SMART Math Jackson State Community College

Jackson, Tennessee

Presenter:

Betty Frost, Chair Mathematics DepartmentNCAT Scholar

bfrost@jscc.edu

www.jscc.edu/smart-math

Winner of the prestigious 2010 Bellwether Award

in the category of Innovative Instruction and Services

Given by Community College Futures

Assembly

Three Traditional Courses: Basic Mathematics, Elementary Algebra and Intermediate Algebra

Pass Rate: 42% Attempted to remediate high school math deficiencies Student had to pass course or start over next term Student had to successfully complete all three courses

before enrolling in Allied Health or Nursing programs or taking certain college level courses

Student class time was inflexible Each instructor designed own course agenda, lectures,

homework assignments, and tests Course Drift

Why did Jackson State redesign Developmental Mathematics?

Timeline for Our Redesign

Spring 2007 – attended statewide NCAT seminar

Summer 2007 – wrote proposal for Redesign Fall 2007 – Began plan for implementing Pilot 1 in Spring 2008 Remodeled 2 classrooms for Math Emporium

Spring 2008 - Pilot 1 - Offered Parallel Sections • Traditional - Taught by “traditional” instructors• Redesign - In SMART Math Center

Fall 2008 - Pilot 2 – Offered mostly Redesign Sections (One section of traditional).

Spring 2009 - Pilot 3 –SMART Math fully

implemented!

Key Features of Developmental Math Redesign

SMART Math Center (Emporium)

Mastery Learning

Modularization

Multi-Exit Opportunities

S M A R T

SMART Math Center at Jackson State

urvive chieve aster eview ransfer

SMART Math CenterEmporium Model

Large computer center• 80 Student Stations• Accommodates two class sections of 30 each• Allows for drop-ins

Open Six Days per Week• Monday – Thursday from 8:00 a.m. to 9:00 p.m.• Friday from 8:00 a.m. to 2:00 p.m.• Saturdays from 9:00 a.m. to 2:00 p.m.• Also open during Fall and Spring Breaks

Staffed by student tutors, professional tutors, instructors

12 modules replaced 3 traditional courses – (same competencies) – Fall 07

Prerequisite modules were identified for success in‒ general education math courses‒ other college level courses‒ programs not requiring college level math

Changes in Developmental Math Requirements approved by Curriculum Committee – Spring 08

Procedures set up to advise students of their multi-exit options based on their career choices – Summer/Fall 08

How JSCC got started

Modules 1, 2, 3 4, 5, 6, 7 8, 9, 10, 11, 12

Traditional

Basic Mathematics

Elementary Algebra

Intermediate Algebra

Programs Requiring 12 Modules 7 20.3%

Programs Requiring 8 or less Modules 41 79.7%

Campus Involvement - Our Team

Math Faculty - Full time and Adjunct Presidential Support Academic Affairs Cooperation

• Dean on Team - Champion for Redesign• Office Staff in Academic Affairs• Deans/Department Chairs/Program Directors• Curriculum Committee

Student Services Assistance • Financial Aid Office• Records Office• Advising Office

Information Technology Expertise Building and Grounds Assistance

PILOT I: Gain in Student Knowledge

1 2 3 4 5 6 7 8 9 10 11 120

10

20

30

40

50

60

70

80

90

Traditional Redesign

Mean Gain in Pre-Test to Post-Test Scores by Module

Mastery LearningNew Students Begin with Proctored Assessment of Module

1 80% mastery moves student to next module If less than 80%,

• Student studies work text book : Connecting the Concepts – A Modular Approach to Developmental Mathematic and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery)

• After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery) Instructor checks work and mathematical notation.

• Student takes Practice Test in MyMathLab (80% Mastery)• Student takes Proctored Post Test in MyMathLab (75%

Mastery) Student , moves to Module 2 and so on

F06 -F07 F07 - F08 F08 - F09 F09 - F100%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

32%29%

44% 45%

Retention Fall to Fall

Pre-Redesign Post- Redesign

Retention Increased

Sp 2008 Sp 2008 F 2008 Sp 2009 F2009 Sp 2010 F201030%

35%

40%

45%

50%

55%

60%

65%

41%

54%

57%59% 60% 59%

54%

Student Success IncreasedStudents Earning A, B, or C

Pre-Redesign Post- Redesign

Learning Increased

1 2 3 4 5 6 7 8 9 10 11 120

10

20

30

40

50

60

70

80

90

100

Traditional Sp08 SMART Math Sp08 SMART Math Fall 08 SMART Math S09SMART Math Fall 09 SMART Math Sp10

Mean Scores on Module Post Tests

Success in College Level

Students making A, B, or C in College Level Math Courses

SMART Math 74%No SMART Math 68%

Students making A, B, C, or D in College Level Math Courses

SMART Math 85%No SMART Math 75%

Challenge: Redefining Faculty Roles

Faculty facilitate student learning - guiding each student’s study of developmental math.

Faculty evaluate student learning – monitoring progress and activity

Faculty lead small group instruction on difficult topics.

Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty. Faculty Do Not “do their own thing” – TEAM!

Challenge: Record Keeping Created “Shell Courses” that do not designate modules

to be completed• First, all students enroll in DSPM I

Student completes at least 4 modules

• Students still needing to complete 3 or more modules enroll in DSPM II and begin with next required module.

• Then DSPM III if 3 or more modules still needed• Students needing only 1 or 2 modules enroll in DSPM IV

Table created in Banner/SOATEST to indicate modules completed for each student• When a module is indicated satisfied, the student may

enroll in any college course for which the module is a prerequisite

• Automated process of reporting students’ module completion in MML+ to Banner

Determining Grades

Components of Each Module

Grade

Attendance 5%

Notebook Problems 10 %

Homework (MML) 15 %

Post Test (Proctored) 70%

Course Grade Criteria Complete 4+ Modules Average 4 Best Module

Grades • 95-100% = A• 85- 94% = B• 75- 84% = C

Complete 2 or 3 Modules = PR* or F

Complete 0 or1 Modules = F

*PR if activity in MML andattendance are adequate

Cost Savings for Students

Students do not pay for unnecessary coursework

Students are able to complete developmental math requirements in one term, if motivated

Students can adjust schedule to suit life changes instead of withdrawing from the course

Students decrease travel & childcare expenses

Student completion rates of developmental math increased by 75%

Cost Savings for Institution Reduced cost per student by over 30%

o Reduced number of sections • Increasing maximum class size from 24 to

30• Providing opportunity for students to

complete developmental coursework more quickly

o Reduced number of sections taught by full time faculty

o Utilized tutors at lower cost per hour than faculty

Improved retention of students by over 14% Increased college enrollment numbers by

increasing student completion rates of developmental math

SMART Math Outcomes Student requirements based on educational and career goals

Accommodation of Learning Styles

On-demand Individual Assistance

Immediate Feedback on Tests and Homework

– motivating students to continue until they get it right!

Opportunity to Progress More Quickly (or slowly)

Students know material before moving ahead – MASTERY!

More Frequent Opportunities for Success – Students have the attitude “I can do this!”

Students begin new semester with the next required module

Citations: Bassett, Mary J. and Frost, Betty(2010) “Smart

Math: Removing Roadblocks to College Success,” Community College Journal of Research and Practice, 34: 11, 869 — 873

Mills, Kay (2010) “Redesign the Basics,” National Cross Talk,” May 2010

Twigg, Carol (2009) “Increasing Success in Developmental Math: SMART Math at Jackson State Community College,” The Learning Marketplace, October 2009

Jackson State Mathematics Departmentwishes to thank:

The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality.

National Council of Academic Transformation for their guidance and encouragement.

Come visit us and see our

SMART Math Center!

www.jscc.edu/smart-math

Betty Frost Associate Professor of Mathematics

bfrost@jscc.edu