why multiple modalities for developmental mathematics? valerie cope and eric kraus april 13, 2013
TRANSCRIPT
Why Multiple Modalities for Developmental Mathematics?
Valerie Cope and Eric KrausApril 13, 2013
History of Sinclair’s Developmental Math
Quarters
• Two courses, one modality, S/U
• Two courses, two modalities, A/B/C/N/F
• Three courses, three modalities, A/B/C/N/F
Semesters
• Four courses, four modalities, A/B/C/F
Developmental Education Initiative• Funded by the Bill & Melinda Gates Foundation
• Goals were to reduce or eliminate the need for developmental education
• Included four major initiatives:• Boot Camps – math, reading, and English• Accelerated Math – now referred to as the Math Academy• Accelerated English• Early Support Program
Math Boot Camps• Ideal for students who need to retake a course or need a
refresher course
• Four different boot camps – one for each math class They are intensive, one-week long courses. At the end of the week, students take the final exam for the course.
• Sessions offered morning, afternoon, and evening
• Held at the beginning and end of terms.
• Cost savings: only one credit hour, covered by financial aid, no additional cost for materials
• Passing grade in boot camp WILL replace former course content grade
Success Rates: Boot Camps
Math BC Trad 085 Trad 108
Summer 2010 84% 54% 60%
Winter 2011 53% 52% 55%
Spring 2011 74% 52% 54%
Summer 2011 68% 50% 61%
Fall 2011 68% 54% 55%
Winter 2012 85% 51% 61%
Spring 2012 86% 47% 52%
Summer 2012 81% 63% 69%
Data courtesy of Research, Analytics and ReportingFor data-related questions, contact Kevin Jolly
Math Academy• Students proceed at their own pace within
deadlines, with the possibility of completing two classes in one term
• Pre-tests allow students to demonstrate competence and skip modules
• Students complete written and computer work
• Paper/pencil tests and comprehensive final
• Staffed by instructors, professional tutors, and student tutors to support students’ learning
Success Rates: Math Academy
MM/085
Trad/085
MM/108
Trad/108 n*
Fall 2010 58% 53% N/A 55% 83
Winter 2011 51% 52% 56% 55% 107
Spring 2011 29% 52% 39% 54% 272
Summer 2011 66% 50% 52% 61% 108
Fall 2011 49% 54% 53% 55% 300
Winter 2012 63% 51% 73% 61% 253
Spring 2012 55% 47% 73% 52% 200
Summer 2012 69% 63% 62% 69% 42
*n=number of students served in Math Academy
Data courtesy of Research, Analytics and ReportingFor data-related questions, contact Kevin Jolly
Distance Learning
• Correspondence courses (VHS tapes) • BlackBoard platform w/ on campus testing• MyMathLab w/ on campus testing• Transition to online testing with MyMathLab
Face to Face (Traditional)
• Historically low success rates– What factors contributed to this?
• Experimented with faculty-authored texts, then nationally adopted texts
• Testing– 5 unit tests plus final in 11 weeks (80%)– 2 unit tests plus final in 8 weeks (60%)
Fall 2012 – Success Data
DEV 0022 DEV 0024 DEV 0026
Dayton Campus 63% 64% 68%
WWW 73% 75% 78%
Math Academy 63% 74% 78%
Boot Camps 85% 50% 100%
Data courtesy of Research, Analytics and ReportingFor data-related questions, contact Kevin Jolly
Focused Improvements
• Several Bill & Melinda Gates Foundation grants• Common text for all modalities• Common exit exams across modalities• Dedicated advisor• MAPs for incoming students
Challenges
• Enrollment and registration issues• Consistent communication across
departments• Student expectations/behaviors• Financial aid
Questions?
