do the math john squires, chattanooga state community college
TRANSCRIPT
Do the MathJohn Squires, Chattanooga State Community College
Redesign the Whole Course› Continuous Improvement isn’t Possible Without
Teamwork Ongoing Assessment & Prompt Feedback
› Students need to always know how they are doing. Technology can help provide this.
Active Learning› Students don’t learn anything if they don’t do anything.
Individual Assistance› When students struggle they need help.
Time on Task› Course layout can help keep students engaged.
3 Developmental Math Classes› Basic Math, Elementary Algebra, Intermediate Algebra› Emporium Model, Mastery Learning, 1+ 2 Format› Weekly Expectations, Points for Everything
7 College Math Classes › College Algebra, Finite Math, Statistics (1 + 2)› Precalculus I & II, Applied Trig, Business Calculus (2 + 1)
Scheduling Benefits› Continuous Enrollment Plan› One Room Schoolhouse
Results› Developmental math success increased from 51% to
67%› College math success increased from 71% to 76%
Developmental Math› 2 Shell Courses to fit new TBR Guidelines› Emporium Model, Mastery Learning, 2 + 2 Format› MyMathLab, Mini Lectures, Videos, Course Workbook
College Math› Replacement/Emporium Model› Contemporary Math, College Algebra, Statistics› Pre-calculus I & II, Calculus I & II› Math for Elementary Teachers
Results› Exit rate went from 23% 2007-08 to 33% 2010-11› Withdrawal rate cut in half (13% 07-08 to 5% 10-11)› 500 more students in college math than dev math
F2012
2007F 2011F % increase
Cleveland State 334 633 71
Chattanooga State 1143 1810 58
Students Passing College Math
Tenn. Board of Regents (Schutz & Tingle) Strong positive impact on course success Strong positive impact on next course success
Harvard University (Boatman) “Among those enrolled in developmental math,
however, students completed an average of 3.3 credits more of their attempted credits (or an average of one course) than their peers assigned to college-level math.”
“At Cleveland State, the redesigned courses led to more college-level credits after two years.”
Cleveland State Redesign◦ TBR and UF studies found that gender and race were
no longer factors in predicting course success – achievement gaps were closed
Chattanooga State Redesign◦ Low – income students tracked and compared to all
students in terms of course success, accelerated learning, and fall to spring retention
◦ No gaps were found, low-income students performed as well as other students across the board in all areas
Getting students to Do the Math
Helping Struggling Students
Making Sure They Learn the Material – Mastery Learning
I believe that mastery learning is the critical missing link in the education of low achievers.
Patricia K. Cross, 1976 Accent on Learning
ECHO (Early College Hybrid Online) Courses Offered as Online Courses with On-
ground Assistance – Classes Meet At Least Two Days A Week in Computer Classroom
College Teachers and High School Teachers Work as a Team
Provides Quality Assurance Expands Opportunities for Early College ECHO can be offered in any high school 97% Success Rate, 3.3 Course GPA
“My Math Lab”› Built to capacity, friendly atmosphere› Most utilized resource on campus
Online Resources› Fully integrated, quality throughout› Guided learning path
Program Expectations› Well established and reasonable› Provide structure, keep students on task
Patience› Changing a culture takes time
University of Alabama
