ADAPTIVE LEARNINGGEORGIA STATE UNIVERSITY PERIMETER

COLLEGEANDREA HENDRICKS

THURSDAY, JUNE 29, 2017

PRIOR TO 2012

▪Traditional lecture with online homework

Placement Test

Beginning Algebra (4 hr)

Intermediate Algebra (4 hr)

College Algebra or QR

FALL 2012 – SUMMER 2015

Placement Test

Pre-College Algebra (3 hr)

College Algebra or QR

WHY ADAPTIVE LEARNING?1. Compress two developmental courses into one

2. Diagnose deficiencies of students on 1st day -provide remediation as needed

3. Create individualized learning paths for students

4. Have necessary prerequisites to move on

5. Consistent across delivery method (online and f2f)

6. Provide easy transition for repeating students

1991

University of California Irvine

Knowledge Space Theory

Assessment and Learning in Knowledge Spaces

PROJECT RAISE

Five-year $5 million grant through the U.S. Department of Education’s Predominantly Black Institutions (PBI) Formula Grant Program

Redesign developmental math courses so that individualized instruction occurs and retention rates, graduation rates and overall academic achievement increases

Intensive support services to all students enrolled in course with added assistance targeting the African American male population

Fall 2011 Fall 2012Spring 2013

Fall 2014

ACHIEVING OUR GOALS

Grant funds awarded and

used for repurposing classrooms

Classroom and curricula

redesigns complete;

Project RAISE launched across all campuses

Full-time Student Development

Specialists (3 larger campuses) and

Faculty Laboratory Supervisors (2 smaller

campuses); tutors and Faculty Mentors

Added part-time Student

Development Specialists and

additional tutors; Weekly Academic Coaching Video Series launched

FALL 2015 - PRESENT

Foundations Courses

Foundations for College Algebra (3 hr)

Foundations for Quant Reasoning (3 hr)

Co-requisites Courses

College Algebra (3 hr) Support for CA (2 hr)

Quant Reasoning (3 hr) Support for QR (1 hr)

Gateway Courses

College Algebra (3 hr)

Quant Reasoning (3 hr)

A B C

27%

70%

14%

55%

13%

42%

0%

10%

20%

30%

40%

50%

60%

70%

80%

AY 2012 AY 2015

Current Success of PBI Formula Grant in Improving Remedial Mathematics 2-Semester Completion Rates AY2012-vs-AY2015

Non African American African American African American Males

66%

31%

28%

69%

36%

43%

68%

51%49%

69%

52%

48%

69%

53% 54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Non African American African American African American Males

Current Success of PBI Formula Grant in Improving Remedial Mathematics Retention Rate of First-Time,Full-Time Students AY2011-vs-AY2015

AY 2011 AY 2012 AY 2013 AY 2014 AY 2015

ALEKS REPORTSTHE POWER OF DATA

THE POWER OF ALEKS: REAL TIME ANALYTICS

ALEKS PIE REPORT – INITIAL KNOWLEDGE CHECK

LEARNING SEQUENCE LOG

STUDENT FEEDBACK

▪Gaming aspect

▪Gap filler

▪Confidence booster

SUCCESS OF ADAPTIVE LEARNING

▪ Implementation Model

▪ Instructor Training

▪ Student Support ▪ Change Culture

▪ Proper Infrastructure and Technology