2.  Involves multiple large enrollment courses  Impacts 75+% of the students in a department  This usually requires redesigning < 5 courses  Math  dev math, college algebra, statistics  English  dev writing, comp 1, comp 2  What would it take for “College Redesign”?  < 5departments and < 25 courses

3.  University of Mississippi  Cleveland State Community College  Chattanooga State Community College  There are other examples  Virginia Tech  University of Alabama  Successful redesign projects often spread due to improved results and student demand

4. Redesigned through Business Calculus Enrollment increased after redesign Efficiency gains used to benefit doctoral program

5. 3 Developmental Math Courses Basic Math, Elementary Algebra, Intermediate Algebra 6 College Level Math Courses College Algebra, Statistics, Finite Math Precalculus I, Precalculus II, Applied Calculus 1 Computer Labs, 4 Computer Classrooms 60 computer lab on main campus in Cleveland 35 computer classroom/lab on campus in Athens Project Timeline Spring 2008: Elementary Algebra and Intermediate Algebra Fall 2008: Basic Math, College Algebra, Statistics, Finite Math Fall 2009: Precalculus I, Precalculus II, and Applied Calculus 1300+ Students Enrolled In 9 courses Each Semester

6. 3 Developmental Math Courses 30 Sections Offered Average Class Size 24 3 College Math Courses 17 Sections Offered Average Class Size 20 Athens & Vonore Sites 5 Developmental Math Classes 4 College Level Math Courses Maximum Class Size 32 Most Sections 20 - 25 Students 3 Developmental Math Courses 40 Sections Offered Average Class Size 18 3 College Math Courses 28 Sections Offered Average Class Size 14 Athens & Vonore Sites 9 Developmental Math Classes 8 College Level Math Sections Maximum Class Size 22 Most Sections 15 - 20 Students After RedesignBefore Redesign

7.  Continuous Enrollment Plan  Students may start in any redesigned math course when they finish the course they are currently enrolled in, without switching classes  Students add second class to schedule if they complete it  63 students completed multiple math courses in 2008-2009  50 of these exited developmental math in one semester  2 students completed 3 courses in one semester  1 student completed 4 courses in one semester  Back to the One Room Schoolhouse  Low enrollment classes always a problem  Solution: Two classes in same room at the same time  New course offerings at all campuses in Fall 2009  Scheduling flexibility increase due to this strategy  Creates an atmosphere of Math on Demand

8. 2 Developmental Math Courses Basic Math/Elem. Algebra, Basic Math/Int. Algebra 8 College Level Math Courses Contemporary Math, College Algebra, Statistics Precalculus I, Precalculus II, Calculus I Business Statistics, Business Calculus 1 Computer Labs, 7 Computer Classrooms 200 computer lab on main campus 32 computer classroom/lab at off sites Project Timeline Spring 2010: Developmental Math Fall 2010: Six College Courses Fall 2011: Business Calculus, Business Statistics 4000+ Students Enrolled In 8 courses Each Semester

9.  Redesign in math has been successful at all levels  Redesign applies to a wide variety of disciplines  Economies of scale apply to course redesign  Efficiency gains can be used to benefit programs That’s all folks! Thanks for coming!