1. Increasing Student Success: A Journey of Course Redesign Presented to the Course Redesign Workshop San Diego, CA October 21, 2006

2. Andreana M. Grimaldo Assistant Professor of Mathematics & Developmental Mathematics Coach agrimaldo@qcc.mass.edu Quinsigamond Community College Worcester, MA www.qcc.mass.edu

3. Quinsigamond Community College Profile  Established in 1963  One of the 29 colleges and universities in the Commonwealth of Massachusetts’ system of public higher education  Open Admissions  Located in the city of Worcester (176,000 pop.)  Offers 60 associate degree and certificate programs, as well as non-credit options to over 7,000 day and evening students.  Diverse student population  Ethnicity  Age  Socio-economic

4. QCC Math Department Faculty  9 full time faculty  55 - 60 adjunct faculty  ~180 sections of mathematics per semester  ~100 sections of developmental math per semester  80% taught by adjunct faculty

5. Course Times and Locations  Day class (traditional, computers)  Night class (traditional, computers)  Weekend (traditional, computers)  Off campus (local high schools, hospitals, nursing homes, etc.)  Fast track  Online

6. QCC Student Profile Average age: 27 40% directly from high school (18-21 years old) 60% Adult learners 45% Full-time; 55 % Part-time 23% Minority 60% Female 60% Day; 40% evening 97% from Worcester County 40% from Worcester

7. QCC Math Student Profile  93% test (CPT) into at least 1 level of developmental math  High level of math anxiety  Long history of failure  Poor study skills  Overall - unprepared for college level work

8. Course Redesign History  1999 Commonwealth of Massachusetts Community College Developmental Education Committee began the campus thinking of change  2001 – 2002 Numbers in Developmental Math began increasing  2001 QCC awarded $1.7 million, 5 year Title III grant

9. Challenges  Large number of developmental math sections  Large number of part-time faculty  Increasingly poor performance of students  Inconsistent grading  Inconsistent delivery of objectives  Students with Individual Education Plans  Strong union presence protecting Academic Freedom

10. QCC’s Developmental Math Program  Basic Mathematics  Beginning Algebra  Intermediate Algebra

11. QCC Developmental Math Instructor Resource Manual  Text specific manual  Faculty created, piloted, edited  Available in hard copy / electronic version  Syllabus, semester outline, pacing, group activities, homework, assessments, etc.  Student centered instructional methods  UDL-Universal Design of Learning

12. Intermediate Algebra  Pilot 2002  Baseline Pass Rate 54.5%  75-80% Traditional classrooms  Uniform content and pacing  Required homework – computer based  Mandatory departmental final exam, face-to-face, paper/pencil

13. Beginning Algebra  Pilot 2003  Baseline Pass Rate 48.1%  50% computer classrooms  Uniform content and pacing  Required homework – computer based  Accelerated pace is possible  Mandatory departmental final exam, face- to-face, paper/pencil

14. Basic Mathematics  Largest span of ability  Pilot 2004  Baseline Pass Rate 54.5%  Flexibly structured  Self-guided work (computer based or hard copy)  Mandatory departmental final exam, face-to-face, paper/pencil

15. Pilot the Proposed Redesigned Courses (2003-2004)  Pass Rate: Based on final exam grade of 73+  Basic Math: 51%  Beginning Algebra: 74.2%  Intermediate Algebra: 58.9%

16. Developmental Math Coach  Faculty position focused on developmental math curriculum  Supported by administration with re-assigned time  Plan and implement professional development  Empower adjuncts and full-time faculty  MyMathLab technology support  Reflective practice sessions  “Clearinghouse” for information  Create, distribute and monitor final exams

17. Departmental Final Exam  Institutional “pre-requisite” to next level course  Face-to-face  Use TestGen to generate multiple versions of pencil/paper exam  Passing score: 73% on final exam  “Test the Test” – approx. 88% pass/fail agreement rate

18. MyMathLab  One of the first in New England to use (~2000)  Inconsistent application (2000- 2004)  MyMathLab upgraded (2005)  Fully embraced (2006)

19. Electronic Homework Management Using MyMathLab 3 Master Courses- All faculty copy

20. Retention Strategies Close tracking of student’s attendance and performance

21. Early Intervention

22. Student Support Math Center  Drop-in math tutor center  Computer or pencil/paper assistance Harrington Computer Lab  Drop-in computer lab  No mathematical assistance

23. Faculty Support Center for Academic Excellence Training Sessions and Reflective Practice

24. Institutionally Accepted  ALL courses use QCC’s Instructor Resource Manual  ALL courses follow the same format  ALL students access MyMathLab  ALL students take final exam

25. Results

26. Intermediate Algebra

27. Beginning Algebra

28. Basic Mathematics

29. Overall Conclusions  Large number of developmental math sections  Large number of part-time faculty  Student performance has increased  Student completion rate has increased  Institutional expansion - consistency of curriculum  Increased enrollment per section – able to manage  Higher level of faculty collaboration and camaraderie

30. Major Components to Success  Administrative support  Faculty designed and implemented  Individual instructors benefit by change  Atmosphere of professional collaboration

31. Future Plans  Computerized departmental final exam  Continued atmosphere of collaboration and experimentation  Institutional laptop program ....... NEVER DONE!

32. Team Members  Creation of Instructor Resource Manuals –QCC Faculty -Andreana M. Grimaldo, Denise Robichaud, Steve Zona, Virginia Asadoorian, Carol Rinaldi, Elaine Previte  All Title III Data Analysis –Meredith Twombly, former IR Director at QCC  Pat Toney, Interim Vice President of Academic Affairs –patt@qcc.mass.edupatt@qcc.mass.edu Barbara Zabka, Staff Assistant, Academic Affairs

33. Questions