The NCAT Changing the Equation Initiative; Achieving Buy-in

The NCAT Changing the Equation Initiative; Achieving Buy-in

Road to Redesign: First Thought to Full Implementation Teresa Ryerse Overton [email protected] Northern Virginia Community College Northern Virginia Community College Suburbs of Washington DC 5 Campuses and a separate Medical Education Campus 78,000 Students 2,600 Faculty and Staff ~8,500 Developmental Math Students Per Year Traditional Developmental Math Three Course Sequence Arithmetic Introductory Algebra Intermediate Algebra

Traditional courses were lecture in format with student proceeding from lowest level course they placed into through the exit course. Students had to complete Intermediate Algebra to get into any credit level math course. Whats the Problem? In 2007, student success rate in Introductory Algebra 38% Other developmental math courses had similar success rates Within 3 years of entering Introductory Algebra, only 28% enroll in college level courses Of those only 20% pass a college level course AtD initiatives resulted in modest gains The Journey Representatives from each campus sent by administration attended a NCAT conference November 2009 in Nashville VCCS State System mandating a change

College plan March 2010 NCAT NCAT Changing the Equation Grant NOVAs Progression Team of 13 formed 2 math faculty from each campuses teaching developmental math 1math faculty member from ELI 1 instructional designer 1 dean Received NCAT Changing the Equation Grant A common book was selected Objectives for each unit written (based on The Critical Point and Curriculum Guide) www.vccs.edu/deved NOVAs Progression(cont) Secured computers from administration Chose computer classrooms and labs on each of the five campuses Created common documents and assignments with significant input from faculty

Developed a training program for Faculty Assessment questions were selected and was used to gather comparison data between redesign and traditional sections The Redesign Course MASTER Math Motivating Academic Success Through Effective Redesign Spring / Summer 2011 Pilot Fall 2011 first semester full implementation Shell Courses: What they are? Umbrella course when using modules Allows students to work on whichever modules they need to study Gives students flexibility to work faster than minimum

Eliminates students needing to register for specific modules Eliminates students needing to register every few weeks for a new module Shell Course: MTT 4 Class is four credits for students, three for instructors (25 students per class) Students are paying for seat time Minimum amount of units must be met for the course grade No maximum amount of units in a semester Addresses the logistics of scheduling and financial aid Students receive both unit grades and course grade Also have MTT 1, 2, and 3 Course Format

Placement by VPT (Virginia Placement Test) Multiple exit points depending on credit level course needed Two hours spent in computer classroom at a set time with their instructor Two hours spent in Master Math Lab at a set time with their instructor and additional time during open hours One Custom Textbook for all Units (Two Volumes) All documents and assignments are common Unit Organization Ten units from what was three courses (no more repeated material) Each unit consists of: 1) a MyMathLab pretest; 2) 3 modules, each with PowerPoint/Videos/Textbook, notes, MyMathLab homework and a MyMathLab quiz; 3) a cumulative MyMathLab post-test All units start with the pre-test 80% or higher-student proceeds to next unit

pretest Less than 80%-student works through modules and then takes the post-test before going to next unit Data Without counting start-up expenses, have 6.5% cost savings in course delivery Percent of S grades is hard to compare Prior Grade Inflation Mastery learning Standard material Higher expectations (4 units instead of 3-3.5) Units 0-2 align with MTH 2 Arithmetic and those completions rates have increased Success in Arithmetic and completion of Units 0-2 Comparison 60% 61% 62%

63% 62% 1 1 0 1 1 0 2 1 0 2 1 0 3 1 0 45% 1 1

0 2 2 2 2 2 2 l g l g l g l g a a in n in n F i i r r F

r r p p n p n S g Sp S i g la S i s n s n n e g e n g i g i

d i s d s s e e e tio e e R i d R d d d e e e a R R R Tr

Percent Correct on 30 Common Assessment Questions 89% 85% g in r Sp 20 11 al n tio g in r Sp 1 20 88%

87% 63% 61% di a Tr 88% 88% 1 ign s de e R S 2 er m m

u 0 11 di a Tr al n tio er m m Su 1 20 1 ign s de e

R ll Fa 1 20 1 ign s de e R g in r Sp 1 20 2 n ig s de

e R ll Fa 1 20 2 n ig s de e R g in r Sp 1 20 3 ign s

de e R Semester Progress Toward Completion of Developmental Math 49% 41% 44% 40% 50% 51% Four Semester Progress Toward Completion of Developmental Math http://old.vccs.edu/LinkClick.aspx?fileticket=1ECw03LiKH8%3D&tabid=622 Survey Questions I would recommend this course to my friends. Overall, my attitude towards Mathematics is now more positive. 66%

58% 65% 59% 52% 57% Overall, I feel this course is helping me improve my study habits. 72% 64% 66% The way the class is set up helps me stay on task with learning the course material. 71% 64% 69% Overall, I have enjoyed the MASTER Math course. Overall, I am satisfied with the MASTER Math course. Fall 2011 Fall 2012 Fall 2013 65%

57% 64% 77% 68% 76% Subsequent Course Liberal Arts Math Percent with A, B or C grades 67% l l A No De 71% 66% 66% h at vM tio

i d a Tr e D l a n h at vM e d Re is gn De h at vM Subsequent Course PreCalculus Percent with A, B or C grades

53% 52% 50% 58% Questions?

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