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Road to Redesign: First Thought to Full Implementation

Road to Redesign: First Thought to Full Implementation . Teresa Ryerse Overton toverton@nvcc.edu Northern Virginia Community College. Northern Virginia Community College. Suburbs of Washington DC 5 Campuses and a separate Medical Education Campus 78,000 Students 2,600 Faculty and Staff

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Road to Redesign: First Thought to Full Implementation

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  1. Road to Redesign: First Thought to Full Implementation Teresa Ryerse Overton toverton@nvcc.edu Northern Virginia Community College

  2. Northern Virginia Community College • Suburbs of Washington DC • 5 Campuses and a separate Medical Education Campus • 78,000 Students • 2,600 Faculty and Staff • ~8,500 Developmental Math Students Per Year

  3. Traditional Developmental Math • Three Course Sequence • Arithmetic • Introductory Algebra • Intermediate Algebra • Traditional courses were lecture in format with student proceeding from lowest level course they placed into through the exit course. • Students had to complete Intermediate Algebra to get into any credit level math course.

  4. What’s the Problem? • In 2007, student success rate in Introductory Algebra – 38% • Other developmental math courses had similar success rates • Within 3 years of entering Introductory Algebra, only 28% enroll in college level courses • Of those only 20% pass a college level course • AtD initiatives resulted in modest gains

  5. The Journey • Representatives from each campus sent by administration attended a NCAT conference November 2009 in Nashville • VCCS State System mandating a change • College plan –March 2010 NCAT • NCAT Changing the Equation Grant

  6. NOVA’s Progression • Team of 13 formed • 2 math faculty from each campuses teaching developmental math • 1math faculty member from ELI • 1 instructional designer • 1 dean • Received NCAT Changing the Equation Grant • A common book was selected • Objectives for each unit written (based on The Critical Point and Curriculum Guide) www.vccs.edu/deved

  7. NOVA’s Progression(cont) • Secured computers from administration • Chose computer classrooms and labs on each of the five campuses • Created common documents and assignments with significant input from faculty • Developed a training program for Faculty • Assessment questions were selected and was used to gather comparison data between redesign and traditional sections

  8. The Redesign Course • MASTER Math • Motivating • Academic • Success • Through • Effective • Redesign • Spring / Summer 2011 Pilot • Fall 2011 first semester full implementation

  9. Shell Courses: What they are? • Umbrella course when using modules • Allows students to work on whichever modules they need to study • Gives students flexibility to work faster than minimum • Eliminates students needing to register for specific modules • Eliminates students needing to register every few weeks for a new module

  10. Shell Course: MTT 4 • Class is four credits for students, three for instructors (25 students per class) • Students are paying for seat time • Minimum amount of units must be met for the course grade • No maximum amount of units in a semester • Addresses the logistics of scheduling and financial aid • Students receive both unit grades and course grade • Also have MTT 1, 2, and 3

  11. Course Format • Placement by VPT (Virginia Placement Test) • Multiple exit points depending on credit level course needed • Two hours spent in computer classroom at a set time with their instructor • Two hours spent in Master Math Lab at a set time with their instructor and additional time during open hours • One Custom Textbook for all Units (Two Volumes) • All documents and assignments are common

  12. Unit Organization • Ten units from what was three courses (no more repeated material) • Each unit consists of: 1) a MyMathLab pretest; 2) 3 modules, each with PowerPoint/Videos/Textbook, notes, MyMathLab homework and a MyMathLab quiz; 3) a cumulative MyMathLab post-test • All units start with the pre-test • 80% or higher-student proceeds to next unit pretest • Less than 80%-student works through modules and then takes the post-test before going to next unit

  13. Data • Without counting start-up expenses, have 6.5% cost savings in course delivery • Percent of S grades is hard to compare • Prior Grade Inflation • Mastery learning • Standard material • Higher expectations (4 units instead of 3-3.5) • Units 0-2 align with MTH 2 Arithmetic and those completions rates have increased

  14. Four Semester Progress Toward Completion of Developmental Math http://old.vccs.edu/LinkClick.aspx?fileticket=1ECw03LiKH8%3D&tabid=622

  15. Questions?

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