced cost per student by over 30% Reduced cost per student by over 30% o Reduced number of sections Increasing maximum class size from 24 to 30 Increasing maximum class size from 24 to 30 Providing opportunity for students to complete developmental coursework more quickly Providing opportunity for students to complete developmental coursework more quickly o Reduced number of sections taught by full time faculty o Utilized tutors at lower cost per hour than faculty Improved retention of students by over 14% Improved retention of students by over 14% Increased college enrollment numbers by increasing student completion rates of developmental math Increased college enrollment numbers by increasing student completion rates of developmental math

20. SMART Math Outcomes Student requirements based on educational and career goals Accommodation of Learning Styles On-demand Individual Assistance Immediate Feedback on Tests and Homework – motivating students to continue until they get it right! Opportunity to Progress More Quickly (or slowly) Students know material before moving ahead – MASTERY! More Frequent Opportunities for Success – Students have the attitude “I can do this!” Students begin new semester with the next required module

21. Citations: Bassett, Mary J. and Frost, Betty(2010) “Smart Math: Removing Roadblocks to College Success,” Community College Journal of Research and Practice, 34: 11, 869 — 873 Bassett, Mary J. and Frost, Betty(2010) “Smart Math: Removing Roadblocks to College Success,” Community College Journal of Research and Practice, 34: 11, 869 — 873 Mills, Kay (2010) “Redesign the Basics,” National Cross Talk,” May 2010 Mills, Kay (2010) “Redesign the Basics,” National Cross Talk,” May 2010 Twigg, Carol (2009) “Increasing Success in Developmental Math: SMART Math at Jackson State Community College,” The Learning Marketplace, October 2009 Twigg, Carol (2009) “Increasing Success in Developmental Math: SMART Math at Jackson State Community College,” The Learning Marketplace, October 2009

22. College Level Math Courses MATH 1010 MATH FOR LIBERAL ARTS MATH 1410 TOPICS IN CONTEMPORARY MATHEMATICS I* MATH 1420 TOPICS IN CONTEMPORARY MATHEMATICS II* MATH 1530 STATISTICS AND PROBABILITY MATH 1630 FINITE MATHEMATICS MATH 1710 PRECALCULUS ALGEBRA MATH 1720 TRIGONOMETRY MATH 1830 APPLIED CALCULUS MATH 1910 CALCULUS I MATH 1920 CALCULUS II MATH 2110 CALCULUS III * MATH 1410 & 1420 are for Elementary Education Majors

23. Jackson State Mathematics Department wishes to thank:  The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality.  National Council of Academic Transformation for their guidance and encouragement. SMART Math Come visit us and see our SMART Math Center! www.jscc.edu/smart-math Betty Frost Associate Professor of Mathematics bfrost@jscc.edu