Attractive Redesign:Making Change Work for You Kathleen Almy Rock Valley College
Attractive redesign is…*Respectful of the diverse needs and styles of both faculty and students*Flexible yet structured*Sustainable over time*Effective and successful
Rock Valley College Rockford, IL is 1.5 hours west of Chicago Mid-sized community college with urban and rural students Approximately 9,000 students Local economy depressed, manufacturing- based 13% of adults in area have a B.S. degree or higher
Problems with the developmental math program Less than half of students passed developmental math classes Inconsistency amongst sections in terms of grading and content taught Poor attendance and rates of homework completion Many students never made it to college level courses Frustrated students and faculty
The solutions Expand options and offerings Take lessons from research and other schools Improve functionality and effectiveness Incorporate technology into all aspects of program Get on the same page Balance structure with flexibility
1. Find a faculty advocate and form a task force of faculty, administrators, and student service personnel.2. Get current pass rates and other program statistics to use as a baseline.3. Read research on developmental students and math redesigns.
What about money? Grant money helps but can slow and restrict process Release time for one faculty member is a minimal cost often supported by administrators
Placement Accurate and flexible Advising Accurate and timely Courses Varied and appropriate Instruction Quality and consistent Support Varied and timelyProgram: Organized and centralized
Placement: Accurate & Flexible Mandatory testing & placement Who is Validated cut scores & routing methods in your class? Sound options for bypassing courses when merited
Create practice placement tests and customized practice torefresh skills Online and convenient 16 weeks of access for $10 Prep for multiple tests (arithmetic, algebra, geometry)Can use for developmental and college level Algebra and trig review
Advising: Accurate & Timely Educate advisorsHow do In-course, website, and orientation informationstudentsget their Letters to students in specialcourse formats (computer assisted &information? online) Assess registration system
Courses: Varied & Appropriate Faster and slower course options (accelerated courses, modules) Less content taught deeply – focus on understanding Do your courses Pacing built for the developmental learner serve Options for STEM and your non-STEM students students? Quality, varied assessments
Modular option: Cut semester courses in half Motivates students to keep going Renews their focus at mid-semester Reduces time to college level courses Students repeat modules immediately & only parts neededGradual development of content & slower pace Little overlap between modules Increases time on each topic to encourage mastery
Since modules can be logistically challenging, consider these options before trying them:Cut out the overlap in courses to get more time MML review assignment to start course Spiral review throughout course For intermediate algebra, use “just-in-time” review Teach factoring in beginning and intermediate algebraUse combined books Saves students money (book & access code) Provides review reference
1 semester beginning & intermediate algebra 6 credits (3 days a week) Higher placement required Popular and successfulMLCS 1 semester non-STEM option
Instruction: Quality & Consistent Standardized policies, pacing, grading, homework, final exam Regular review – spiral learning What is Teach study & technology skills going on Consistent use of MyMathLab in the to develop skills classroom? Multiple course delivery options (online, face to face, computer assisted)
Policies & MyMathLab create structure Master courses contain HW, gradebook, reviewsFlexible options for different learning needs Face to face Use online homework Computer assisted 100 minute period = 70 min instruction + 30 min on computers with instructor to answer questions Helps students maintain focus in long class periods Fully online Take tests proctored on campus
Support: Varied & Timely Office hours for all faculty Math lab with computers and texts How do Peer and faculty tutoring students get help? MyMathLab
Features for instructors Gradebook Item analysis Communication Improved class time Minimum of 3 deadlines per week Students come to class having practiced HW & with questions Features for students Immediate feedback View an example Guided practice with prompts Videos & mini-lectures Animations e-book Printed book can be optional, code required
Program: Organized & Centralized Program coordinator Training & materials How is your including program manual course or Mentoring & program professional development organized & Continual assessment & maintained? review
Pass rates before redesign 48% for algebra classes 58% for geometry Passing = A, B, or C Pass rates since Fall 2009 69% for modules 55-70% for Part 1 modules 60-80% for Part 2 modules 71% for combined algebra 77% for geometry Final exams mirror pass rate resultsNOTE: Results based on majority of classes using lecture with 60 - 70% of sections taught by adjuncts.
Brings critical thinking through contexts to developmental students 21st century skills Innovative approach to content College knowledge Workforce developmentNon-STEM option Prepares students for liberal arts math, statistics, or traditional intermediate algebraBuilds mathematical maturity through these areas: Numeracy, algebraic reasoning, proportional reasoning, functions, student success, and mathematical successSince Fall 2011 – pilot 2 sections of MLCS (Mathematical Literacy for College Students)Materials are being written now, will be available through Pearson
Replace Beginning Algebra STEM Intermediate College Algebra Level Math Prealgebra MLCS Non-STEM College Level Math (Statistics, Liberal Arts Math)
Use MLCS lessons in an emporium for once-weekly problemsolving sessions Beginning Intermediate College Prealgebra Algebra Algebra Level Math 0 Previews content for some, connects for others 0 Everyone is engaged 0 More than just skills
Augment traditional sequence with MLCSas a non-STEM alternative preparation forstatistics/liberal arts math. STEM Beginning Intermediate College Algebra Algebra Level Math Prealgebra Non-STEM MLCS College Level Math (Statistics, Liberal Arts Math) Students who change their major can take intermediate algebra as a bridge to STEM courses.
New RVC Course SequenceThere is something for everyone. Both faculty and students have choice and are not locked into one approach or philosophy.
1. Changes must be mandatory.2. Comprehensive: One large change will not be enough to produce a large effect.3. Research: Learn from mistakes of others.4. Assessment and data are necessary throughout the process.5. Provide support, training, and communicate often in multiple ways.6. How is as important as what.7. Commitment matters more than funding.8. Redesign on your terms. One size does not fit all.
Kathleen Almy Associate Professor of Mathematics Rock Valley College, Rockford, ILEmail: email@example.comBlog: http://almydoesmath.blogspot.com Contains redesign documents including program manual Updates from MLCS pilot including video