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Michael J. Badolato, EdD , Senior Academic Technology OfficerMiddlesex Community College | Bedford and Lowell MA
RAMP-up Foundations
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Review Achieve Master Progress
RAMP-up Foundations
Inspiration for RedesignAmerican Mathematical Association
of Two-Year Colleges (AMATYC)
National Center for Academic Transformation (NCAT)
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RAMP-up Foundations
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Core TeamFour faculty members (‘Core Four’)
○ Educational specifications○ Redesign strategy○ Curriculum integration○ Training
Two administrators○ Support Core Four○ Make it so!
RAMP-up Foundations
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Dean of Math & SciencesFaculty and program administratorOversee program developmentCurriculum integration across the collegeFaculty contractEnrollment managementAssessment of educational effectiveness
RAMP-up Foundations
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My Role as SATOAcademic technologist and administratorIntegration: Academic, IT, FacilitiesLearning space design and developmentProject managerVendor relationsAssessment of technology and the
learning environment
RAMP-up Foundations Redesign Goals
Provide students with the opportunity to progress through the developmental math sequence in fewer semesters
Enable students to close gaps in Mathematics knowledge
Increase retention, successful completion and content mastery at the 73% level
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RAMP-up Foundations
Redesign StrategyLearner–centered approachTeacher as facilitatorIntegrated technologyEmbedded supportIncreased time on taskConvergence of course delivery models
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“Redesign the Experience”
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RAMP-up vs. Traditional DeliveryThe old steps: The new ramp:
Fundamentals
Algebra I
Algebra II
RAMP-up Program Preparation for College Level Math
Launched Spring 2011 – 424 students Fall 2011 – 1787 Spring 2012 – 1522
Non-lecture format
Students work on math 100% of the time
Students can be working in any module, on any topic, at any time.
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RAMP-up Program
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Content from the 3-course developmental math sequence is “chunked” into 12 units or modules.
Modules are contained in course shells and mapped to existing math courses: Modules 1-4 ≈ Fundamentals Modules 5-8 ≈ Algebra I Modules 9-12 ≈ Algebra II
Shell Courses: MAT-001, 002, 003
Students are in class 4 hours per week 3 class hours + 1 mandatory lab
RAMP-up Program
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Students must complete at least 4 modules in a semester to receive a passing grade.
Students do not need to redo modules.
Students may complete all 12 modules in one semester and be eligible to enroll in higher-level courses.
RAMP-up Program
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Materials Pearson MyMathLab - plus
Student Instructional GuideVocabularyCritical thinking skills
Student Syllabus and Policy Manual
Faculty Training Manual
Methods & Structure
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Laboratory Classroom
•computer-driven•instructor-facilitated
Self-Paced
•modular•mastery-based
Online
•myMathLab-plus LMS•web-based
Embedded Support
•tutoring•mandatory lab
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Convergence
The RAMP-up EnvironmentWhat would you see in a RAMP-up
classroom?
Up to 30 students seated at computer pods working in MyMathLab.
Instructor and tutor helping individual students or small groups.
Students helping each other
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The RAMP-up Environment Educational Specifications
Technology intensivePaper, pencil, and workbookNo lecture – teacher and tutor as facilitators30 students per classProvide for small group workAdditional testing/overflow stationsADA accommodations (5%)Promote calm and focus
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The RAMP-up Environment
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The RAMP-up Environment
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The RAMP-up Environment
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The RAMP-up Environment
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Institutional Challenges
Curriculum and Teaching Faculty and Staff Buy-in Technology and Facilities Training and Support Funding Advising Program requirements Long-term Commitment Ripple Effect
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Collaboration! Math Department Academic Technology Academic Support Finance Information Technology Facilities Management Enrollment Management
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Commitment!
No turning back!ROI not initially evident
Iterative processHigh tolerance for change
required!
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Lessons Learned to Date
More than the curriculum is changed Learner-centered orientation takes time Students do not work outside of class Roles expand as project progresses Pedagogical culture shifts
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Lessons Learned to Date
Clarity is a work-in-progress Confusion is imminent True cross-functional projects actually
work!
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Outcomes to Date Attendance policy successful Observed increase of time-on-task Students excited at progress/attitude Improved self-esteem and attitude Engagement!
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Outcomes to Date
Overall Success Rates (C or Better)
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Spring 2009 Spring 2010 Spring 2011
50% 49% 58%Summer 2009 Summer 2010 Summer2011
56% 61% 63%Fall 2009 Fall 2010 Fall 2011
51% 52% 68%
DEVELOPMENTAL MATH RAMP-UP
Outcomes to Date
Fundamentals of Math Placement Traditional Sections, Fall 2010
53% Success Rate (C or Better)
RAMP-up Sections, Fall 201168% Succeeded or Exceeded (11%)
Success = module set EQUIVALENT to or exceeding highest placement test
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HIGHEST MODULE ACHIEVED N %
0 85 12%
1 99 14%
2 22 3%
3 29 4%
4 194 27%
5 104 14%
6 51 7%
7 61 8%
8 36 5%
9 15 2%
10 3 0%
12 27 4%
TOTAL 726 100%35
HIGHEST MODULE ACHIEVED N %
0 85 12%
1 99 14%
2 22 3%
3 29 4%
4 194 27%
5 104 14%
6 51 7%
7 61 8%
8 36 5%
9 15 2%
10 3 0%
12 27 4%
TOTAL 726 100%36
Outcomes to Date
Algebra I Placement Traditional Sections, Fall 2010
50% Success Rate (C or Better)
RAMP-up Sections, Fall 201125% Succeeded or Exceeded
Success = module set EQUIVALENT to or exceeding highest placement test
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Outcomes to Date
Overall Fall to Spring Persistence Fall 2010 – Spring 2011: 51% Fall 2011 – Spring 2012: 60%
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Questions?
