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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

Saundra King Director 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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