Presented at the 2009 National Forum on Education PolicyPresented at the 2009 National Forum on Education Policy

Nashville, TennesseeNashville, Tennessee

July 10, 2009July 10, 2009

Shifting Developmental Studies into High Gear: A System Approach to Redesign in

Tennessee

Academic Preparation Initiative Funded by FIPSE

Presented by

Dr. Paula Myrick Short, Principal InvestigatorVice Chancellor for Academic Affairs

Dr. Treva Berryman, Project FacilitatorAssociate Vice Chancellor for Academic Affairs

TBR - DSP HistoryTBR - DSP History

In 1984, the Tennessee Board of Regents mandated a program of remedial and developmental studies

comprehensive mandatory assessment procedure

mandatory placement of underprepared students by level of deficiency

comprehensive support system with prescribed course with up to 24 SCH

Colleges Spend Billions Colleges Spend Billions to Prep Freshmento Prep Freshmen

A new report from Strong A new report from Strong American Schools, American Schools, Diploma to Diploma to NowhereNowhere, estimates the costs to , estimates the costs to bring students “up to speed” for bring students “up to speed” for college work to be between college work to be between $2.3 $2.3 billion and $2.9 billion annuallybillion and $2.9 billion annually

At TBR, $25 million spent At TBR, $25 million spent annually on remedial and annually on remedial and developmental educationdevelopmental education

First-Time Freshmen First-Time Freshmen

Remedial and Developmental Remedial and Developmental ClassesClasses

Universities Universities

2006 -11,155 with 4,511 (40.4%)2006 -11,155 with 4,511 (40.4%)

2007-11,559 with 4,809 (41.6%) 2007-11,559 with 4,809 (41.6%)

Community Colleges Community Colleges

2006 - 14,828 with 10,715 2006 - 14,828 with 10,715 (72.3%) (72.3%)

2007 – 14,852 with 11,235 2007 – 14,852 with 11,235 (75.6%)(75.6%)

  

Persistence An IssuePersistence An IssueUniversitiesUniversities Community CollegesCommunity Colleges

DSP CoursesDSP Courses ACTACTFall to FallFall to FallRetentionRetention

Six YearSix YearGrad RateGrad Rate ACTACT

Fall to FallFall to FallRetentionRetention

Six YearSix YearGrad RateGrad Rate

ZeroZero 23.423.4 71.9%71.9% 45.4%45.4% 22.122.1 61.5%61.5% 29.1%29.1%

OneOne 19.719.7 65.5%65.5% 31.4%31.4% 19.019.0 60.5%60.5% 22.2%22.2%

TwoTwo 18.918.9 63.2%63.2% 27.2%27.2% 18.118.1 55.5%55.5% 19.0%19.0%

ThreeThree 17.517.5 58.1%58.1% 21.7%21.7% 16.516.5 50.2%50.2% 13.1%13.1%

FourFour 16.416.4 54.6%54.6% 23.2%23.2% 15.615.6 45.8%45.8% 9.3%9.3%

FiveFive 15.615.6 68.4%68.4% 25.1%25.1% 15.215.2 54.0%54.0% 10.7%10.7%

SixSix 15.115.1 60.7%60.7% 18.3%18.3% 14.514.5 48.4%48.4% 7.3%7.3%

SevenSeven 14.314.3 65.4%65.4% 19.2%19.2% 13.913.9 45.4%45.4% 6.5%6.5%

EightEight 14.114.1 44.8%44.8% 17.2%17.2% 13.213.2 42.0%42.0% 3.8%3.8%

TotalsTotals 21.121.1 67.5%67.5% 36.8%36.8% 18.018.0 54.6%54.6% 18.0%18.0%

2000 First-Time Freshman Cohort. Rates based on returning to or graduating from initial enrolling institution.

TBR 2005-2010 Strategic PlanTBR 2005-2010 Strategic Plan

Objective A8Objective A8 Increase speed and success of Increase speed and success of

remedial/ developmental work for remedial/ developmental work for students requiring them to become students requiring them to become college-ready.college-ready.

Strategy A8Strategy A8 Establish a best practice, system-wide, community-

college-based remedial/developmental program that is substantially technology driven, composed of language arts and mathematics, and allows students to identify and focus on the academic areas where they are deficient.

The Challenge

Review what we have learned in the past 25 years

Consider the current research and new technologies

Realize that we have different careers, different academic programs, and very different students than we had 25 years ago

Design a program to meet the needs of under-prepared students with the assumption that nothing already exist

Expectations for the DSP Expectations for the DSP Redesign InitiativeRedesign Initiative

Replicable/Scalable model for multiple settingsReplicable/Scalable model for multiple settings Improve the quality of learning and assessmentImprove the quality of learning and assessment Significant cost savingsSignificant cost savings Increase retentionIncrease retention Decrease time to completionDecrease time to completion Maintain commitment to accessMaintain commitment to access Sustainable program with solid fiscal outlook and Sustainable program with solid fiscal outlook and

enhanced public supportenhanced public support

Timeline 2006 Initial Planning

- Appointed 20 Task Force Members ( mostly faculty) - Applied for and awarded $739,000 FIPSE 3-yr grant

2007 Institutional Involvement- The NCAT Process - Two workshops (330 total participants) - Applications/Awards/Plan Pilot Interventions

2008 Pilots - 6 funded at $30,000 to $40,000 each

2009 Draft recommendations by the end of the year

2010 - Implement system wide fall semester (may require

phase-in)

Partners and their Role

National Center for Academic Transformation (NCAT) www.thencat.org Dr. Carol Twigg – monitoring process for funded pilots

Education Commission of the States (ECS) www.ecs.org Dr. Bruce Vandal – expanding research to guide

public policy

National Center for Higher Education Management Systems

(NCHEMS) http://www.nchems.org Dr. Karen Paulson – external evaluation of the project

DSP REDESIGN TASK FORCE

Representatives include a President, Chief Academic Officer, Student Affairs Officer, Director of Admissions, University Vice President, Developmental Studies Directors, and Faculty

TASK FORCE SUB-COMMITTEES 1. Math Curriculum Review2. English (reading/writing) Curriculum

Review3. Assessment 4. Funding/Financial

Consensus on a New Philosophy for DSP

Change of focus: from the past—to the future Instead of remediating for whatever was missed

or forgotten from high school, we will prepare the student to succeed in the curriculum of their chosen field of study. If the student changes the career goal, additional remediation may be needed.

Question Can remediation be provided “just in time” so

that students can take college level courses prior to completing all developmental studies requirements?

SHIFTING GEARS INTO

REDESIGN

A Different ApproachA Different Approach

Each redesign pilot is unique.Each redesign pilot is unique.

■■ NeSCC – Emporium Model (reading)NeSCC – Emporium Model (reading)

■■ CoSCC – Replacement Model (reading CoSCC – Replacement Model (reading and writing)and writing)

■■ APSU – Structured Learning Assistance APSU – Structured Learning Assistance (SLA) (math)(SLA) (math)

■■ ClSCC and JSCC– Emporium Model ClSCC and JSCC– Emporium Model (math)(math)

■■ ChSCC – Replacement Model (math)ChSCC – Replacement Model (math)

Northeast State Community Northeast State Community CollegeCollege

Reading Emporium Diagnostic pre- and post-test;

individualized plan Mandatory weekly hours in the Reading

Center w/ individual assistance Online Learning Communities through

D2L and Tegrity MyReadingLab—Web-based and

modularized Course Notebook Multiple sets of practice and module tests Automatic tracking and grading

Improved Learning at Improved Learning at Northeast StateNortheast State

Student Learning/PerformanceStudent Learning/Performance

Class Pre-TestAverage

Post-TestAverage

Value Added

Pilot II 72.06 84.77 12.59

Pilot III 65.23 86.05 20.82

Traditional

72.29 81.09 8.80

Northeast State Community Northeast State Community CollegeCollege

Learning Outcomes

Student success ( “C” of better) increased from 52% (traditional) to 58% (redesigned delivery).

Students with a grade of “A” increased from 14% (traditional) to 30% (redesigned delivery).

APSU - SLA Components

In the Classroom

Faculty teach the core course the same way it is taught for non-SLA sections.

The SLA Leader models effective student behavior.

In the Workshop

The SLA Leader reinforces key course concepts, teaches study habits, and conducts test reviews.

MyMathLab provides individualized instruction on prerequisite course competencies

Weekly Faculty/ SLA

Leader Coordination

Meeting

Prerequisite Competencies

MATH 1010Fractions & decimalsNumber & measureProportional reasoningSigned numbers & algebraic expressionLinear equations & their graphsRadicals & roots

MATH 1530Algebraic expressionEquations, inequalities, & percentsGraphing, functions, & linear equationsPolynomials, exponents, & radicals

APSU – SLA ResultsAPSU – SLA Results

Significant increase in student success rate

Course Fall 2008

Spring 2009

Traditional

Math Math 10101010

70.5%70.5% 62.2%62.2% 23.1%23.1%

Math Math 15301530

51.9%51.9% 64.15%64.15% 22.5%22.5%

Significant increase in student retention from 59.9% to 63.6%

APSU - SLA Benefits

For the University

Decreased costs.

Increased revenue.

Reduced class space requirements.

Increased student success.

For StudentsDecreased costs.

Decreased time required to complete core requirements.

Increased opportunity for success.

S MS M A A RR TT

SMART Math Center at SMART Math Center at Jackson State Community CollegeJackson State Community College

urviveurvive chieve chieve asteraster evieweview ransferransfer

Three Traditional CoursesThree Traditional Courses Enrollment: 2200Enrollment: 2200 Number Sections: 102Number Sections: 102 Max Size per Section: 24Max Size per Section: 24

Student had to pass course or start over next termStudent had to pass course or start over next term Each instructor designed own course presentations, Each instructor designed own course presentations,

lectures, homework assignments, and testslectures, homework assignments, and tests Student class time rigidStudent class time rigid Student had to successfully complete all three Student had to successfully complete all three

courses before being accepted into Allied Health or courses before being accepted into Allied Health or Nursing programs or taking certain college level Nursing programs or taking certain college level coursescourses

Jackson State - Before RedesignJackson State - Before Redesign

SMART Math at JSCCSMART Math at JSCC Mastery ApproachMastery Approach

Opportunity to Progress More Quickly (or slowly, if Opportunity to Progress More Quickly (or slowly, if needed)needed)

Accommodation of Learning StylesAccommodation of Learning Styles

On-demand Individual AssistanceOn-demand Individual Assistance

Immediate Feedback on Tests and HomeworkImmediate Feedback on Tests and Homework

Use of Customized Textbook with Study Guides and Use of Customized Textbook with Study Guides and Technology Driven InstructionTechnology Driven Instruction

JSCC ModularizationJSCC Modularization12 modules covering same competencies as traditional development courses.

MODULES TRADITIONAL COURSE

1, 2, 3 DSPM 0700 Basic Mathematics

4, 5, 6, 7 DSPM 0800 Elementary Algebra

8, 9, 10, 11, 12

DSPM 0850 Intermediate Algebra

Module grades calculated as follows:Attendance 5% Notebooks 10%Homework 15%Post-Test (Proctored) 70%

To satisfy a module the overall grade must be at least 75%

Results of JSCC Results of JSCC ModularizationModularization

40 Courses of Study require a General 40 Courses of Study require a General Education Math CoursesEducation Math Courses 31 Majors allowed a Math Course with 31 Majors allowed a Math Course with

prerequisite Modules 1 – 7prerequisite Modules 1 – 7 2 Required at least 8 Modules2 Required at least 8 Modules 7 Required all 12 Modules7 Required all 12 Modules

7 Programs of Study do not require college 7 Programs of Study do not require college level Math – Allied Health & Nursinglevel Math – Allied Health & Nursing 2 Require Modules 1-82 Require Modules 1-8 4 Require Modules 1-74 Require Modules 1-7 1 Requires Modules 1-61 Requires Modules 1-6 1 Requires Modules 1-41 Requires Modules 1-4

Students Completing DSPM Students Completing DSPM RequirementsRequirements

Students who can enroll in college level courses/programs next term

Traditional Course Spring 2008 24%

Redesign Course Spring 2008 22%

Redesign Course Fall 2008 36%

Redesign Course Spring 2009 42%

Student OutcomesStudent Outcomes

41% 54% 57% 59% 74% 72% 75% 83%

Student Learning = Students making ABCCourse Retention = Students enrolled in the course to the end of semester

Mean Scores on Post Test Mean Scores on Post Test by Modulesby Modules

Cleveland State Community Cleveland State Community CollegeCollege

3 Developmental Math Courses3 Developmental Math Courses Basic Math, Elementary Algebra, Intermediate AlgebraBasic Math, Elementary Algebra, Intermediate Algebra

6 College Level Math Courses6 College Level Math Courses College Algebra, Statistics, Finite MathCollege Algebra, Statistics, Finite Math Precalculus I, Precalculus II, Applied CalculusPrecalculus I, Precalculus II, Applied Calculus

2 Computer Labs, 4 Computer Classrooms2 Computer Labs, 4 Computer Classrooms 60 computer lab on main campus in Cleveland60 computer lab on main campus in Cleveland 35 computer classroom/lab on campus in Athens35 computer classroom/lab on campus in Athens

Project TimelineProject Timeline Spring 2008: Elementary Algebra and Intermediate AlgebraSpring 2008: Elementary Algebra and Intermediate Algebra Fall 2008: Basic Math, College Algebra, Statistics, Finite MathFall 2008: Basic Math, College Algebra, Statistics, Finite Math Fall 2009: Precalculus I, Precalculus II, and Applied CalculusFall 2009: Precalculus I, Precalculus II, and Applied Calculus

1000+ Students Enrolled In 9 courses Each 1000+ Students Enrolled In 9 courses Each SemesterSemester

Cleveland State’s ApproachCleveland State’s Approach Course LayoutCourse Layout

Each course consists of 10 – 12 mini-modulesEach course consists of 10 – 12 mini-modules 1 hour class meeting each week – students work in class1 hour class meeting each week – students work in class 2 hours work outside class each week – at least 1 hour in 2 hours work outside class each week – at least 1 hour in

lablab Students expected to complete one module each weekStudents expected to complete one module each week

Course GradeCourse Grade 10% Attendance Grade - class & lab attendance, module 10% Attendance Grade - class & lab attendance, module

finishedfinished 30% Homework Sets – 2 to 5 sections per module30% Homework Sets – 2 to 5 sections per module 60% Quiz and Exam Grades – 1 quiz each module, 2 exams60% Quiz and Exam Grades – 1 quiz each module, 2 exams

Course StandardsCourse Standards Students Students must complete every homework setmust complete every homework set (70 or better) (70 or better) Students Students must pass every module quiz and exammust pass every module quiz and exam (70 or (70 or

better)better) Students Students must pass attendance grademust pass attendance grade (70 or better) (70 or better) Students may take each quiz and exam multiple timesStudents may take each quiz and exam multiple times

Changing Faculty RolesChanging Faculty Roles

Dispense information 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 Focused on lectures

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 Focused on student

success

Traditional Faculty Role New Faculty Role

Attitude AdjustmentsAttitude Adjustments

StudentsStudents I want my lecture!I want my lecture! Study night before examStudy night before exam What do I need to pass?What do I need to pass?

TeachersTeachers I want my lecture!I want my lecture!

ClassClass Low attendanceLow attendance Don’t do homeworkDon’t do homework Not engaged in classNot engaged in class

StudentsStudents I like this!I like this! Weekly homework, quizWeekly homework, quiz I want an A.I want an A.

TeachersTeachers This works!This works!

ClassClass Median attendance grade 88Median attendance grade 88 Average homework grade 97Average homework grade 97 Come to class early, stay lateCome to class early, stay late

Before Redesign After Redesign

But Did It Help?But Did It Help? Developmental Math

Success rate in developmental math courses went from 54% to 72% Each course showed significant improvement in Fall 2008 Intermediate Algebra had a 79% success rate in Fall 2008

College Level Math Success rate in three redesigned courses increased from 72% to 75% College Algebra improved, Finite Math & Statistics stayed same 33% increase in students passing a college level math course More students passed a college level math course in Spring 2009

than were enrolled in a college level math course in Spring 2008

Developmental Students In College Level Math Before redesign 71% success for developmental students in math After redesign 76% success rate for developmental students in math Fall 2008 developmental students 79% success rate in math while

college math success rate was unchanged at 72%

Keep Them Coming Back For Keep Them Coming Back For MoreMore

Higher Success Rates In Developmental MathHigher Success Rates In Developmental Math 29% increase in students passing a developmental math course29% increase in students passing a developmental math course 32% increase in students exiting developmental math32% increase in students exiting developmental math 42% enrollment increase in college math courses 09S42% enrollment increase in college math courses 09S

Reduced Scheduling Roadblocks For StudentsReduced Scheduling Roadblocks For Students Students can’t graduate if they can’t get their classes scheduledStudents can’t graduate if they can’t get their classes scheduled Increased course offerings helps students in scheduling classesIncreased course offerings helps students in scheduling classes One hours class meetings easier to schedule, reducing time One hours class meetings easier to schedule, reducing time

conflictsconflicts

Continuous Enrollment Plan Keeps Students Continuous Enrollment Plan Keeps Students WorkingWorking 63 students completed multiple math courses in Fall 200863 students completed multiple math courses in Fall 2008 46 exited developmental math, 13 completed college math 46 exited developmental math, 13 completed college math

coursecourse

These Factors Positively Impact Graduation These Factors Positively Impact Graduation And RetentionAnd Retention College retention increased by 7% Spring 2009 College retention increased by 7% Spring 2009

Less Is MoreLess Is More

3 Developmental Math 3 Developmental Math CoursesCourses 30 Sections Offered30 Sections Offered Average Class Size 24Average Class Size 24

3 College Math Courses3 College Math Courses 17 Sections Offered17 Sections Offered Average Class Size 20Average Class Size 20

Athens & Vonore SitesAthens & Vonore Sites 5 Developmental Math 5 Developmental Math

ClassesClasses 4 College Level Math Courses4 College Level Math Courses

Maximum Class Size 32Maximum Class Size 32 Most Sections 20 - 25 Most Sections 20 - 25

StudentsStudents

3 Developmental Math 3 Developmental Math CoursesCourses 40 Sections Offered40 Sections Offered Average Class Size 18Average Class Size 18

3 College Math Courses3 College Math Courses 28 Sections Offered28 Sections Offered Average Class Size 14Average Class Size 14

Athens & Vonore SitesAthens & Vonore Sites 9 Developmental Math Classes9 Developmental Math Classes 8 College Level Math Sections8 College Level Math Sections

Maximum Class Size 22Maximum Class Size 22 Most Sections 15 - 20 Most Sections 15 - 20

StudentsStudents

After RedesignBefore Redesign

More Bang For The BuckMore Bang For The Buck Faculty Productivity Increased by 23%Faculty Productivity Increased by 23%

Average student load increased from 106 in 07F to 130 in 08FAverage student load increased from 106 in 07F to 130 in 08F FTE per faculty member went from 21.2 in 07F to 26.0 in 08FFTE per faculty member went from 21.2 in 07F to 26.0 in 08F Five of eight faculty members responsible for 150+ studentsFive of eight faculty members responsible for 150+ students Faculty members teach 10 or 11 sections under redesignFaculty members teach 10 or 11 sections under redesign Faculty members work in Math Lab 8 – 10 hours each weekFaculty members work in Math Lab 8 – 10 hours each week Weekly contact time increased from 15 hours to 20 hoursWeekly contact time increased from 15 hours to 20 hours

Costs Reduced By Over $50000/Year As Costs Reduced By Over $50000/Year As Of Fall 2009Of Fall 2009 Adjunct eliminated in math department as a result of this Adjunct eliminated in math department as a result of this

projectproject Shift in personnel possible due to redesignShift in personnel possible due to redesign Math Lab staffed by faculty and part time tutorsMath Lab staffed by faculty and part time tutors Copying costs drastically reduced due to online testingCopying costs drastically reduced due to online testing

Make Hay While The Sun Make Hay While The Sun ShinesShines

Continuous Enrollment PlanContinuous Enrollment Plan Students may start in any redesigned math course when they Students may start in any redesigned math course when they

finish the course they are currently enrolled in, without finish the course they are currently enrolled in, without switching classesswitching classes

Students add second class to schedule if they complete it Students add second class to schedule if they complete it Students can take advantage of this option at any pointStudents can take advantage of this option at any point Whatever work the student completes transfers next semesterWhatever work the student completes transfers next semester

Students Completing Multiple CoursesStudents Completing Multiple Courses 63 students completed multiple math courses in 2008 - 200963 students completed multiple math courses in 2008 - 2009 46 of these exited developmental math in one semester46 of these exited developmental math in one semester 13 of these completed a college level math course13 of these completed a college level math course 2 students completed 3 courses in one semester2 students completed 3 courses in one semester Many more students completed a course and started in 2Many more students completed a course and started in 2ndnd

coursecourse

Can I Get A Witness?Can I Get A Witness?Students Discuss

RedesignTeachers Discuss

Redesign

WHY DOES THE EMPORIUM WHY DOES THE EMPORIUM INCREASE SUCCESS?INCREASE SUCCESS?

Active learningActive learning: Students spend the bulk : Students spend the bulk of their course time doing math of their course time doing math problems. problems.

On-demand helpOn-demand help: Students get assistance : Students get assistance when they encounter problems in doing when they encounter problems in doing math. math.

ModularizationModularization: Students spend more : Students spend more time on things they don’t understand and time on things they don’t understand and less time on things they have already less time on things they have already mastered. mastered.

Students learn math Students learn math by doing math, not by doing math, not by listening to by listening to someone talk about someone talk about doing math. The doing math. The same is true for same is true for reading and writing.reading and writing.

WHAT NEEDS FURTHER WHAT NEEDS FURTHER STUDY?STUDY?

Record-keeping, tuition Record-keeping, tuition policy, financial aidpolicy, financial aid

Whole courses vs. Whole courses vs. competenciescompetencies

Cost structures, funding Cost structures, funding modelsmodels

Approach to modularizationApproach to modularization Engaging more studentsEngaging more students

WHOLE COURSE VS. WHOLE COURSE VS. COMPETENCIES NEEDEDCOMPETENCIES NEEDED

Cleveland State: Whole course Austin Peay: Competencies for two specific

courses Jackson State: Competencies needed for

40 programs of study 31 required 7 of 12 modules 2 required 8 of 12 modules 7 required all 12 modules

What impact do these different structures have on student success and cost?

CLEVELAND STATE CLEVELAND STATE COST REDUCTIONCOST REDUCTION

BeforeBefore Section size = 24Section size = 24 55 sections (Fall/Spring)55 sections (Fall/Spring)

45 by FT faculty45 by FT faculty 10 by adjuncts10 by adjuncts

Faculty load = 10 Faculty load = 10 sectionssections

Faculty cost = $256,275Faculty cost = $256,275 Adjunct cost = $14,400Adjunct cost = $14,400 Total cost = $270,625Total cost = $270,625

AfterAfter Section size = 18Section size = 18 77 sections (Fall/Spring)77 sections (Fall/Spring)

77 by FT faculty77 by FT faculty 0 by adjuncts0 by adjuncts

Faculty load = 20 Faculty load = 20 sectionssections

Faculty cost = $219,258Faculty cost = $219,258 Adjunct cost = $0Adjunct cost = $0 Total cost = $219,258Total cost = $219,258

Savings = $51,418 or 19%

JACKSON STATE JACKSON STATE COST REDUCTIONCOST REDUCTION

BeforeBefore Section size = 20Section size = 20 102 sections (Annual)102 sections (Annual)

80 by FT faculty80 by FT faculty 22 by adjuncts22 by adjuncts

Faculty load = 5 sectionsFaculty load = 5 sections Faculty cost = $386,000Faculty cost = $386,000 Adjunct cost = $31,966Adjunct cost = $31,966 Other personnel = Other personnel =

$4,885$4,885 Total cost = $422,851Total cost = $422,851

AfterAfter Section size = 30Section size = 30 73 sections (Annual)73 sections (Annual)

42 by FT faculty42 by FT faculty 31 by adjuncts31 by adjuncts

Faculty load = 5 sectionsFaculty load = 5 sections Faculty cost = $202,650Faculty cost = $202,650 Adjunct cost = $45,043Adjunct cost = $45,043 Other personnel = Other personnel =

$12,856$12,856 Total cost = $260,549Total cost = $260,549

Savings = $162,302 or 38%

NORTHEAST STATE COST NORTHEAST STATE COST REDUCTIONREDUCTION

BeforeBefore Section size = 17Section size = 17 24 sections 24 sections

(Fall/Spring)(Fall/Spring) 12 by FT faculty12 by FT faculty 12 by adjuncts12 by adjuncts

Faculty load = 3 Faculty load = 3 sections Faculty cost = sections Faculty cost = $61,428$61,428

Adjunct cost = $19,404Adjunct cost = $19,404 Other personnel = $0Other personnel = $0 Total cost = $80,832Total cost = $80,832

AfterAfter Section size = 275 & Section size = 275 &

137137 2 sections (Fall/Spring)2 sections (Fall/Spring)

2 by FT faculty2 by FT faculty 0 by adjuncts0 by adjuncts

Faculty load =.5 Faculty load =.5 section Faculty cost = section Faculty cost = $30,714$30,714

Adjunct cost = $0Adjunct cost = $0 Other personnel = Other personnel =

$8,925 Total cost = $8,925 Total cost = $39,639$39,639

Savings = $41,193 or 51%

ENGAGING MORE ENGAGING MORE STUDENTSSTUDENTS

Students who “do the work” succeed.

That leads to a big difference in learning outcome averages and improvement in completion rates .

This means a higher percentages of As & Bs. CSCC Elementary Algebra – 34% (T) vs. 66% (R) CSCC Intermediate Algebra – 38% (T) vs. 69% (R)

The issue is, how to engage those who don’t engage. CSCC = 26% JSCC = 41% There are still too many students not

engaged.

WHAT HAVE WE WHAT HAVE WE LEARNED?LEARNED?

The Emporium Model works and the Linked The Emporium Model works and the Linked Workshop Model works.Workshop Model works.

Modularization works.Modularization works. It’s possible to improve quality while radically It’s possible to improve quality while radically

reducing costs in developmental studies.reducing costs in developmental studies. Developmental studies students will flourish Developmental studies students will flourish

by using technology appropriately—both by using technology appropriately—both traditional and non-traditional students.traditional and non-traditional students.

Students who previously feared math can love Students who previously feared math can love math!math!

Final ThoughtsFinal Thoughts

Re-design (not redesign)Re-design (not redesign) Tweaking lectures will give you tweaked resultsTweaking lectures will give you tweaked results Significant change can give you significantly different resultsSignificant change can give you significantly different results

Move Forward and Don’t Look BackMove Forward and Don’t Look Back If you redesign, spend your energy making it workIf you redesign, spend your energy making it work Don’t hang on to “the way it has always been done” (i.e. lecture)Don’t hang on to “the way it has always been done” (i.e. lecture) Ask the right questions: Ask the right questions: How do weHow do we. . .? . . .? notnot Why can’t Why can’t

we. . . .?we. . . .?

Goal: TransformationGoal: Transformation Lakeisha before redesign and afterLakeisha before redesign and after