A Tale of Two Redesigns John Squires, Chattanooga State Community College Cleveland State Redesign  Developmental Math Classes  Basic Math, Elementary Algebra, Intermediate Algebra  Emporium Model, Mastery Learning  College Math Classes  College Algebra, Finite Math, Statistics (1 + 2)  Precalculus I & II, Applied Trig, Business Calculus (2 + 1)  Emporium Model, Mastery Learning  Scheduling Benefits  Continuous Enrollment Plan  One Room Schoolhouse  Math on Demand Cleveland State Redesign Part II  Weekly Expectations  Avoid “night before the test” syndrome  Keep students working throughout semester  Mastery Learning  Students keep working until they “get it”  Failing is part of the learning process  Points for Everything  Everything is mandatory  Turns course into a “to-do” list Cleveland State Results Update  Developmental Math  Basic Math increased slightly 48% before to 53% after (still needs work)  Elementary Algebra increased from 52% before to 67% after  Intermediate Algebra increased from 55% before to 71% after  College Level Math  College Algebra increased from 65% before to 77% after  Introductory Statistics decreased slightly 79% before to 73% after  Finite Math increased from 75% before to 89% after  Precalculus I increased from 55% before to 75% after  Precalculus II increased slightly from 75% before to 81% after  Business Calculus I increased slightly 69% before to 71% after  Doing More with Less  Math department has grown 40% since redesign (from 1100- to 1500+)  Redesign project reduced instructional costs by approximately 20%  College retention increased by 7% in Spring 2009 ($400K revenue)  Number of students passing a math course increased by 60+% Much Ado About Something  TBR Study (Schutz & Tingle) - Cleveland State Redesign ◦ Students tracked semesters before and after redesign ◦ Students tracked from dev math into college math ◦ Examine impact on course success & next course success ◦ Logistical regression, significance level 95%  The Results ◦ Redesign had a strong positive impact on course success ◦ Redesign had a strong positive impact on next course success, including both dev math and college math ◦ Gender and race were not factors in predicting course success - achievement gaps were closed I believe that mastery learning is the critical missing link in the education of low achievers Patricia K Cross, 1976 Accent on Learning Chattanooga State Redesign  Developmental Math  Algebra Courses - Basic Math Integrated Throughout  Emporium Model, Mastery Learning, + Format  MyMathLab, Mini Lectures, Videos, Course Workbook  College Math  Contemporary Math, College Algebra  Statistics, Pre-calculus I & II, Calculus I  MyMathLab, Resources in Courses Early Returns  Intermediate Algebra 65% S2009, 67% F2010  96 students completed two courses Fall 2010  Enrollment increase of 20+%, Cost/FTE reduced by 20+%  More students in college math than developmental math Can I Get a Witness? What the Students Say  Math is less boring than online gaming!   When I math, I don’t have to smoke! What the Teachers Say  “I saw more smiling faces and got more hugs these past few days than I have gotten the whole 21 years I have been at Chattanooga State I like seeing students happy about math.” And Finally… The story of Lawrence  Before Redesign and After Redesign  “I’ve decided that I like math.” The story of Lakeisha  Before Redesign and After Redesign  “Let me show you how I learned that.” Questions? John Squires John.Squires@ChattanoogaState.edu ...Cleveland State Redesign  Developmental Math Classes  Basic Math, Elementary Algebra, Intermediate Algebra  Emporium Model, Mastery Learning  College Math Classes  College Algebra, Finite Math,... I math, I don’t have to smoke! What the Teachers Say  “I saw more smiling faces and got more hugs these past few days than I have gotten the whole 21 years I have been at Chattanooga State... success - achievement gaps were closed I believe that mastery learning is the critical missing link in the education of low achievers Patricia K Cross, 1976 Accent on Learning Chattanooga State Redesign