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. 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. 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. Acceleration of Developmental MathNCAT Emporium Model UtilizationModularizationMastery-BasedComputer Lab UtilizationStandardized curriculumQualified Math Instructor UtilizationCurriculum Alignment

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. 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. 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