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 Agenda Introductions Lisa Key Brown and Alan Tussy Module Content Content and features specific to redesign Enhance...
 Modularization – Conceptual/Contextual Streamlining content and reducing curricularredundancies Implementing new diagn...
 Tussy – A Modular Curriculum for NorthCarolina Aligned with the outcomes of each module Rich applications before most ...
Statewide GOALS:Mastery approach; Contextualized Applications andModules
4 Textbooks
Conceptual Student Learning Outcomes1.1 Demonstrate an understanding of the concept of integerswithin contextual applicati...
The ModuleTests haveproblemsexactly likethesuggestedproblems.
Givesdetailedexplanationsfor each stepof theexamplesModule 4, p. 47
Module 4, pp. 29-32
Module 4, pp. 29-32
Module 4, p. 18Module 4, p. 33
 Language of Algebra Success Tips and Caution
Plus many more
 Tussy – A Modular Curriculum for NorthCarolina Aligned with the outcomes of each module Rich applications before most ...
 Fall 2011 - Beta-tested - Taught the content within Math070 using our current textbook but supplementing withconceptual ...
 Seated Classes– 17 days with 3 transition days 3 days - 50 min. labs/2 days – 75 min. group activities 2 days/nights –...
 14 day grace period Self-enroll or roster upload Scheduling feature- Easy to copy modulesevery 4 weeks and keeps all s...
 Pretest Learning Unit – Video, Vocabulary, Guided StepProblems Lab – Read It, Watch It, Practice AnotherVersion, Maste...
 Resources – Multiple videos for each section ofthe book – closed caption Syllabi, Handouts, Powerpoints, etc. Personal...
 Intro to WebAssign – Get acquainted with howto input answers into the software Gradebook-Input other grades Email – Em...
Pass rate – Better pass rate than 16 week courses aswe progress through the modulesRetention – 20-25% higher than 16 week ...
 Pace Students taking too many classes along with DMA’s Final assessment is 50% conceptual/contextual and noco-requisit...
 Scheduler - 1 course = 4 modules – moreclasses keyed into Datatel Student Services- students could not registerthemselv...
 More tests per module Design YouBook for department Look at statistical data to see what isworking Evaluate students ...
?Questions?Lisa Key Brown919-718-7362lkbrown@cccc.eduAlan TussyThank you for attending ourwebinar!
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina
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Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina

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Learn how professors at Central Carolina Community College and Citrus College are implementing new developmental math practices and courses based on North Carolina's state standards, and how you can too with this session dedicated to developmental math course redesign in North Carolina.

In this presentation, Alan Tussy, Citrus College, and Lisa Key Brown, Central Caroline Community College, discussed how Central Carolina is using booklets specifically designed for North Carolina (Tussy, A Modular Curriculum for North Carolina) and the pre-built software-WebAssign in a lecture/lab and online distance education format. Custom booklets with the rich applications to enhance the pedagogy shift to conceptual and contextual understanding of mathematics were explored.

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  • Transcript of "Cengage Learning Webinar, Developmental Math Course Redesign in North Carolina"

    1. 1.  Agenda Introductions Lisa Key Brown and Alan Tussy Module Content Content and features specific to redesign Enhanced WebAssign NC EWA course EWA Improvements released in November YouBook (interactive eBook corresponding to printed modules)
    2. 2.  Modularization – Conceptual/Contextual Streamlining content and reducing curricularredundancies Implementing new diagnostic and assessmenttools and policies that link to the modules Alignment with college level courses andcompetencies and with DPI’s efforts to improvethe college readiness of HS grads Professional development plan for instructorsimplementing the new curriculumulul
    3. 3.  Tussy – A Modular Curriculum for NorthCarolina Aligned with the outcomes of each module Rich applications before most sections Many contextual problems in each section Enhanced WebAssign – One Code for allmodules for the Life of Edition Master Course with all modules – CoordinatorAccount Multiple Problems available – No limit onproblems used from other Cengage books
    4. 4. Statewide GOALS:Mastery approach; Contextualized Applications andModules
    5. 5. 4 Textbooks
    6. 6. Conceptual Student Learning Outcomes1.1 Demonstrate an understanding of the concept of integerswithin contextual application problems1.2 Correctly represent integers on a number line1.3 Demonstrate the correct use of additive inverses1.4 Evaluate the absolute value of a number1.5 Apply integer operations in solving contextual applicationproblems1.6 Correctly apply the associative and commutative properties1.7 Demonstrate understanding of exponents by convertingbetween exponential and expanded form1.8 Evaluate exponents1.9 Calculate the square root of numbers containing perfectsquares1.10 Evaluate integer expressions by using the correct order ofoperations1.11 Distinguish between appropriate use of area and perimeterformulas to solve geometric application problems1.12 Represent the events of a geometric application problemincluded in this module pictorially and evaluate the correctsolution using the appropriate formulaThe Modulesectionobjectivesmatch thestate learningoutcomes
    7. 7. The ModuleTests haveproblemsexactly likethesuggestedproblems.
    8. 8. Givesdetailedexplanationsfor each stepof theexamplesModule 4, p. 47
    9. 9. Module 4, pp. 29-32
    10. 10. Module 4, pp. 29-32
    11. 11. Module 4, p. 18Module 4, p. 33
    12. 12.  Language of Algebra Success Tips and Caution
    13. 13. Plus many more
    14. 14.  Tussy – A Modular Curriculum for NorthCarolina Aligned with the outcomes of each module Rich applications before most sections Many contextual problems in each section Enhanced WebAssign – One Code for allmodules for the Life of Edition Master Course with all modules – CoordinatorAccount Multiple Problems available – No limit onproblems used from other Cengage books
    15. 15.  Fall 2011 - Beta-tested - Taught the content within Math070 using our current textbook but supplementing withconceptual and contextual group activities we haddeveloped. Spring 2012 - Piloted DMA 4-week modules at a satellitecampus Summer 2012 - Full implementation using the PrototypeBook Fall 2013 – Started using Tussy Booklets and Pre-builtEnhance WebAssign Departmental Blackboard course for all faculty withsyllabi, assignment sheets, conceptual activities, classnotes, quizzes, etc.
    16. 16.  Seated Classes– 17 days with 3 transition days 3 days - 50 min. labs/2 days – 75 min. group activities 2 days/nights – 60 min. lab/ – 90 min. group activities Online Classes with Proctored Exams 250 points/300 points to Retest 100-EWA , 100-Bookwork, 100-Quizzes Testing on WebAssign- Lockdown Browser andPassword protected Required Remediation – F2F-Paper and Online
    17. 17.  14 day grace period Self-enroll or roster upload Scheduling feature- Easy to copy modulesevery 4 weeks and keeps all settings Coordinator - manages all the EWA coursesfor the department
    18. 18.  Pretest Learning Unit – Video, Vocabulary, Guided StepProblems Lab – Read It, Watch It, Practice AnotherVersion, Master It Quiz – Test Knowledge without any help buttons 5 Submissions - for all the above per question 2 Tests – 80% Mastery – Different questions notjust different numbers with the use of pools 50% conceptual/contextual problems Lockdown Browser & Password Protected
    19. 19.  Resources – Multiple videos for each section ofthe book – closed caption Syllabi, Handouts, Powerpoints, etc. Personal Study Plan – Students use as a studyaid before the module test to target areashe/she may need to study more YouBook – Put YouTube videos, hyperlinks, andhandouts inside the YouBook– book is savedunder your name – customize to your liking
    20. 20.  Intro to WebAssign – Get acquainted with howto input answers into the software Gradebook-Input other grades Email – Email students who are not doing well Calendar – Visual for students to see due dates Notification link – Email alerts to students Communication – Ask your teacher andautomatic extensions Show your work and Upload a file Time Estimates per question Conditional Release
    21. 21. Pass rate – Better pass rate than 16 week courses aswe progress through the modulesRetention – 20-25% higher than 16 week courses(4-week class – 2 absences)
    22. 22.  Pace Students taking too many classes along with DMA’s Final assessment is 50% conceptual/contextual and noco-requisite for reading Registration – Students can not register themselves Financial Aid – only ¾ of entitlement at the beginningof semester – ¼ at end of semester Changing a student’s schedule between 4 weeksessions who are not successful –(3 times a semester)
    23. 23.  Scheduler - 1 course = 4 modules – moreclasses keyed into Datatel Student Services- students could not registerthemselves online Registrar – More rosters and movement ofstudents every 4 weeks Financial Aid –Money is prorated throughoutthe semester Training - All advisors and counselors in thecollege Communication – Informing students aboutthe change
    24. 24.  More tests per module Design YouBook for department Look at statistical data to see what isworking Evaluate students at the end of each module Keep accessing what we are doing and howcan we improve!
    25. 25. ?Questions?Lisa Key Brown919-718-7362lkbrown@cccc.eduAlan TussyThank you for attending ourwebinar!
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