68 A Tale of Two Redesigns

A Tale of Two Redesigns
John Squires, Chattanooga State Community College


Cleveland State Redesign
 3 Developmental Math Classes
 Basic Math, Elementary Algebra, Intermediate Algebra
 Emporium Model, Mastery Learning

 7 College Math Classes
 College Algebra, Finite Math, Statistics (1 + 2)
 Precalculus I & II, Applied Trig, Business Calculus (2 + 1)
 Emporium Model, Mastery Learning

 Scheduling Benefits
 Continuous Enrollment Plan
 One Room Schoolhouse
 Math on Demand


Cleveland State Redesign Part II
 Weekly Expectations
 Avoid “night before the test” syndrome
 Keep students working throughout semester

 Mastery Learning
 Students keep working until they “get it”
 Failing is part of the learning process

 Points for Everything
 Everything is mandatory

 Turns course into a “to-do” list


Cleveland State Results Update
 Developmental Math
 Basic Math increased slightly 48% before to 53% after (still needs

work)
 Elementary Algebra increased from 52% before to 67% after
 Intermediate Algebra increased from 55% before to 71% after

 College Level Math
 College Algebra increased from 65% before to 77% after
 Introductory Statistics decreased slightly 79% before to 73% after
 Finite Math increased from 75% before to 89% after
 Precalculus I increased from 55% before to 75% after
 Precalculus II increased slightly from 75% before to 81% after
 Business Calculus I increased slightly 69% before to 71% after

 Doing More with Less
 Math department has grown 40% since redesign (from 1100- to

1500+)
 Redesign project reduced instructional costs by approximately 20%
 College retention increased by 7% in Spring 2009 ($400K revenue)
 Number of students passing a math course increased by 60+%


Much Ado About Something
 TBR Study (Schutz & Tingle) - Cleveland State

Redesign

◦ Students tracked 3 semesters before and after redesign
◦ Students tracked from dev math into college math
◦ Examine impact on course success & next course success
◦ Logistical regression, significance level 95%

 The Results
◦ Redesign had a strong positive impact on course success
◦ Redesign had a strong positive impact on next course

success, including both dev math and college math
◦ Gender and race were not factors in predicting course
success - achievement gaps were closed
I believe that mastery learning is the critical missing
link in the education of low achievers.
Patricia K. Cross, 1976 Accent on Learning


Chattanooga State Redesign
 Developmental Math
 2 Algebra Courses - Basic Math Integrated Throughout
 Emporium Model, Mastery Learning, 1 + 2 Format
 MyMathLab, Mini Lectures, Videos, Course Workbook

 College Math
 Contemporary Math, College Algebra
 Statistics, Pre-calculus I & II, Calculus I
 MyMathLab, Resources in Courses

Early Returns
 Intermediate Algebra 65% S2009, 67% F2010
 96 students completed two courses Fall 2010
 Enrollment increase of 20+%, Cost/FTE reduced by 20+%
 More students in college math than developmental math


Can I Get a Witness?
What the Students Say
 Math is less boring than online gaming! 
 When I do math, I don’t have to smoke!

What the Teachers Say
 “I saw more smiling faces and got more hugs

these past few days than I have gotten the
whole 21 years I have been at Chattanooga
State. I like seeing students happy about
math.”


And Finally…
The story of Lawrence
 Before Redesign and After Redesign
 “I’ve decided that I like math.”

The story of Lakeisha
 Before Redesign and After Redesign
 “Let me show you how I learned that.”

Questions?
John Squires