Increasing Student Success: A Journey of Course Redesign Presented to the Course Redesign Workshop...
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Transcript of Increasing Student Success: A Journey of Course Redesign Presented to the Course Redesign Workshop...
Increasing Student Success: A Journey of Course
Redesign
Presented to the
Course Redesign WorkshopSan Diego, CA
October 21, 2006
Andreana M. GrimaldoAssistant Professor of
Mathematics &
Developmental Mathematics
Coach
Quinsigamond Community CollegeWorcester, MA
www.qcc.mass.edu
Quinsigamond Community CollegeProfile
Established in 1963One of the 29 colleges and universities in the
Commonwealth of Massachusetts’ system of public higher education
Open AdmissionsLocated in the city of Worcester (176,000 pop.) Offers 60 associate degree and certificate
programs, as well as non-credit options to over 7,000 day and evening students.
Diverse student population Ethnicity Age Socio-economic
QCC Math Department Faculty
9 full time faculty 55 - 60 adjunct faculty ~180 sections of mathematics
per semester ~100 sections of developmental
math per semester 80% taught by adjunct faculty
Course Times and Locations
Day class (traditional, computers) Night class (traditional, computers) Weekend (traditional, computers) Off campus (local high schools,
hospitals, nursing homes, etc.) Fast track Online
QCCStudent Profile
Average age: 27
40% directly from high school (18-21 years old)
60% Adult learners
45% Full-time; 55 % Part-time
23% Minority
60% Female
60% Day; 40% evening
97% from Worcester County
40% from Worcester
QCC Math Student Profile
93% test (CPT) into at least 1 level of developmental math
High level of math anxiety Long history of failure Poor study skills Overall - unprepared for college
level work
Course Redesign History
1999 Commonwealth of Massachusetts Community College Developmental Education Committee began the campus thinking of change
2001 – 2002 Numbers in Developmental Math began increasing
2001 QCC awarded $1.7 million, 5 year Title III grant
Challenges Large number of developmental math
sections Large number of part-time faculty Increasingly poor performance of students Inconsistent grading Inconsistent delivery of objectives Students with Individual Education Plans Strong union presence protecting
Academic Freedom
QCC’s Developmental Math Program
Basic Mathematics
Beginning Algebra
Intermediate Algebra
QCC Developmental Math Instructor Resource Manual
Text specific manual Faculty created, piloted, edited Available in hard copy / electronic version Syllabus, semester outline, pacing, group
activities, homework, assessments, etc. Student centered instructional methods UDL-Universal Design of Learning
Intermediate Algebra
Pilot 2002Baseline Pass Rate 54.5%75-80% Traditional classroomsUniform content and pacingRequired homework – computer
basedMandatory departmental final exam,
face-to-face, paper/pencil
Beginning Algebra
Pilot 2003Baseline Pass Rate 48.1%50% computer classroomsUniform content and pacingRequired homework – computer basedAccelerated pace is possibleMandatory departmental final exam, face-
to-face, paper/pencil
Basic MathematicsLargest span of ability Pilot 2004Baseline Pass Rate 54.5%Flexibly structuredSelf-guided work (computer based or
hard copy)Mandatory departmental final exam,
face-to-face, paper/pencil
Pilot the Proposed Redesigned Courses (2003-2004)
Pass Rate: Based on final exam
grade of 73+ Basic Math: 51% Beginning Algebra: 74.2% Intermediate Algebra: 58.9%
Developmental Math Coach
Faculty position focused on developmental math curriculum
Supported by administration with re-assigned time Plan and implement professional development Empower adjuncts and full-time faculty MyMathLab technology support Reflective practice sessions “Clearinghouse” for information Create, distribute and monitor final exams
Departmental Final Exam
Institutional “pre-requisite” to next level course
Face-to-face Use TestGen to generate multiple
versions of pencil/paper exam Passing score: 73% on final exam “Test the Test” – approx. 88% pass/fail
agreement rate
MyMathLab
One of the first in New England to use (~2000)
Inconsistent application (2000-2004)
MyMathLab upgraded (2005) Fully embraced (2006)
Electronic Homework Management Using MyMathLab
3 Master Courses-All faculty copy
Retention Strategies
Close tracking of student’s attendance and performance
Early Intervention
Student Support
Math Center Drop-in math tutor center Computer or pencil/paper assistance
Harrington Computer Lab Drop-in computer lab No mathematical assistance
Faculty SupportCenter for Academic Excellence
Training Sessions and Reflective Practice
Institutionally Accepted
ALL courses use QCC’s Instructor Resource Manual
ALL courses follow the same format
ALL students access MyMathLab ALL students take final exam
Results
Intermediate Algebra
0%
10%
20%
30%
40%
50%
60%
70%
Baseline 54.50% 54.50% 54.50% 54.50%
Result 58.90% 61.40% 67.00% 60.50%
F02 F03 F04 F05
Beginning Algebra
0%
10%
20%
30%
40%
50%
60%
70%
80%
Baseline 48.10% 48.10% 48.10% 48.10%
Result 74.20% 69.00% 60.30% 67.90%
F03 F04 F05 S06
Basic Mathematics
0%
10%
20%
30%
40%
50%
60%
70%
Baseline 54.50% 54.50% 54.50%
Result 51.00% 67.00% 64.80%
S04 F04 F05
Overall ConclusionsLarge number of developmental math
sectionsLarge number of part-time facultyStudent performance has increasedStudent completion rate has increased Institutional expansion - consistency of
curriculum Increased enrollment per section – able to
manageHigher level of faculty collaboration and
camaraderie
Major Components to Success
Administrative support Faculty designed and implemented Individual instructors benefit by
change Atmosphere of professional
collaboration
Future Plans
Computerized departmental final exam
Continued atmosphere of collaboration and experimentation
Institutional laptop program . . . . . . . NEVER DONE!
Team Members Creation of Instructor Resource Manuals
– QCC Faculty -Andreana M. Grimaldo, Denise Robichaud, Steve Zona, Virginia Asadoorian, Carol Rinaldi, Elaine Previte
All Title III Data Analysis – Meredith Twombly, former IR Director at QCC
Pat Toney, Interim Vice President of Academic Affairs
– [email protected] Zabka, Staff Assistant, Academic Affairs
Questions