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Do The Math!Cleveland State Math
RedesignCleveland State Community
CollegeCleveland, Tennessee
Presented By: Karen Wyrick
Course Enrollment
No. of Sections
Size
Basic Math 140 8 17 -20Elementary Algebra
480 25 20 – 25
Intermediate Algebra
580 30 20 - 25
Annual Enrollment: Main Campus – 2700 Athens – 400 Vonore - 50
We Have A Problem• The Problem – Developmental Math
– High failure rates– Low attendance– Good students stuck for 1 – 2 semesters– Roadblock to student success
• The Solution – Course Redesign– Try something new– Completely different approach– Utilize online learning systems– Remove roadblock to success
• TBR Involved In System-Wide Redesign
Why Stop There?
Developmental Math
Elementary AlgebraIntermediate Algebra
Spring 2008
Basic Math Fall 2008
College Level Math
College AlgebraStatisticsFinite Math
Fall 2008
Precalculus IPrecalculus IIApplied Calculus
Fall 2009
Location, Location, Location2 Labs, 4 Classrooms
•60-Computer lab in Cleveland, 35-Computer lab / classroom in Athens•4 Computer classrooms – 3 in Cleveland, 1 in Vonore
Our Little Twists• Mini Modules*
– Each course consists of 10 – 12 mini-modules*– 1 hour class meeting each week – students work in class*– 2 hours work outside class each week – at least 1 hour in
lab– Students expected to complete at least one module each
week*
• Points for Everything– 10% Attendance Grade - class and lab attendance, module
completed– 30% Homework Sets – 2 to 5 sections per module– 60% Quiz and Exam Grades – 1 quiz each module, 2 exams
each course
• Mastery Learning– Students must complete every homework set (70% or
better)– Students must pass every module quiz and exam (70% or
better)– Students must pass attendance grade (70% or better)– Students may take each quiz and exam multiple times
*Our Little Twists On NCAT Recommendations
Teaching Old Dogs New Tricks
Traditional Faculty Role• Dispense information in
lectures• Covering material• 15 hours of contact time• Teaching 5 class sections• Help students outside
class?• 7.5 office hours each week• Prep time a burden• Grading at home• Faculty focused on
lectures
New Faculty Role• Assist students with
learning• Tracking student progress• 20 hours of contact time• Teaching 10 class
sections• 10 lab hours each week• 5 office hours each week• Prep time eliminated• 100% online grading• Faculty focused on
student success
Attitude AdjustmentsBefore Redesign After Redesign
Students I want my lecture! I like this!
Study night before exam
Weekly homework, quiz
What do I need to pass?
I want an A!
Teachers I want my lecture! This works!
Class Low attendance Median attendance grade 88%
Don’t do homework Average homework grade 97%
Not engaged in class Come to class early, stay late
But Did It Help?• Developmental Math
– Success rate in developmental math courses went from 54% to 72% – Intermediate Algebra had a 79% success rate in Fall 2008
• College Level Math– Success rate in three redesigned courses stayed same at 72%– College Algebra improved, Finite Math stayed same, Statistics
declined
• Developmental Students In College Level Math– They had a higher success rate (81%) than the other students (70%)– They also had a higher math GPA (3.15) than the other students
(2.94)
• Continuous Enrollment Plan– Students finishing one course can start in the next one immediately– 46 students completed multiple courses, 2 completed three courses
More Bang for the Buck• One Room Schoolhouse
– Different classes can meet in the same room at the same time
– This strategy offers solutions for low enrollment courses– Course offerings expanded due to this strategy
• More Sections, Lower Class Size– One hour class meetings allow for more sections to be
offered– Classes are limited to 22 students, most classes between 15
– 20 students– Scheduling roadblocks reduced due to increased number of
sections
• Productivity Up, Costs Down– Faculty productivity increased by 23% as a result of redesign– Adjunct faculty eliminated in Math / Developmental Math as
of Spring 2009– Costs reduced by approximately $50,000/year as of Fall 2009
Caution, Speed Bumps Ahead
• Stumbling Blocks Will Arise
– There are no exceptions to this rule
• There Is An Adjustment Period
– This applies to both students and faculty
• Redesign Is A Process
– Most redesign projects take years to complete
• Tweaking Is Essential
– See what works, change what doesn’t
• In The End, Improvement Will Occur
– Most students will do better with a new approach
And Finally…We wish to thank TBR, NCAT, and
FIPSE.This project has benefited our
students.
Karen [email protected]
John Squires, Math [email protected]
Funded by FIPSEDr. Paula Myrick Short, Principal
InvestigatorVice Chancellor for Academic Affairs
Tennessee Board of Regents
