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MARS:AGiantLEAPforStudent

Success

SACSCOC2019AnnualConventionDecember8,2019Houston,Texas

BobbiParrino Cook,EdD – IRSCQEPDirector,ProfessorMathDepartment,retireddrbpcmath@gmail.com

LynneO’Dell,MEd– IRSCQEPManager/Math&ScienceStudentSuccessCoordinatorlodell@irsc.edu

OVERVIEW• Describe IRSC’s QEP:

MARS (Math At the Root of Success) • Discuss the process• Explain the cycle of action research• Define the different course pedagogies• Identify additional aspects of MARS• Share DATA• Discuss the possibilities for action research

for YOUR institution• Questions

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SACSCOCQualityEnhancementPlan

IdentifytheProblemStudents’ failure to progress through introductory math coursesDevelopPlanofActionImprove student learning and success through redesign of introductory math coursesImplementPlan&AssessResults

College‐wideinvolvementinIRSC’sQEP

• The college and community provided input to select a topic for the QEP

• Developmentteam (with members from throughout the college) did the research to narrow down the topic

• Once the topic was identified – needed fouractionteams• A total of over60people involved

• Research & Implementation• Marketing & Design• Assessment & Evaluation• Curriculum & Leadership

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Drivingbeliefsgoingforward

• IRSC’s #1 priority – authentic student learning & success

• It’s all about our students

• Focus on IMPROVING STUDENT LEARNING

• Potential impact – thousands of students expected to profoundly influence completion agenda

CurriculumTeamConsistedofmathdepartmentfaculty

Played a crucial role in implementation: • Revise and standardize courses• Maintain course integrity throughout

redesign• Respond to quantitative and qualitative

data to make ongoing improvements

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Research

Data Collection

Evaluate Change

Research

Action

Evaluate Change

IdentifyProblem

ACTIONRESEARCH

Action

Data Collection

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TYPESofDATACOLLECTED

QUANTITATIVE – 3DATAPOINTS

1. Diagnostic Exam 2. Departmental Final Exam 3. Final Grade In Course

QUALITATIVE – FOCUSGROUPS1. Students 2. Tutors 3. Instructors

InitialActionsSTANDARDIZED curriculum &content schedule

Built one MARS (MathAttheRootofSuccess)LAB (computer lab) on each of 2 campuses (now 16 labs on 5 campuses)

Added new deliveries (EMPORIUMS)

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COURSES&DELIVERYMETHODS

2012‐2013 (baseline year)One course & Two delivery methods

2018‐2019Two courses & Eight delivery methods

2INTRODUCTORYMATHCOURSES

MAT1033IntermediateAlgebra

&MAT1100

QuantitativeReasoning

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…TheResults…

Tremendous collaboration and teamworkin the math department; evidence‐baseddecision making is the norm

Dramatic improvement in introductory math courses

BASELINE SUCCESS (2012–2013) 56%COURSE SUCCESS (2018–2019) 74%

ALLMAT1033&1100SECTIONS

Take a DIAGNOSTIC at the start of the term (1033 - MML) (1100 – ALEKS)

Have STANDARDIZED CURRICULUMSame online HW (inthesameorder) (1033 - MML) (1100 – ALEKS & EXCEL)

Take a COMMON departmentalfinalexam

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DIFFERENTDELIVERIES

MAT1033(IntermediateAlgebra)

• SE – SupplementalEmporium(SE2&SE4)• HY– HybridEmporium• FE– FlippedEmporium• VM – Virtual Mastery• TR– TraditionalFace‐to‐Face

MAT1100(QuantitativeReasoning)• CL – CollaborativeLearninginface‐to‐faceclasses• QRO– QuantitativeReasoningOnline

COLLABORATIVELEARNINGMAT1100–QuantitativeReasoning

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MAT1100Developed for the LIBERALARTSPATHWAYas

a pre-requisite for the liberal arts math courses

Course Delivery for face-to-face sections Collaborativelearning

Curriculum includes employabilityskills: critical thinking, data analysis, employability skills (EXCEL - portfolios); increase math self-efficacy

Nopre‐requisite– notfordualenrollment

IRSCMATHEMPORIUMSMAT1033– IntermediateAlgebra

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ALL IRSCEMPORIUMS…Take place in the MARS(computer) LAB

Have both active learning & computer time

Have an instructorandatutorpresent during class time – “justintime” assistance

Have testing on the computer with mandatory exam booklets to showwork

SUPPLEMENTAL EMPORIUMMeets 4hoursa week – EXTRA CONTACTTIME

Half of the time in active learning; other half in computer assignments

Have two different schedules: SE2&SE4

SE2 – two hours twice a week

SE4 – 1 hour four times a week

SEisthedeliverywiththehighest successratesforcertainethnic/socioeconomicgroups

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HYBRIDEMPORIUM(HY)Meets 2.5hoursa week

Hybrid - a combination of traditionaland emporium pedagogies

Most of the time in active learning with“some” time set aside for computer workwith the instructor & tutor present

Night and day classes – keepingnight

FLIPPEDEMPORIUM(FE)Meets 2.5 hours a weekTypical FLIP pedagogyStudent watches video before classStudent are required to perform a task for each

lesson known as WSQ (Watch, Summary, andQuestion).Instructor answers questions about assignmentStudents progress through computer assignment

with instructor and tutor available

Subsequent coursesuccessrate

(2017– 2018) 82%

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VIRTUALMASTERY(VM)

Online version of MAT1033Baseline success rate (2012–2013) 32%Success rate for (2018 – 2019)59%Mastery based progression throughthe software using pre-requisitesSubsequent course success rate: 80%

IMPORTANTCONTRIBUTINGFACTORSTOTHEPROJECT:

TutorsProfessionaldevelopmentMathematicsdepartmentenvironment&communication

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TUTORS– ASC&PEER There is a tutor in EVERY EMPORIUMCLASS

Tutors are a familiar face in the ASC tutoring lab

Tutors conduct review sessions

Peer tutors “look like” the students

Tutors are making a difference

There are tutor training sessions

Majority of tutors are peer tutors

SCALEOUT– Plans to develop a

PeerTutoringProgram& expand to other

departments

FACULTYPROFESSIONALDEVELOPMENT

External:Study skillsSoftware trainingCollaborative learningConferences

Internal:Professional Learning Communities (PLC)Equity and inclusionActive learning strategies (clickers & Echo360)Engaging the Under-resourced College Student

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MathDepartmentProfessionalDevelopment

MathDepartmentEnvironment&CommunicationGenuine commitment to student learning

and successConsistent sharing of what works & doesn’tFree-ranging discussion for possible

solutionsExamining data before making decisionsEncouragement of new ideas and strategiesFailures chalked up to experience and

lessons learned

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THEDATA:

Qualitative&

Quantitative

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QUALITATIVEDATA‐ FOCUSGROUPSStudents–Tutors‐ Instructors

Action takenevery termForexample:

Open MARS labTest reviews in the softwareTest review daysAlternative Emporium scheduleInformation flyers about courses and

delivery methodsLength of the assignments

SCALEOUT‐ FOCUSGROUPWORKGROUP

QUANTITATIVEDATA

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Enrollment&StudentServices’Efforts(in response to SB1720)

“NOTREADY”for gateway (introductory) math

Students had 13‐18%LOWERsuccess than students identified as

READY

SUBSEQUENTMATHCOURSES

2012– 2013(baseline)72%success rate

2017– 2018(todate)72% success rate

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MAT1033(2018‐ 2019)

TotalWeeklyMeetingTime CourseSuccess

2.5HRS(Traditional;FE;HY)

64%TR

63%FE‐HY

4HRS(SE2;SE4)

69%

DISCUSSIONActionResearch

FocusGroups

PeerTutoring

Whatsubjectareas/coursescouldeachoranyofthesethingshelpimprovestudentsuccessinYOUR QEPoratyourinstitutioningeneral?

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THEMARSDATAREINFORCESWHATWORKSFORSUCCESS

Action‐ResearchGuidedPathwaysSTANDARDIZATION across the department(curriculum, diagnostic testing, departmental finals)EXTRAstudent/teachercontacttimeEmporiumdeliveriesTutors & peertutorsCollaborativelearningFocusgroupsfor meaningful changeOpportunities to share through PROFESSIONALDEV.Scalingout to other courses & disciplines

QUESTIONS?