Arkansas PACE Grant Implementation Workshop
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The document summarizes the Arkansas PACE Grant implementation workshop at Ozarka College regarding developmental and technical math course redesign using NCAT principles. It discusses moving from a traditional math sequence to an emporium model with modularization, mastery-based learning, and computer lab utilization. Data shows improved retention rates and more students completing college-level math requirements under the redesigned model compared to the traditional sequence. Next steps discussed include adding a technical math component, transcripting module progress, outcomes assessment tracking attendance, demographics and early alerts.
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Arkansas PACE Grant Implementation Workshop
- 1. Arkansas PACE Grant Implementation Workshop Developmental and Technical Math Course Redesign Using NCAT Principles Holly Ayers, Ozarka College
- 2. How Do We Get Started? Attendance Policy and Demographic Tracking Simply ask: how Teaching Outcomes Assessment Vs. would we do Facilitating things differently if NCAT Emporium at Ozarka we put learning first? Then do it. College Technical Co-Enroll Math Components Options -Barr & Tagg Course Format And Lab Access
- 3. Program Characteristics Acceleration of Developmental Math NCAT Emporium Model Utilization Modularization Mastery-Based Computer Lab Utilization Standardized Curriculum Qualified Math Instructor Utilization Curriculum Alignment
- 4. Project Overview Developmental Mathematics Fall 2011 Spring 2012 Foundations of Math Foundations of Math 3 credit hours with 1 hour lab 3 credit hours with 1 hour lab 3 modules equivalent to 3 traditional levels 3 modules equivalent to 3 traditional levels Pacing guides provided 2 books aligned with traditional courses 2 books aligned with traditional courses 4 instructional sites 1 instructional site Enrollment: 11 sections, 138 students Enrollment:3 sections, 51 students, Instruction: 5 full-time, 2 part-time Instruction: 2 full time Fall 2012 Foundations of Math 4 credit hours 2 modules (splitting the 2nd original module) 1 book (Developmental Mathematics) Student guide Attendance requirements/weight 4 instructional sites Enrollment: 13 sections, 207 students Instruction: 5 full-time, 2 part-time
- 5. Pacing Guide: 1 Module Minimum 2012-2013 Pacing Guide (Foundations of Math) (Minimum pace, one module only) Due Date: Assignments: 8/24 Introduction and Tutorial, Module 1 Pre-test 8/31 Diagnostic Test, 1.2, 1.3, 1.4 9/7 1.6, 1.7, Chapter 1 Review, Chapter 1 Test 9/14 2.2, 2.3, 2.4, 2.6 9/21 Chapter 2 Review, Chapter 2 Test, 3.2, 3.3 9/28 3.4, 3.5, Chapter 3 Review, Chapter 3 Test 10/5 4.1, 4.2, 4.3, 4.4 10/12 4.5, 4.7, 4.8, Chapter 4 Review, Chapter 4 Test 10/19 6.1, 6.2, A1, A2, A3 10/26 Chapter 6 and Appendix 1-3 Test, 7.2, 7.3, 7.4,7.5 11/2 7.6, Chapter 7 Review, Chapter 7 Test, 8.1, 8.2 11/9 8.3, 8.4, 8.5, 8.6 11/16 8.7, Chapter 8 Review, Chapter 8 Test, 9.1 11/30 9.2, 9.3, 9.4, 9.6 12/7 Chapter 9 Review, Chapter 9 Test 12/11 Module 1 Post-test
- 6. Pacing Guide: 2 Module 2012-2013 Pacing Guide (Foundations of Math) (Module 1, 2 May enroll in MATH1203 if completing) Due Date: Assignments: 8/24 Introduction and Tutorial, Module 1 Pre-test, Diagnostic Test, 1.2 1.3, 1.4, 1.6, 1.7 8/31 Chapter 1 Review, Chapter 1 Test, 2.2, 2.3, 2.4, 2.6 Chapter 2 Review, Chapter 2 Test 9/7 3.2, 3.3, 3.4, 3.5, Chapter 3 Review, Chapter 3 Test, 4.1 9/14 4.2, 4.3, 4.4, 4.5, 4.7, 4.8, Chapter 4 Review 9/21 Chapter 4 Test, 6.1, 6.2, A1, A2, A3, Chapter 6 and Appendix 1-3 Test 9/28 7.2, 7.3, 7.4, 7.5, 7.6, Chapter 7 Review, Chapter 7 Test 10/5 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 10/12 Chapter 8 Review, Chapter 8 Test, 9.1, 9.2, 9.3, 9.4 10/19 9.6, Chapter 9 Review, Chapter 9 Test, Module 1 Post-test 10/26 Module 2 Pre-test, 10.1, 10.2, 10.3, 10.4, 10.5, Chapter 10 Review 11/2 Chapter 10 Test,11.1, 11.2, 11.4, 11.5, 11.6, 11.7 11/9 Chapter 11 Review, Chapter 11 Test, 12.1, 12.2, 12.3, 12.4, 12.5 11/16 12.6, Chapter 12 Review, Chapter 12 Test, 13.1, 13.2, 13.4 11/23 13.5, 13.6, Chapter 13 Review, Chapter 13 Test, 14.1, 14.2, 14.3 11/30 14.4, 14.5, Chapter 14 Review, Chapter 14 Test, A8, 15.1, 15.2 12/7 15.3, 15.4, 15.5, Chapter 15 review, Chapter 15 Test 12/11 Module 2 Post-test
- 7. So What Does The Data Tell Us? FALL 2011 FALL 2011 Level 1 Dev Ed Cohort Redesign Cohort 115 Enrolled 51 Enrolled Retention: 69.71% Retention: 50.98% Spring 2012 Spring 2012 Re-Enrolled:50 Re-Enrolled: 31 Retention: 43.47% Retention: 60.78% College Math: .009% College Math: 19.6% Fall 2012 Fall 2012 Re-Enrolled: 1 Re-Enrolled:20 Retention: 62.74% Retention:17.39% College or Tech Math: 29.41% College Math: 0.9% Completed Degree: 1
- 8. Next Steps Changes for Fall 2012 Increased by 1 course credit hour Adopted Developmental Mathematics text Moved from 3 discrete modules to 2 integrated modules Integrated diagnostics for module requirements Expanded co-enroll option to all sites Adopted student guide Adopted attendance requirements/weight Began planning: transcripting module levels Attendance and demographics tracking
- 9. Next Steps Changes for Spring 2013 Add Technical Math component options to Foundations course Math for Allied Health Math for Business Technology Diagnostic testing to determine developmental needs prior to technical math entry Transcripting modules-completion and progress Outcomes Assessment
- 10. Transcripting Transcripting developmental and technical modules Student Mid-term Mid-Term Progress Final Final Progress Student Name Complete DE Module 1 Complete DE Module 1 Complete DE Module 2 Complete DE Module 2 A Co-Enroll Qualified A Co-Enroll Qualified B Complete BT Math B Complete BT Math C Complete AH Math C Complete AH Math D D F F
- 11. Outcomes Assessment Course Level Outcomes, Attendance, Demographics and Early Alerts Student Identifier
- 12. Q & A? Holly Ayers-Division Chair Math, Science and Education Ozarka College hayers@ozarka.edu 870-368-2040
Editor's Notes
- #5: Talk about the co-enroll option hereTalk about the Modularization and Pacing Guides here(Module 1 & 2, May co-enroll with MATH1203 if completing Module 2)Module 1 - the minimum requirement, represents the traditional Fundamentals of Arithmetic and Fundamentals of Algebra - Developmental Mathematics (book) Chapters 1-9 with AppendixModule 2 - represents the traditional Intermediate Algebra - Developmental Mathematics Chapters 10-15Pacing guides are provided to students to insure minimum completion and encourage accelerated completion