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Saundra King Director of Transitional Studies

Saundra King Director of Transitional Studies. Chattanooga State Technical Community College Saundra.king@chattanoogastate.edu. Why Redesign?. Low student success rates and retention No attention given to individual learning styles Pre-requisite skills not mastered before moving to new ones

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Saundra King Director of Transitional Studies

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  1. Saundra King Director of Transitional Studies Chattanooga State Technical Community College Saundra.king@chattanoogastate.edu

  2. Why Redesign? • Low student success rates and retention • No attention given to individual learning styles • Pre-requisite skills not mastered before moving to new ones • Students who do complete DSP math sequence do not perform as well in their first college level math class as those who place directly into college level math • TBR initiative

  3. Structure Traditional Redesigned: Replacement Model • 3 course sequence, placement based on ACT/COMPASS • Lecture based with 1 teacher per 25 students • Approximately 3,600 students enrolled during fall and spring semesters w/average class size of 25 • Some instructors used software, but not mandated • 3 course sequence, placement based on ACT/COMPASS with diagnostic 1st day of class • 2 + 2 model - 2 hours lecture + 2 hours lab per week • Large classroom with max 110 students • Team taught by 3 instructors • Module based utilizing MyMathLab

  4. Cost Savings • Anticipated cost savings of $28.00 per student. • Based on yearly enrollment of 3,546 in DSPM, total savings of $99,288.00 is expected. • Increased class size = fewer sections = fewer instructors. • Savings not calculated – realized when students do not have to repeat

  5. Student Outcomes • Improved learning through greater competency mastery. • Measurements: • Success Rates • Comparison between success rates in pilot and non-pilot sections • Comparison between old and new data • Comparison of success rates in college level math for DSP and non-DSP students

  6. Process and Challenges Spring 2008 Summer and Fall 2008 • Redesigned classroom space – enlarged classroom to accommodate 50 students. • Redesigned lab space – temporary “fix”, added 50 computers in existing space. • Began process of re-educating campus community . • Some student anxiety, close confines of existing lab space. • what to do with students who are struggling? • Complete redesign of existing lab space. • Enlarging another classroom. • Redesign of DSPM0850, Intermediate Algebra pilots. • Modules? • Continued evaluation of course content, course objectives, and teaching. • Evaluation of diagnostic tools.

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