www.jscc.edu/smart-math

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

LEARNING ENVIRONMENTEmporium Style

Large computer center• 76 Student Stations• Accommodates two class sections of 30 each• Allows for drop-ins

Open Six Days per Week• Monday – Thursday from 8:00 a.m. to 9:00 p.m.• Friday from 8:00 a.m. to 2:00 p.m.• Saturdays from 9:00 a.m. to 2:00 p.m.• Also open during Fall and Spring Breaks

Staffed by student tutors, professional tutors, instructors

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 %

Challenge: 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/DSPM 0899

Challenge: Tracking Students

Table created in SOATEST/Banner 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

The Team and Pearson Education are automating the process of tracking students’ module completion and reporting to Banner

Student who change major may be required to complete more modules

Challenge: 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.

Challenge: Finding Tutors

Student tutors from JSCC Must be recommended by math faculty Must have an A or high B in last math course Can be students who were successful in DSPM (some of

the best tutors)

Student tutors from local colleges & universities

Adjunct faculty

Retired teachers

Full time instructors

Online tutors

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%!

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 can decrease travel & childcare expenses

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 DepartmentInvites YOU to Visit the

SMART Math Center

www.jscc.edu/smart-math

Betty Frost Assoc. Prof. of Mathematics NCAT Scholarbfrost@jscc.edu

Mary Jane BassettDean of Academic Support mbassett@jscc.edu

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.