SMART MathSMART MathRemoving Roadblocks Removing Roadblocks

to Student Successto Student Success

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

A Tennessee Board of Regents Institution

www.jscc.edu/smart-math

S MS M A A RR TT

SMART Math Center at Jackson StateSMART Math Center at Jackson State

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Jackson State Community Jackson State Community CollegeCollege

SMART MathSMART MathGoal of Our Redesign

Improve Student Success and Increase Learning

Accommodate varying levels of preparation, math anxiety, and diverse learning styles

Prepare students for educational and career goals – not just remediate high school

deficiencies

Three Traditional CoursesThree Traditional Courses

Enrollment: 2200Enrollment: 2200 Pass Rate: 42%Pass Rate: 42%

Student had to pass course or start over next termStudent had to pass course or start over next term Each instructor designed own course presentations, Each instructor designed own course presentations,

lectures, homework assignments, and testslectures, homework assignments, and tests Student class time was inflexibleStudent class time was inflexible Student had to successfully complete all three courses Student had to successfully complete all three courses

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

What Did We Do Before the Redesign?What Did We Do Before the Redesign?

SMART MathSMART Math ObjectivesObjectives Mastery of Competencies – Not Just Self-PacedMastery of Competencies – Not Just Self-Paced

Accommodation of Learning StylesAccommodation of Learning Styles

On-demand Individual AssistanceOn-demand Individual Assistance

Immediate Feedback on Tests and HomeworkImmediate Feedback on Tests and Homework

Opportunity to Progress More Quickly (or slowly)Opportunity to Progress More Quickly (or slowly)

More Frequent Opportunities for Success More Frequent Opportunities for Success Student requirements based on educational and career goalsStudent requirements based on educational and career goals

How We Got StartedHow We Got Started 12 modules replaced 3 traditional courses.

MODULES TRADITIONAL COURSE

1, 2, 3 Basic Mathematics

4, 5, 6, 7 Elementary Algebra

8, 9, 10, 11, 12

Intermediate Algebra

Components of each module grade:Attendance 5% Notebooks 10%Homework 15%Post-Test (Proctored) 70%

To satisfy a module the overall grade must be at least 75%.

SMART Math SMART Math means means Mastery LearningMastery Learning

New students begin with Pre-Test on Module 1New students begin with Pre-Test on Module 1 80% mastery moves student to next module80% mastery moves student to next module

If less than 80%, student completesIf less than 80%, student completes Homework in MyMathLabHomework in MyMathLab Practice Test in MyMathLabPractice Test in MyMathLab Post Test in MyMathLabPost Test in MyMathLab SMART Math notes – (workbook format)SMART Math notes – (workbook format)

80% mastery to move from one homework 80% mastery to move from one homework assignment to nextassignment to next

75% mastery on proctored post test75% mastery on proctored post test

Why Modularize?Why Modularize?• Mastery learning facilitatedMastery learning facilitated• Individual student requirements based on Individual student requirements based on

educational and career goalseducational and career goals• Students can change schedule without Students can change schedule without

interrupting learninginterrupting learning• More frequent opportunities to successful More frequent opportunities to successful

completion completion • Student begins new semester with next Student begins new semester with next

required modulerequired module• Multiple exit optionsMultiple exit options

Course competencies from the three traditional courses were separated into 12 clearly defined modules

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

Curriculum Committee approved major change in Developmental Math requirements

Procedures were set up to advise students of their multi-exit options based on their career choice

Advisor training sessions were conducted

Procedure for Procedure for ModularizationModularization

Program Developmental Math Program Developmental Math RequirementsRequirements

41 Courses of Study require a General Education Math Course• 31 Majors allowed a Math Course with

prerequisite Modules 1 – 7• 3 Require Modules 1-8 Modules• 7 Require All 12 Modules

7 Programs of Study do not require college level Math – Allied Health & Nursing• 1 Requires Modules 1-8• 5 Require Modules 1-7• 1 Requires Modules 1-4

Programs of Study Programs of Study Module Requirements Module Requirements

Required Modules

Number of programs

DSPM Students Fall 2008/Spring 2009

1-12 7 20.3 %

1-8 4 31.2 %

1-7 36 47.9 %

1-4 1 0.6 %

Students Completing DSPM Students Completing DSPM RequirementsRequirements

Students who could enroll in college level courses/programs next term

Traditional Course Spring 2008 24%

Redesign Course Spring 2008 22%

SMART Math Fall 2008 36%

SMART Math Spring 2009 42%

SMART Math Fall 2009 43%

Learning IncreasedLearning IncreasedMean Scores on Post Test by ModulesMean Scores on Post Test by Modules

Challenges: Record KeepingChallenges: Record Keeping For which course does the student register?

“Shell Courses” that do not designate modulesDSPM 0891 Developmental Mathematics IDSPM 0892 Developmental Mathematics IIDSPM 0893 Developmental Mathematics III

All new students enroll in DSPM 0891 • Student completes at least 4 modules (or all required if

< 4)• Grade = Average of 4 highest modules scores

Students still needing to complete more modules enroll in DSPM 0892/DSPM 0893

Challenges: Tracking StudentsChallenges: Tracking Students

Table created in SOATEST/Banner 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

The Team and Pearson Education have automated the process of tracking students’ module completion and reporting to Banner

Student who change major may be required to complete more modules

Challenges: Challenges: Redefining Faculty RolesRedefining Faculty Roles

Faculty are now facilitators and evaluators of student learning.

Faculty guide each student’s study through developmental math.

Faculty counsel students on their module. requirements relative to their career goal.

Faculty lead small group instruction on difficult topics.

Faculty serve as tutors in SMART Math Center. Full time faculty mentor adjunct faculty.

Challenges: Challenges: Finding TutorsFinding Tutors

Student tutors from JSCC Must be recommended by math faculty Must have an A or high B in last math course Can be students who were successful in DSPM (some of the best tutors)

Student tutors from local colleges & universities

Adjunct faculty

Retired teachers

Full time instructors

Online tutors

Student Success IncreasedStudents Passing the Course

Course Term % ABC

Traditional Spring 2008 41%

Redesign Spring 2008 54%

SMART Math Fall 2008 57%

SMART Math Spring 2009 59%

SMART Math Fall 2009 60%

Retention IncreasedEnrolled in Course to End

Course Term % Enrolled to End

Traditional Spring 2008

74%

Redesign Spring 2008

72%

SMART Math Fall 2008 75%

SMART Math Spring 2009

83%

Overall retention increased by 12%!

Cost Savings for Cost Savings for StudentsStudents

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 can decrease travel & childcare expenses

Cost Savings for InstitutionCost Savings for Institution Reduced cost per student by over 20%Reduced cost per student by over 20%

o Reduced total number of sections by 28%Reduced total number of sections by 28%• Increasing maximum class size from 24 to 30Increasing maximum class size from 24 to 30• Providing opportunity for students to complete Providing opportunity for students to complete

developmental coursework more quicklydevelopmental coursework more quicklyo Reduced number of sections taught by full time faculty Reduced number of sections taught by full time faculty

from 78% to 58%from 78% to 58%

o Utilized tutors at lower cost per hour than facultyUtilized tutors at lower cost per hour than faculty Improved retention of students by over 10%Improved retention of students by over 10% Increased college enrollment numbers by Increased college enrollment numbers by

enrolling enrolling students more readily in credit students more readily in credit bearing coursesbearing courses

Full time Adjunct Total

Historically 63 26 89

SMART Math 37 34 71

Jackson State Mathematics DepartmentJackson State Mathematics Departmentwishes to say thanks to:

Our President, Dr. Bruce Blanding, for challenging us to try innovative approaches to our developmental math program The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality. National Council of Academic Transformation for guidance and encouragement throughout the whole process.

Come visit us and see our

SMART MathSMART Math Center!

Mary Jane BassettDean of Academic Supportmbassett@jscc.edu

Betty Frost, Associate Professor of Mathematics & Redesign Team Leaderbfrost@jscc.edu