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Math Redesign Project

Math Redesign Project. Joliet Junior College. Laura Egner Developmental Math Coordinator Joliet Junior College legner@jjc.edu. Michael Sullivan Joliet Junior College msulliva@jjc.edu. What Is Redesign?. Redesign defined www.thencat.org. Why Redesign?.

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Math Redesign Project

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  1. Math Redesign Project Joliet Junior College Laura Egner Developmental Math Coordinator Joliet Junior College legner@jjc.edu Michael Sullivan Joliet Junior College msulliva@jjc.edu

  2. What Is Redesign? • Redesign defined • www.thencat.org

  3. Why Redesign? Source: Bailey, Jeong, and Cho “Student Progression Through Developmental Sequences in Community Colleges” Community College Research Center, Number 45, Sept. 2010

  4. Why Redesign at JJC? • Administrative challenge from VP of Academic Affairs • Change Clearly Needed – Success rate in developmental math between 45.7% and 52.5% • Faculty ready for a simpler change • Pilot a possible solution – a reasonable choice for some • Heterogeneous students • Heterogeneous course

  5. Bloom’s 2 Sigma Problem • Comparison of Three Instructional Conditions • Conventional Class • Mastery Learning with Corrective Procedures • Individual Tutoring Source: “The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring” by Benjamin Bloom Educational Researcher, Vol. 13, No. 6 (Jun – Jul, 1984), pp. 4 - 16

  6. Desired Outcomes • Increase pass rate/decrease DFW rate • Increase student success in subsequent college-level courses • Uniform course college-wide • Self-acceleration • Develop effective study skills • Shelf life of modules

  7. Math Redesign Projectat JJC • Model Decision: Fixed Emporium • Easy to Enroll Students • Financial Aid Consideration • Instructor Accessibility

  8. Math Redesign ProjectCurrent Overview • Three development courses: College Arithmetic, Elementary Algebra, Intermediate Algebra • Total - 511 students this semester • The learning model for satellite campus • A secondary choice at main campus (new pilot site) • Two computer lab classrooms at each campus • Student:instructorratio 22:1

  9. Typical Module • Section Level • Objective Level Video Lecture • Homework at the Objective Level • Mixed Practice Homework • 90% Mastery • Module • Two or three quizzes per module (80%) mastery • Personalized homework • 70% mastery on exams • Personalized homework

  10. Student Responsibilities • Sign policy contract • Access to course management system • Attendance • Work outside of class • Maintain quality notebook

  11. Instructor Responsibilities • Guide on the side • Study skills • Effective math/writing/communication skills • Communication

  12. How Are We Doing? Data AnalysisMath 090 – College Arithmetic

  13. How Are We Doing? Data AnalysisMath 090 – College Arithmetic

  14. How Are We Doing? Data AnalysisMath 090 – College Arithmetic Redesign (Popn 1) vs. Traditional (Popn 2)

  15. How Are We Doing? Data AnalysisMath 094 – Elementary Algebra

  16. How Are We Doing? Data AnalysisMath 094 – Elementary Algebra

  17. How Are We Doing? Data AnalysisMath 094 – Elementary Algebra Redesign (Popn 1) vs. Traditional (Popn 2)

  18. How Are We Doing? Data AnalysisMath 098 – Intermediate Algebra

  19. How Are We Doing? Data AnalysisMath 098 – Intermediate Algebra Traditional (Popn 2) vs. Redesign (Popn 1)

  20. How Are We Doing? Data AnalysisMath 098 – Intermediate Algebra Redesign (Popn 1) vs. Traditional (Popn 2)

  21. Positive Student Reaction I absolutely love that I can access any material or info that I need anywhere. The best part is I can go at my own pace. My instructor has been a motivating influence in the class. He always made his rounds letting students know their status, making recommendations and assisting in any other way he could. I do not get held up by others who need further explanation; we all grasp math differently. I like the one-on-one help. In a regular class you get bombarded with material - hard to remember all that without practice. I like hearing students in the video and that it forces me to do my homework. Material sticks.

  22. Negative Student Comments (sort of) No, because I did not know the type of class this was and I was in it made me lazier since I have to work at my own pace at home. I didn’t have time. I feel it’s easier to learn when personally taught and easier to ask questions that way.

  23. Challenges • Fine-tuning the vision of the curriculum, structure, and implementation • Financial Aid and registration concerns • Customizing curricular materials and auditing for accuracy • Seeking and educating instructors on the new pedagogy and technology

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