Redesigning Developmental Mathematics at Towson University

1. MHEC Developmental Mathematics Course Redesign Grant ProgramRedesigning DevelopmentalMathematics atTowson University Raouf Boules, Ph.D. January 17, 2012

2. Redesigned Courses: DVMT 101- Developmental Mathematics (4 contact hours) DVMT 110 - Intermediate Algebra (3 contact hours)

3. Student Population • Students with SAT mathematics scores less than 500 and weak placement test scores • Typical academic year enrollment data • DVMT 101: 20 course sections enrolling 500 students • DVMT 110: 15 course sections enrolling 350 students • Total: 35 sections with close to 850 students • Relative size: 8% of the Department academic year operation

4. Traditional Format • Lecture format • DVMT 101: 4 hours • DVMT 110: 3 hours • Taught mainly by adjunct faculty • Use common exams with pass/fail grades • Challenges • Students enter with varying background experience and skill levels • Students may move with varying pace • May even enroll in DVMT 101 and finish both • Some need more individualized attention than others

5. Redesigned Format • Uses a replacement model where one hour in each of the 2 classes is replaced by at least one mandated hour in an open computer lab • Lab uses interactive learning software with thousands of practice problems and tutorials • Self-paced learning environment with immediate feedback and tutorials • Lab is mainly staffed by Undergraduate Learning Assistants (ULA’s), some graduate Teaching Assistants (TA’s) and some instructors • Lab focus: Providing individualized on-demand guidance and individualized attention

6. New Computer Lab • 40 computers • Open 28 hrs/wk

7. Path to Implementation • Created Course Redesign Task Force • Created an on-line supplementary component for each course • Hosted two major workshops (led by two national experts) and numerous technology-related training sessions • Utilized resources provided by the University System (workshops, networking opportunities, etc) • Some members of Task Force attended the NCAT and other conferences • Created resource manual for instructors and a website for students • Recruited and trained ULA’s and LA’s

8. Roadblocks • Resistance to change • Large number of adjunct faculty involved • Isolated bad technology experiences • Initial lack of space for an open computer lab

9. DVMT 101 Pass Data

10. DVMT 110 Pass Data

11. Success Indicators • Time to completion • Pass rates (fall 06 to fall 09 change): • DVMT 101: 77%  85% • DVMT 110: 62%  66% • Positive student experience (from course evaluations) • Increased faculty enthusiasm • Some realizable cost saving • 19% of total cost of $140K/year

12. Cost Assessment • Traditional • Instructors’ salary = $140K in Academic year 07-08 • Redesigned: • Instructors salary = $98,100 • Lab staffing cost = $15,000 • Total = 113,100 • Saving of 19% ($26,900)

13. Models for Course Redesign • Supplemental – Add to the current structure and/or change the content • Replacement – Blend face-to-face with online activities • Emporium – Move all classes to a lab setting • Fully online – Conduct all (most) learning activities online • Buffet – Mix and match according to student preferences • Linked Workshop - Replaces the remedial/developmental course with just-in-time “workshops”

14. Models Most Used in Developmental Mathematics, more detail • Replacement : Seton Hall University • Emporium : Virginia Tech • Linked Workshop : Ferris State University in Michigan and Austin Peay State University • See work by Uri Treisman of U Texas at Austin on Statway – Carnegie Foundation • See also Accelerated Learning Program: A Powerful Model for Developmental Education http://leap.aacu.org/toolkit/student- success/2011/accelerated-learning-program-model-for- developmental-education • Case studies at: http://www.thencat.org/PCR/Proj_Discipline_all.html

15. The Replacement Model • Replaces (rather than supplements) in-class time with online, interactive learning activities • Carefully considers why (and how often) classes need to meet face-to-face • Assumes that certain activities can be better accomplished online - individually or in groups • May keep remaining in-class activities the same or may make significant changes • May schedule out-of-class activities in computer labs or totally online so that students can participate anytime, anywhere • Examples: • Towson University: Developmental Mathematics • UMES: Principles of Chemistry

16. The Emporium Model • Moves all classes to a lab setting • Multiple sections combined into one large section • Depends heavily on instructional software including interactive tutorials • Allows students to work as long as they need to master the content • Permits the use of multiple kinds of personnel • Requires a significant commitment of space and equipment • Can teach more than one course in the lab, thus leveraging the initial investment

17. The Linked Workshop Model • Retains the basic structure of the college-level/core course, particularly the number of class meetings • Replaces the remedial/developmental course with just-in-time “workshops” • Workshops are designed to remove deficiencies in core course competencies (for a particular course) and are just-in-time—i.e., designed so that students use the concepts during the next core course class session • Students are individually assigned software modules based on results of diagnostic assessments/placement • Workshops consist of computer-based instruction, small-group activities and test reviews to provide additional instruction on key concepts and are facilitated by students (peer support)