Kathleen Almy discusses redesigning the developmental math program at Rock Valley College. The college faced issues like low pass rates and inconsistencies. The redesign focused on expanding options, improving functionality, and getting everyone on the same page. Changes included modular courses, non-STEM alternatives, standardized policies and MyMathLab integration. Assessment shows pass rates increased since the redesign. The redesign respected diverse needs, was flexible yet structured, and aimed to be effective, successful and sustainable over time.

1. Attractive Redesign:
Making Change Work for You
Kathleen Almy
Rock Valley College

2. Attractive redesign is…
*Respectful of the diverse needs and
styles of both faculty and students
*Flexible yet structured
*Sustainable over time
*Effective and successful

3. 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

4. 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

5. 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

6. 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.

7. 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

8.  Placement
Accurate and flexible
 Advising
Accurate and timely
 Courses
Varied and appropriate
 Instruction
Quality and consistent
 Support
Varied and timely
Program: Organized and centralized

9. Placement: Accurate & Flexible
Mandatory testing &
placement
Who is Validated cut scores &
routing methods
in your
class?
Sound options for
bypassing courses when
merited

10. Create practice placement tests and customized practice to
refresh 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

11. Advising: Accurate & Timely
Educate advisors
How do In-course, website, and orientation
information
students
get their
Letters to students in special
course formats (computer assisted &
information? online)
Assess registration system

12. 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

14. 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 needed
Gradual development of content & slower pace
 Little overlap between modules
 Increases time on each topic to encourage mastery

15. 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 algebra
Use combined books
 Saves students money (book & access code)
 Provides review reference

16. 1 semester beginning & intermediate algebra
 6 credits (3 days a week)
 Higher placement required
 Popular and successful
MLCS
 1 semester non-STEM option

17. 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)

18. Policies & MyMathLab create structure
 Master courses contain HW, gradebook, reviews
Flexible 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

19. Support: Varied & Timely
Office hours for all faculty
Math lab with computers
and texts
How do
Peer and faculty tutoring
students
get help?
MyMathLab

20.  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

21. Program: Organized & Centralized
Program coordinator
Training & materials
How is your including program manual
course or
Mentoring &
program professional development
organized &
Continual assessment &
maintained? review

22.  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 results
NOTE: Results based on majority of classes using lecture with
60 - 70% of sections taught by adjuncts.

23. Brings critical thinking through contexts to developmental students
 21st century skills
 Innovative approach to content
 College knowledge
 Workforce development
Non-STEM option
 Prepares students for liberal arts math, statistics, or traditional intermediate algebra
Builds mathematical maturity through these areas:
 Numeracy, algebraic reasoning, proportional reasoning, functions, student success, and
mathematical success
Since Fall 2011 – pilot 2 sections of MLCS
(Mathematical Literacy for College Students)
Materials are being written now, will be available through Pearson

24. Replace Beginning Algebra
STEM
Intermediate College
Algebra Level Math
Prealgebra MLCS
Non-STEM
College
Level Math
(Statistics,
Liberal Arts
Math)

25. Use MLCS lessons in an emporium for once-weekly problem
solving 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

26. Augment traditional sequence with MLCS
as a non-STEM alternative preparation for
statistics/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.

27. New RVC Course Sequence
There is something for everyone. Both faculty and students have choice and are not
locked into one approach or philosophy.

28. 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.

29. Kathleen Almy
Associate Professor of Mathematics
Rock Valley College, Rockford, IL
Email: kathleenalmy@gmail.com
Blog: http://almydoesmath.blogspot.com
 Contains redesign documents including program manual
 Updates from MLCS pilot including video