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FTCC On Ground Faculty Track
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FTCC On Ground Faculty Track

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Susan Haley's presentation to on ground faculty at the Fayetteville Technical Community College Teaching and Learning Summit.

Susan Haley's presentation to on ground faculty at the Fayetteville Technical Community College Teaching and Learning Summit.

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FTCC On Ground Faculty Track FTCC On Ground Faculty Track Presentation Transcript

  • Susan Haley Instructor of Mathematics Florence-Darlington Technical College SPRING 2010
  • The Blended Lab Environment was first begun in order to support one of the five Institutional Goals: Florence-Darlington Technical College will transform the traditional approach into a flexible, customer- oriented learning environment emphasizing certifications, work experience credit, competency- based outcomes, self-paced, individualized instruction, and the infusion of technology in all programs of study.
  • Course Titles : •MAT 031 Arithmetic •MAT 032 Pre-Algebra •MAT 101 Beginning Algebra •MAT 102 Intermediate Algebra
  •  Traditional class lecture  Interactive technology  Guided instruction in a supervised laboratory environment  One-on-one communication
  •  Supports active learning  Provides one-on-one help  Encourages additional hours  Develops self-confidence  Allows course acceleration
  •  Two hours of lecture per week  Three scheduled hours in a supervised laboratory environment per week
  • Instructor guided curriculum focusing on individual learning needs Unique and flexible set of course materials Tutorials, multi-media textbook, assessment capabilities, online gradebook www.coursecompass.com
  • Use the MML Announcements often.
  • Have all important course documents posted under one common button.
  • List exactly what each student is expected to do for each chapter, step-by-step.
  • Use the “prerequisite” feature in MML to prevent students from moving ahead or skipping around to other topics before completing previous sections.
  • Use the MML study plan for students who do not pass a unit test before retesting.
  • Our goal is to increase student knowledge of course competencies by at least 5% in our remedial/prerequisite courses.
  • In the first week, students are given a pre-assessment. The pre-assessment consists of 10 questions that are a subset of the course’s final exam. Students indicate their answers and student identification numbers by filling in bubbles. The pre-assessment data are stored electronically.
  •  The post-assessment is the corresponding questions for the pre-assessment, thus measuring the same competencies.  The post-assessment data are stored electronically and used to compare each student’s improvement.  Then the data are divided into two groups: HUB students and students who took the course in a traditional classroom.
  • Primary Goal results Our goal is to increase student knowledge of course competencies by at least 5% in our remedial/prerequisite courses. 5% Alpha=5% Pre- Post- Percent change Alpha=5% Increase Number Mean Standard Significan Course Environment test test Hub vs. Increase is Hub vs. taking both Increase Deviation ce Test, P- Mean Mean Traditional Significant Traditional value Goal Met Hub 576 38.8 84.6 45.8 18.9 Math 031 10.4% 0.2% Yes Yes Traditional 224 38.0 79.5 41.5 19.4 Hub 598 37.9 58.4 20.5 20.3 Math 032 33.5% 0.0% Yes Yes Traditional 489 38.6 53.4 14.8 20.1 Hub 229 36.0 76.3 40.3 22.4 Math 101 28.3% 0.0% Yes Yes Traditional 880 37.5 68.9 31.4 23.4 Hub 158 34.5 67.3 32.8 22.3 Math 102 10.8% 5.4% No Yes Traditional 566 35.0 64.6 29.6 21.7
  • Our goal is to increase the course completion rate in remedial/prerequisite math classes by at least 5%.
  •  Each semester, a report from Datatel is generated containing the grades of each student for the semester.  Using Excel, the report is enhanced to display the number of each letter grade earned in each section of each course. The HUB classes have the letter “T” in their suffixes.  From this enhanced report, we can determine the completion rate for each section of math, HUB or traditional course. The completion rate is the number of students who completed with a grade of at least C or a grade of SC divided by the number of students who attempted the course.
  • Our goal is to increase the course completion rate in remedial/prerequisite math courses by at least 5%. Percent 5% Increase Alpha=5% Number Number Completion change in Alpha=5% Hub vs. Course Environment Significance Completed Attempted Rate Hub vs. Increase is Traditional Goal Test, P-value Traditional Significant Met Hub 582 1066 54.6% Math 031 13.5% 0.1% Yes Yes Traditional 735 1528 48.1% Hub 699 902 77.5% Math 032 61.5% 0.0% Yes Yes Traditional 1132 2358 48.0% Hub 307 722 42.5% Math 101 14.6% 0.3% Yes Yes Traditional 1096 2956 37.1% Hub 148 372 39.8% Math 102 -8.1% 89.0% No No Traditional 604 1394 43.3%
  • Our goal is to increase the course completion rate of students in curriculum math courses who took the prerequisite math course by at least 5%.
  •  A query in Datatel was created that requires the user to enter a reporting term, a course, and its prerequisite.  It generates a list of students who took the prerequisite, the section number of the prerequisite, and their letter grade in the course.  The report is further refined in Excel to list only the students who earned at least a C in the prerequisite course. We can then divide the group who took the prerequisite in the HUB and the group who took the prerequisite in a traditional classroom.
  • Our goal is to increase the course completion rate of students in curriculum math courses who took the prerequisite math course by at least 5%. 5% Alpha=5% Course and Environment Increase Alpha=5% Number Completion Percent Significance its that prerequisite Number Hub vs. Increase is Completed Rate Difference Test, P- Prerequisite was taken in Traditional Significant value Goal Met Hub 139 254 54.7% Math 16.6% Yes 1.2% Yes 102/101 Traditional 491 1048 46.9% Hub 85 126 67.5% Math 9.0% Yes 12.2% No 110/102 Traditional 376 607 61.9% Hub 71 86 82.6% Math 2.7% No 32.3% No 155/101 Traditional 345 429 80.4% Hub 18 23 78.3% Math 6.1% Yes 34.5% No 170/032 Traditional 31 42 73.8%
  • Our goal is to increase the average on the final exam of each remedial/prerequisite math course by at least 5%.
  • A mandatory departmental final exam is given for each math course. Students indicate their answers and student identification numbers by filling in bubbles. Data is stored electronically then used to compare HUB students to students who took the course in a traditional classroom.
  • Our goal is to increase the average on the final exam of each remedial/prerequisite math course by at least 5%. Percent 5% Increase Number Alpha=5% Standard change Hub Alpha=5% Hub vs. Course Environment taking Mean Significance Deviation vs. Increase is Traditional exam Test, P-value Traditional Significant Goal Met Hub 693 84.8 10.1 Math 031 12.5% 0.0% Yes Yes Traditional 1090 75.4 13.4 Hub 832 72.0 12.2 Math 032 4.3% 0.0% Yes No Traditional 1749 69.0 13.5 Hub 318 74.1 11.6 Math 101 13.3% 0.0% Yes Yes Traditional 2111 65.4 14.8 Hub 206 69.0 12.4 Math 102 5.8% 0.0% Yes Yes Traditional 1152 65.2 13.1
  •  - The Math Hub has definitely changed my opinion of math! My experience in math has been wonderful; I have gone from absolutely loathing math to looking forward to doing math! The Math Hub has been my saving grace!!  -The MyMathLab is a great tool and is a God send for students like me who are math challenged.  I love the MyMathLab. It has helped me so much. Also, thanks to everyone in the Math Hub that helped me.  The Math Hub should be open for every math class. I think math is much easier to learn this way.  It's awesome!!!!  I love it. Its really a good source of help.
  •  Susan.Haley@fdtc.edu 843-661-8068  http://mathhub.fdtc.edu/  http://qep.indrihovic.com