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jscc/smart-math

SMART Math Jackson State Community College Jackson, Tennessee. Redesigned Developmental Math Program. Annual Enrollment: 2200 Sections: 71 Section Size: 30 (24 at centers) Fully Implemented in Fall 2009. Goals: Improve Student Success Increase Learning

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jscc/smart-math

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  1. SMART Math Jackson State Community College Jackson, Tennessee Redesigned Developmental Math Program Annual Enrollment: 2200 Sections: 71 Section Size: 30 (24 at centers) Fully Implemented in Fall 2009 Goals: • Improve Student Success • Increase Learning • Prepare students for career and • educational goals – not just • remediate high school • deficiencies www.jscc.edu/smart-math

  2. S MA RT chieve urvive aster eview ransfer SMART Math Center at Jackson State

  3. Attempted to remediate high school math deficiencies • Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra • 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 pass course or start over next term • Pass Rate: 42% • Each instructor designed own course presentations, lectures, homework assignments, and tests • Student class time was inflexible What Did We Do Before the Redesign?

  4. SMART MathObjectives • Mastery of Competencies – Not Just Self-Paced • Accommodation of Learning Styles • On-demand Individual Assistance • Immediate Feedback on Tests and Homework • Opportunity to Progress More Quickly (or slowly) • More Frequent Opportunities for Success • Student requirements based on educational and career goals

  5. How We Got Started 12 modules replaced 3 traditional courses. To satisfy a module the overall grade must be at least 75%. Components of each module grade: Attendance 5% Notebooks 10% Homework 15% Post-Test (Proctored) 70%

  6. Why Modularize? • Mastery learning facilitated • Individual student requirements based on educational and career goals • Multiple exit options • Students can change schedule without interrupting learning • More frequent opportunities to successful completion • Student begins new semester with next required module

  7. Procedure for Modularization • Course competencies of the three traditional courses were separated into 12 clearly defined modules • Prerequisite modules were identified for success in • general education math courses • other college level courses • programs not requiring college level math • Curriculum Committee approved changes in Developmental Math requirements • Procedures were set up to advise students of their multi-exit options based on their career choice • Advisor training sessions were conducted

  8. Programs of Study Module Requirements

  9. Record Keeping • For which course does the student register? “Shell Courses” that do not designate modules DSPM 0891 Developmental Mathematics I DSPM 0892 Developmental Mathematics II DSPM 0893 Developmental Mathematics III • All new students enroll in DSPM 0891 • Student completes at least 4 modules (or all required if < 4) • Grade = Average of 4 highest modules scores • Students still needing to complete more modules enroll in DSPM 0892/DSPM 0893

  10. Mastery Learning • New students begin with Pre-Test on Module 1 • 80% mastery moves student to next module • If less than 80%, student completes • Homework in MyMathLab • Practice Test in MyMathLab • Post Test in MyMathLab • SMART Math notes – (workbook format) • 80% mastery to move from one homework assignment to next • 75% mastery on proctored post test

  11. Learning Increased Mean Scores on Post Test by Modules

  12. Student Success IncreasedStudents Passing the Course Overall Success Rate Increased by 45%!

  13. Retention IncreasedStudentsEnrolled in Course to End Overall retention increased by 14%!

  14. Redefining Faculty Roles Faculty are now facilitators and evaluators of student learning. Faculty guide each student’s study through developmental math. Faculty counsel students on their module requirements relative to their career goal. Faculty lead small group instruction on difficult topics. Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty.

  15. Cost Savings for Institution • Reduced cost per student by over 20% • Reduced total number of sections by 28% • Increasing maximum class size from 24 to 30 • Providing opportunity for students to complete developmental coursework more quickly • Reduced number of sections taught by full time faculty from 78% to 58% • Utilized tutors at lower cost per hour than faculty • Improved retention of students by over 14% • Increased college enrollment numbers by enrolling students more readily in credit bearing courses

  16. 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 guidance and encouragement throughout the whole process. Come visit us and see our SMART MathCenter! Betty Frost Assoc. Prof. of Mathematics NCAT Scholar bfrost@jscc.edu Mary Jane Bassett Dean of Academic Support mbassett@jscc.edu

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