SMART Math Jackson State Community College

Jackson, Tennessee

Betty Frost, PresenterAssoc. Prof. of Mathematics NCAT Scholarbfrost@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

Tennessee Board of RegentsTennessee Board of Regents2005-2010 Strategic Plan2005-2010 Strategic Plan

Objective A8Objective A8 Increase speed and success of Increase speed and success of

remedial/developmental work for students remedial/developmental work for students requiring it to become college-ready.requiring it to become college-ready.

Strategy A8Strategy A8 Establish a best practice, system-wide, Establish a best practice, system-wide,

community-college-based remedial/developmental community-college-based remedial/developmental program that is substantially technology driven, program that is substantially technology driven, composed of language arts and mathematics, and composed of language arts and mathematics, and allows students to identify and focus on the allows students to identify and focus on the academic areas where they are deficient.academic areas where they are deficient.

Mathematical Association of AmericaMathematical Association of AmericaMAA publication MAA publication Supporting Assessment in Supporting Assessment in

Undergraduate Mathematics ©2006 Undergraduate Mathematics ©2006

““The goal for Developmental Studies seems clear: The goal for Developmental Studies seems clear: Prepare students for credit bearing courses. Prepare students for credit bearing courses. However, judging by the course content, the goal However, judging by the course content, the goal often often appearsappears to be remediating what students to be remediating what students haven’t learned in grades K-12. These two goals haven’t learned in grades K-12. These two goals may be quite different. High Schools attempt to may be quite different. High Schools attempt to prepare children for all possible educational prepare children for all possible educational futures, including majoring in mathematics. Once futures, including majoring in mathematics. Once the student is in college, that educational aim the student is in college, that educational aim may be much better defined, and the student may be much better defined, and the student may not ever need to study calculus. So may not ever need to study calculus. So remediating the high school deficiencies may not remediating the high school deficiencies may not be necessary or appropriatebe necessary or appropriate.” .”

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

Pass Rate: 42%Pass Rate: 42% Attempted to remediate high school math deficiencies Attempted to remediate high school math deficiencies Student had to pass course or start over next termStudent had to pass course or start over next term 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

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

homework assignments, and testshomework assignments, and tests Course DriftCourse Drift

What was the problem?What was the problem?

Timeline for Our Timeline for Our RedesignRedesignSpring 2007 – attended statewide NCAT seminar

Summer 2007 – wrote & submitted proposal to NCATFall 2007 – Notified that our proposal was selected. Began plan for implementing Pilot 1 in Spring 2008Spring 2008 - Pilot 1 - Offered Parallel Sections

•Traditional - Taught by “traditional” instructors•Redesign - In SMART Math Center

Began process to change •Courses to modules•Programs and Courses with DSPM Prerequisites identified modules needed for success

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

Spring 2009 - Pilot 3 –SMART Math fully implemented!

SS MM AA RR TT

SMART Math Center at Jackson StateSMART Math Center at Jackson State

urviveurvive chieve chieve asteraster evieweview ransferransfer

12 modules replaced 3 traditional courses – (same competencies)

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

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

How we got startedHow we 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%

PILOT I: Gain in Student PILOT I: Gain in Student KnowledgeKnowledge

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

Mastery LearningMastery LearningNew student begins with Pre-Test on Module 1New student begins with Pre-Test on Module 1• 80% mastery moves student to next module80% mastery moves student to next module• If less than 80%, If less than 80%,

Student studies work text book : Student studies work text book : Connecting the Concepts Connecting the Concepts – A Modular Approach to Developmental Mathematics– A Modular Approach to Developmental Mathematics

and simultaneously does each homework assignment for and simultaneously does each homework assignment for Module 1 in MyMathLab + (80% Mastery)Module 1 in MyMathLab + (80% Mastery)

After homework is completed student completes and turns After homework is completed student completes and turns in Notebook problems found in MML+ (100% Mastery) . in Notebook problems found in MML+ (100% Mastery) .

Instructor checks work and mathematical notation.Instructor checks work and mathematical notation. Student takes Practice Test in MyMathLab (80% Mastery)Student takes Practice Test in MyMathLab (80% Mastery) Student takes Post Test in MyMathLab (75% Mastery)Student takes Post Test in MyMathLab (75% Mastery) Student , moves to Module 2 and so onStudent , moves to Module 2 and so on

Returning student begins with next required module Returning student begins with next required module not previously completednot previously completed

Success & Retention Course Term % Enrolled to

End% ABC

Traditional Spring 2008

74% 41%

Redesign Spring 2008

72% 54%

SMART Math

Fall 2008 75% 57%

SMART Math

Spring 2009

83% 59%

SMART Math

Fall 2009 84% 60%

SMART Math

Spring 2010

NA 59%Success Rate Increased by 45%!!

Retention Increased by 14%!

Challenge: Challenge: Redefining Faculty RolesRedefining Faculty Roles

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

Faculty evaluate student learning – monitoring progress and activity

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.

Faculty LoadFaculty Load

3 Credit Hour Course = 3 Instructional Load 3 Credit Hour Course = 3 Instructional Load HoursHours

30 Students Per Section (DSPM I, DSPM II, 30 Students Per Section (DSPM I, DSPM II, DSPM III)DSPM III)

15 Instructional Hours15 Instructional Hours

15 Office Hours15 Office Hours

Typical Faculty LoadTypical Faculty Load

3 (0r 2) DSPM Classes3 (0r 2) DSPM Classes

2 (0r 3) College Level Classes2 (0r 3) College Level Classes

Challenge: Record KeepingChallenge: 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 (or all required if < 4)

• Students still needing to complete 3 or more modules enroll in DSPM II.

• 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 GradesDetermining Grades

Components of Each Components of Each Module GradeModule Grade

AttendanceAttendance 5%5%

Notebook Problems 10 Notebook Problems 10 % %

Homework (MML) 15 Homework (MML) 15 %%

Post Test (Proctored) Post Test (Proctored) 70% 70%

Course Grade CriteriaCourse Grade Criteria Complete 4+ ModulesComplete 4+ Modules Average 4 Best Module Grades Average 4 Best Module Grades

• 95-100% = A95-100% = A• 85- 94% = B85- 94% = B• 75- 84% = C75- 84% = C

Complete 2 or 3 Modules = Complete 2 or 3 Modules = PR* or F PR* or F

Complete 0 or1 Modules = Complete 0 or1 Modules = FF

*PR if activity in MML and*PR if activity in MML andattendance are adequateattendance are adequate

Success in College Level Success in College Level

Students making Students making

A, B, or C in A, B, or C in college level math college level math coursescourses

SMART Math 74%SMART Math 74%

No SMART Math 68%No SMART Math 68%

Students making Students making

A, B, C, or D in A, B, C, or D in college level math college level math coursescourses

SMART Math 85%SMART Math 85%

No SMART Math 73%No SMART Math 73%

Cost Savings for InstitutionCost Savings for Institution JSCC reduced cost per student by over 30% JSCC improved retention of students by over 14% JSCC increased college enrollment numbers by

enrolling students more readily in credit bearing courses

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