Developmental Education Course Redesign        Using NCAT Principles       Cynthia Fletcher, Pulaski Technical College    ...
Fixed Attendance             Teaching        Vs.                      Vs.Flexible Attendance          Facilitating        ...
Cossatot             Pulaski Tech            Ozarka• Project AMP-NCAT   • Title III,           • Foundations of  Funding  ...
•Acceleration of Developmental Math•NCAT Emporium Model Utilization•Modularization•Mastery-Based•Computer Lab Utilization•...
Cossatot Community College-UAPilot Project Length: 5 Academic Semesters   3 Levels/Semester             7.6%   2 Levels/Se...
Pulaski Technical CollegePilot Project Length: 2006-2011   Course              2006          2011                       Su...
Ozarka College                                                       Completion Rates-2010Pilot Project Length: Fall 2011 ...
Kristin Bowden-Division Chair- Humanities and SocialSciencesCossatot Community College-UAKbowden@cccua.edu870-584-4471, Ex...
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Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles

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Arkansas Association of Two Year Colleges 2011

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Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles

  1. 1. Developmental Education Course Redesign Using NCAT Principles Cynthia Fletcher, Pulaski Technical College Holly Ayers, Ozarka CollegeKristin Bowden, Cossatot Community College of the UA
  2. 2. Fixed Attendance Teaching Vs. Vs.Flexible Attendance Facilitating “Simply ask: how NCAT would we do things Emporium differently if we put learning first? Then Instructors Course Format do it.” and/or And -Barr & Tagg Tutor Facilitators Lab Access
  3. 3. Cossatot Pulaski Tech Ozarka• Project AMP-NCAT • Title III, • Foundations of Funding Foundations of Math, Institutional• 2007- current Excellence, Funding• Hawkes Learning Achieving the • 2010-current Systems Dream • Hawkes Learning• Pilot Review • 2006- current Systems • MyMathLab • Pilot Review • Pilot Review
  4. 4. •Acceleration of Developmental Math•NCAT Emporium Model Utilization•Modularization•Mastery-Based•Computer Lab Utilization•Standardized curriculum•Qualified Math Instructor Utilization•Curriculum Alignment
  5. 5. Cossatot Community College-UAPilot Project Length: 5 Academic Semesters 3 Levels/Semester 7.6% 2 Levels/Semester 55.4% 1 Level/Semester 24.6% Non-Completers 3.2% Drop-Outs 9.2% Average GPA College Algebra 2.65
  6. 6. Pulaski Technical CollegePilot Project Length: 2006-2011 Course 2006 2011 Success Success DEVE0332/0334 42% 54%-64% DEVE0036 41% 54% DEVE0338 48% 55% •Fall 2011-Pilot classroom emporium, modulized with mastery learning •Spring 2011-6 sections modulized with mastery learning
  7. 7. Ozarka College Completion Rates-2010Pilot Project Length: Fall 2011 Pilot Project Pacing-Fall 2011 Level 1 Dev Ed Math 49.61% Accelerated 31% Level 2 Dev Ed Math 45.67% Completion Completion 40% Level 3 Dev Ed Math 40.48% Paced <1 semester 28% Average Dev Ed Math Completion Rate Traditional Lecture Redesign Pilot •Fall 2011-3 sections, one instructional site 2010-2011 Fall 2011 modulized with mastery learning 45.25% 71% (Projected) •Spring 2011-8 sections, four instructional sites modulized with mastery learning, accelerated college algebra
  8. 8. Kristin Bowden-Division Chair- Humanities and SocialSciencesCossatot Community College-UAKbowden@cccua.edu870-584-4471, Ext 1126Cynthia Fletcher-Interim Dean Academic SuccessPulaski Technical Collegecfletcher@pulaskitech.edu501-8122322Holly Ayers-Division Chair- Math, Science and EducationOzarka Collegehayers@ozarka.edu870-368-2040
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