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Learn how professors at Central Carolina Community College and Citrus College are implementing new developmental math practices and courses based on North Carolina's state standards, and how you can too with this session dedicated to developmental math course redesign in North Carolina. In this presentation, Alan Tussy, Citrus College, and Lisa Key Brown, Central Caroline Community College, discussed how Central Carolina is using booklets specifically designed for North Carolina (Tussy, A Modular Curriculum for North Carolina) and the pre-built software-WebAssign in a lecture/lab and online distance education format. Custom booklets with the rich applications to enhance the pedagogy shift to conceptual and contextual understanding of mathematics were explored.
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Agenda
Introductions
Lisa Key Brown and Alan Tussy
Module Content
Content and features specific to redesign
Enhanced WebAssign
NC EWA course
EWA Improvements released in November
YouBook (interactive eBook corresponding to printed modules)
Modularization – Conceptual/Contextual
Streamlining content and reducing curricular
redundancies
Implementing new diagnostic and assessment
tools and policies that link to the modules
Alignment with college level courses and
competencies and with DPI’s efforts to improve
the college readiness of HS grads
Professional development plan for instructors
implementing the new curriculum
ulul
Tussy – A Modular Curriculum for North Carolina
Aligned with the outcomes of each module
Rich applications before most sections
Many contextual problems in each section
Enhanced WebAssign – One Code for all modules for the Life of Edition
Master Course with all modules – Coordinator Account
Multiple Problems available – No limit on problems used from other Cengage books
Statewide GOALS:
Mastery approach; Contextualized Applications and
Modules
4 Textbooks
Conceptual Student Learning Outcomes
1.1 Demonstrate an understanding of the concept of integers
within contextual application problems
1.2 Correctly represent integers on a number line
1.3 Demonstrate the correct use of additive inverses
1.4 Evaluate the absolute value of a number
1.5 Apply integer operations in solving contextual application
problems
1.6 Correctly apply the associative and commutative properties
1.7 Demonstrate understanding of exponents by converting
between exponential and expanded form
1.8 Evaluate exponents
1.9 Calculate the square root of numbers containing perfect
squares
1.10 Evaluate integer expressions by using the correct order of
operations
1.11 Distinguish between appropriate use of area and perimeter
formulas to solve geometric application problems
1.12 Represent the events of a geometric application problem
included in this module pictorially and evaluate the correct
solution using the appropriate formula
The Module
section
objectives
match the
state learning
outcomes
The Module
Tests have
problems
exactly like
the
suggested
problems.
Gives
detailed
explanations
for each step
of the
examples
Module 4, p. 47
Module 4, pp. 29-32
Module 4, pp. 29-32
Module 4, p. 18Module 4, p. 33
Language of Algebra
Success Tips and Caution
Plus many more
Tussy – A Modular Curriculum for North
Carolina
Aligned with the outcomes of each module
Rich applications before most sections
Many contextual problems in each section
Enhanced WebAssign – One Code for all
modules for the Life of Edition
Master Course with all modules – Coordinator
Account
Multiple Problems available – No limit on
problems used from other Cengage books
Fall 2011 - Beta-tested - Taught the content within Math 070 using our current textbook but supplementing with conceptual and contextual group activities we had developed.
Spring 2012 - Piloted DMA 4-week modules at a satellite campus
Summer 2012 - Full implementation using the Prototype Book
Fall 2013 – Started using Tussy Booklets and Pre-built Enhance WebAssign
Departmental Blackboard course for all faculty with syllabi, assignment sheets, conceptual activities, class notes, quizzes, etc.
Seated Classes– 17 days with 3 transition days
3 days - 50 min. labs/2 days – 75 min. group activities
2 days/nights – 60 min. lab/ – 90 min. group activities
Online Classes with Proctored Exams
250 points/300 points to Retest
100-EWA , 100-Bookwork, 100-Quizzes
Testing on WebAssign- Lockdown Browser and
Password protected
Required Remediation – F2F-Paper and Online
14 day grace period
Self-enroll or roster upload
Scheduling feature- Easy to copy modules
every 4 weeks and keeps all settings
Coordinator - manages all the EWA courses
for the department
Pretest
Learning Unit – Video, Vocabulary, Guided Step
Problems
Lab – Read It, Watch It, Practice Another
Version, Master It
Quiz – Test Knowledge without any help buttons
5 Submissions - for all the above per question
2 Tests – 80% Mastery – Different questions not
just different numbers with the use of pools
50% conceptual/contextual problems
Lockdown Browser & Password Protected
Resources – Multiple videos for each section of
the book – closed caption
Syllabi, Handouts, Powerpoints, etc.
Personal Study Plan – Students use as a study
aid before the module test to target areas
he/she may need to study more
YouBook – Put YouTube videos, hyperlinks, and
handouts inside the YouBook– book is saved
under your name – customize to your liking
Intro to WebAssign – Get acquainted with how
to input answers into the software
Gradebook-Input other grades
Email – Email students who are not doing well
Calendar – Visual for students to see due dates
Notification link – Email alerts to students
Communication – Ask your teacher and
automatic extensions
Show your work and Upload a file
Time Estimates per question
Conditional Release
Pass rate – Better pass rate than 16 week courses as
we progress through the modules
Retention – 20-25% higher than 16 week courses
(4-week class – 2 absences)
Pace
Students taking too many classes along with DMA’s
Final assessment is 50% conceptual/contextual and no
co-requisite for reading
Registration – Students can not register themselves
Financial Aid – only ¾ of entitlement at the beginning
of semester – ¼ at end of semester
Changing a student’s schedule between 4 week
sessions who are not successful –(3 times a semester)
Scheduler - 1 course = 4 modules – more classes keyed into Datatel
Student Services- students could not register themselves online
Registrar – More rosters and movement of students every 4 weeks
Financial Aid –Money is prorated throughout the semester
Training - All advisors and counselors in the college
Communication – Informing students about the change
More tests per module
Design YouBook for department
Look at statistical data to see what is
working
Evaluate students at the end of each module
Keep accessing what we are doing and how
can we improve!
?Questions? Lisa Key Brown919-718-7362
lkbrown@cccc.edu
Alan Tussy
Thank you for attending our webinar!
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