Www.jscc.edu/smart-math Annual Enrollment: 2200 Sections: 71 Section Size: 30 (24 at centers) Fully Implemented in Fall 2009 SMART Math Jackson State Community.

www.jscc.edu/smart-math

Annual Enrollment: 2200Sections: 71Section Size: 30 (24 at centers)Fully Implemented in Fall 2009

SMART Math Jackson State Community College

Jackson, Tennessee

Redesigned Developmental Math Program

Goals: • Improve Student Success • Increase Learning• Prepare students for career and educational goals – not just remediate high school deficiencies

S M A R T

SMART Math Center at Jackson State

urvive chieve aster eview ransfer

Attempted to remediate high school math deficiencies Three Traditional Courses: Basic Mathematics,

Elementary Algebra and Intermediate Algebra Student had to successfully complete all three courses

before enrolling in Allied Health or Nursing programs or taking certain college level courses

Student had to pass course or start over next term Pass Rate: 42% Each instructor designed own course presentations,

lectures, homework assignments, and tests Student class time was inflexible

What Did We Do Before the Redesign?

SMART Math Objectives

Mastery of Competencies – Not Just Self-Paced

Accommodation of Learning Styles

On-demand Individual Assistance

Immediate Feedback on Tests and Homework

Opportunity to Progress More Quickly (or

slowly)

More Frequent Opportunities for Success Student requirements based on educational

and career goals

How We Got Started 12 modules replaced 3 traditional courses.

MODULES TRADITIONAL COURSE

1, 2, 3 Basic Mathematics

4, 5, 6, 7 Elementary Algebra

8, 9, 10, 11, 12

Intermediate Algebra

Components of each module grade:Attendance 5% Notebooks 10%Homework 15%Post-Test (Proctored) 70%

To satisfy a module the overall grade must be at least 75%.

Why Modularize?• Mastery learning facilitated• Individual student requirements based on

educational and career goals

• Multiple exit options• Students can change schedule without

interrupting learning

• More frequent opportunities to successful completion

• Student begins new semester with next required module

Course competencies of the three traditional courses were separated into 12 clearly defined modules

Prerequisite modules were identified for success in‒ general education math courses‒ other college level courses‒ programs not requiring college level math

Curriculum Committee approved changes in Developmental Math requirements

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

Advisor training sessions were conducted

Procedure for Modularization

Programs of Study Module Requirements

Required Modules

Number of programs

DSPM Students Fall 2008/Spring 2009

1-12 7 20.3 %

1-8 4 31.2 %

1-7 36 47.9 %

1-4 1 0.6 %

Record Keeping For which course does the student register?

“Shell Courses” that do not designate modulesDSPM 0891 Developmental Mathematics IDSPM 0892 Developmental Mathematics IIDSPM 0893 Developmental Mathematics III

All new students enroll in DSPM 0891 • Student completes at least 4 modules (or all required if

< 4)• Grade = Average of 4 highest modules scores

Students still needing to complete more modules enroll in DSPM 0892/DSPM 0893

Mastery Learning New students begin with Pre-Test on Module

1 80% mastery moves student to next module

If less than 80%, student completes Homework in MyMathLab Practice Test in MyMathLab Post Test in MyMathLab SMART Math notes – (workbook format)

80% mastery to move from one homework assignment to next

75% mastery on proctored post test

Learning IncreasedMean Scores on Post Test by Modules

1 2 3 4 5 6 7 8 9 10 11 120

10

20

30

40

50

60

70

80

90

100

Traditional Sp08 SMART Math S08 SMART Math S09 SMART Math S09 SMART Math F09

Student Success IncreasedStudents Passing the Course

Overall Success Rate Increased by 45%!

Course Term % ABC

Traditional Spring 2008 41%

Redesign Spring 2008 54%

SMART Math Fall 2008 57%

SMART Math Spring 2009 59%

SMART Math Fall 2009 60%

Retention IncreasedStudents Enrolled in Course to End

Course Term % Enrolled to End

Traditional Spring 2008

74%

Redesign Spring 2008

72%

SMART Math Fall 2008 75%

SMART Math Spring 2009

83%

SMART Math Fall 2009 84%Overall retention increased by

14%!

Redefining Faculty Roles Faculty are now facilitators and evaluators of

student learning. Faculty guide each student’s study through

developmental math. 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.

Cost Savings for Institution Reduced cost per student by over 20%

o Reduced total number of sections by 28%• Increasing maximum class size from 24 to 30• Providing opportunity for students to complete

developmental coursework more quicklyo Reduced number of sections taught by full time faculty

from 78% to 58%

o Utilized tutors at lower cost per hour than faculty Improved retention of students by over 14% Increased college enrollment numbers by

enrolling students more readily in credit bearing courses

Full time Adjunct Total

Historically 63 26 89

SMART Math 37 34 71

Jackson State Mathematics Departmentwishes to thank:

The Tennessee Board of Regents for giving us the opportunity to make our dreams a reality.

National Council of Academic Transformation for guidance and encouragement throughout the whole process.

Come visit us and see our

SMART Math Center!

Betty Frost Assoc. Prof. of Mathematics NCAT [email protected]

Mary Jane BassettDean of Academic Support [email protected]