Saundra king director of transitional studies
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Saundra King Director of Transitional Studies. Chattanooga State Technical Community College [email protected] Why Redesign?. Low student success rates and retention No attention given to individual learning styles Pre-requisite skills not mastered before moving to new ones

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Saundra King Director of Transitional Studies

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Saundra king director of transitional studies

Saundra KingDirector of Transitional Studies

Chattanooga State Technical Community College

[email protected]


Why redesign

Why Redesign?

  • Low student success rates and retention

  • No attention given to individual learning styles

  • Pre-requisite skills not mastered before moving to new ones

  • Students who do complete DSP math sequence do not perform as well in their first college level math class as those who place directly into college level math

  • TBR initiative


Structure

Structure

Traditional

Redesigned: Replacement Model

  • 3 course sequence, placement based on ACT/COMPASS

  • Lecture based with 1 teacher per 25 students

  • Approximately 3,600 students enrolled during fall and spring semesters w/average class size of 25

  • Some instructors used software, but not mandated

  • 3 course sequence, placement based on ACT/COMPASS with diagnostic 1st day of class

  • 2 + 2 model - 2 hours lecture + 2 hours lab per week

  • Large classroom with max 110 students

  • Team taught by 3 instructors

  • Module based utilizing MyMathLab


Cost savings

Cost Savings

  • Anticipated cost savings of $28.00 per student.

  • Based on yearly enrollment of 3,546 in DSPM, total savings of $99,288.00 is expected.

  • Increased class size = fewer sections = fewer instructors.

  • Savings not calculated – realized when students do not have to repeat


Student outcomes

Student Outcomes

  • Improved learning through greater competency mastery.

  • Measurements:

    • Success Rates

    • Comparison between success rates in pilot and non-pilot sections

    • Comparison between old and new data

    • Comparison of success rates in college level math for DSP and non-DSP students


Process and challenges

Process and Challenges

Spring 2008

Summer and Fall 2008

  • Redesigned classroom space – enlarged classroom to accommodate 50 students.

  • Redesigned lab space – temporary “fix”, added 50 computers in existing space.

  • Began process of re-educating campus community .

  • Some student anxiety, close confines of existing lab space.

  • what to do with students who are struggling?

  • Complete redesign of existing lab space.

  • Enlarging another classroom.

  • Redesign of DSPM0850, Intermediate Algebra pilots.

  • Modules?

  • Continued evaluation of course content, course objectives, and teaching.

  • Evaluation of diagnostic tools.


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