the ramp-up math initiative: redesigning the curriculum, rethinking the landscape

39
Michael J. Badolato, EdD , Senior Academic Technology Offic Middlesex Community College | Bedford and Lowell MA

Upload: rafe

Post on 05-Feb-2016

29 views

Category:

Documents


0 download

DESCRIPTION

The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape. Michael J. Badolato, EdD , Senior Academic Technology Officer Middlesex Community College | Bedford and Lowell MA. RAMP -up Foundations. R eview A chieve M aster P rogress. RAMP -up Foundations. - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

 

Michael J. Badolato, EdD , Senior Academic Technology OfficerMiddlesex Community College | Bedford and Lowell MA

Page 2: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Foundations

2

Review Achieve Master Progress

Page 3: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Foundations

Inspiration for RedesignAmerican Mathematical Association

of Two-Year Colleges (AMATYC)

National Center for Academic Transformation (NCAT)

3

Page 4: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Foundations

4

Core TeamFour faculty members (‘Core Four’)

○ Educational specifications○ Redesign strategy○ Curriculum integration○ Training

Two administrators○ Support Core Four○ Make it so!

Page 5: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Foundations

5

Dean of Math & SciencesFaculty and program administratorOversee program developmentCurriculum integration across the collegeFaculty contractEnrollment managementAssessment of educational effectiveness

Page 6: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Foundations

6

My Role as SATOAcademic technologist and administratorIntegration: Academic, IT, FacilitiesLearning space design and developmentProject managerVendor relationsAssessment of technology and the

learning environment

Page 7: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Foundations Redesign Goals

Provide students with the opportunity to progress through the developmental math sequence in fewer semesters

Enable students to close gaps in Mathematics knowledge

Increase retention, successful completion and content mastery at the 73% level

7

Page 8: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Foundations

Redesign StrategyLearner–centered approachTeacher as facilitatorIntegrated technologyEmbedded supportIncreased time on taskConvergence of course delivery models

8

Page 9: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

“Redesign the Experience”

9

Page 10: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up vs. Traditional DeliveryThe old steps: The new ramp:

Fundamentals

Algebra I

Algebra II

Page 11: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Program Preparation for College Level Math

Launched Spring 2011 – 424 students Fall 2011 – 1787 Spring 2012 – 1522

Non-lecture format

Students work on math 100% of the time

Students can be working in any module, on any topic, at any time.

11

Page 12: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Program

12

Content from the 3-course developmental math sequence is “chunked” into 12 units or modules.

Modules are contained in course shells and mapped to existing math courses: Modules 1-4 ≈ Fundamentals Modules 5-8 ≈ Algebra I Modules 9-12 ≈ Algebra II

Shell Courses: MAT-001, 002, 003

Students are in class 4 hours per week 3 class hours + 1 mandatory lab

Page 13: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Program

13

Students must complete at least 4 modules in a semester to receive a passing grade.

Students do not need to redo modules.

Students may complete all 12 modules in one semester and be eligible to enroll in higher-level courses.

Page 14: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

RAMP-up Program

14

Materials Pearson MyMathLab - plus

Student Instructional GuideVocabularyCritical thinking skills

Student Syllabus and Policy Manual

Faculty Training Manual

Page 15: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Methods & Structure

15

Laboratory Classroom

•computer-driven•instructor-facilitated

Self-Paced

•modular•mastery-based

Online

•myMathLab-plus LMS•web-based

Embedded Support

•tutoring•mandatory lab

Page 16: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

16

Page 17: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

17

Page 18: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

18

Page 19: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

19

Page 20: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

20

Convergence

Page 21: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

The RAMP-up EnvironmentWhat would you see in a RAMP-up

classroom?

Up to 30 students seated at computer pods working in MyMathLab.

Instructor and tutor helping individual students or small groups.

Students helping each other

21

Page 22: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

The RAMP-up Environment Educational Specifications

Technology intensivePaper, pencil, and workbookNo lecture – teacher and tutor as facilitators30 students per classProvide for small group workAdditional testing/overflow stationsADA accommodations (5%)Promote calm and focus

22

Page 23: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

The RAMP-up Environment

23

Page 24: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

The RAMP-up Environment

24

Page 25: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

The RAMP-up Environment

25

Page 26: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

The RAMP-up Environment

26

Page 27: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Institutional Challenges

Curriculum and Teaching Faculty and Staff Buy-in Technology and Facilities Training and Support Funding Advising Program requirements Long-term Commitment Ripple Effect

27

Page 28: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Collaboration! Math Department Academic Technology Academic Support Finance Information Technology Facilities Management Enrollment Management

28

Page 29: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Commitment!

No turning back!ROI not initially evident

Iterative processHigh tolerance for change

required!

29

Page 30: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Lessons Learned to Date

More than the curriculum is changed Learner-centered orientation takes time Students do not work outside of class Roles expand as project progresses Pedagogical culture shifts

30

Page 31: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Lessons Learned to Date

Clarity is a work-in-progress Confusion is imminent True cross-functional projects actually

work!

31

Page 32: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Outcomes to Date Attendance policy successful Observed increase of time-on-task Students excited at progress/attitude Improved self-esteem and attitude Engagement!

32

Page 33: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Outcomes to Date

Overall Success Rates (C or Better)

33

Spring 2009 Spring 2010 Spring 2011

50% 49% 58%Summer 2009 Summer 2010 Summer2011

56% 61% 63%Fall 2009 Fall 2010 Fall 2011

51% 52% 68%

DEVELOPMENTAL MATH RAMP-UP

Page 34: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Outcomes to Date

Fundamentals of Math Placement Traditional Sections, Fall 2010

53% Success Rate (C or Better)

RAMP-up Sections, Fall 201168% Succeeded or Exceeded (11%)

Success = module set EQUIVALENT to or exceeding highest placement test

34

Page 35: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

HIGHEST MODULE ACHIEVED N %

0 85 12%

1 99 14%

2 22 3%

3 29 4%

4 194 27%

5 104 14%

6 51 7%

7 61 8%

8 36 5%

9 15 2%

10 3 0%

12 27 4%

TOTAL 726 100%35

Page 36: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

HIGHEST MODULE ACHIEVED N %

0 85 12%

1 99 14%

2 22 3%

3 29 4%

4 194 27%

5 104 14%

6 51 7%

7 61 8%

8 36 5%

9 15 2%

10 3 0%

12 27 4%

TOTAL 726 100%36

Page 37: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Outcomes to Date

Algebra I Placement Traditional Sections, Fall 2010

50% Success Rate (C or Better)

RAMP-up Sections, Fall 201125% Succeeded or Exceeded

Success = module set EQUIVALENT to or exceeding highest placement test

37

Page 38: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

Outcomes to Date

Overall Fall to Spring Persistence Fall 2010 – Spring 2011: 51% Fall 2011 – Spring 2012: 60%

38

Page 39: The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

39

Questions?