Developmental Education Initiative North Carolina Developmental Math Redesign

Developmental Education Initiative, North Carolina Developmental Math Redesign AMATYC Conference October 31, 2013 Presenters: Tammy J. Bishop Wayne Community College tjbishop@waynecc. edu Glynis Mullins Pitt Community College gmullins@email. pittcc. edu

DEI a National Project (funded by Gates and Lumina) Started in 2009, building off the work of Achieving the Dream Six DEI states: CT, FL, NC, OH, TX, and VA DEI colleges: 15 across the country College-level work managed by MDC in Chapel Hill; State level work managed by Jobs for the Future

DEI’s Overarching Goals Reduce overall need for developmental education Reduce time to complete developmental sequence Implement better tools for assessing and placing students

DEI State Policy Team 35 members from across NCCCS and representation by key partners 4 Committees: • Aligned Expectations (K-12 and universities) • Assessment and Placement • Innovation and Redesign (which established faculty-based DEI Math Task Force) • Data and Performance Measurement 1/3/2022 4 4

Math In-Order Course Completion and Enrollment – NC • Sample: 2002 -2005 cohorts, tracked for three years Enrolled 9% TOTAL: 8% GK Algebra Passed 16% Enrolled 22% 1 level below Not completed Not enrolled 7% Passed 31% Enrolled 43% 2 levels below Passed Enrolled 77% Not enrolled 11% Not completed Referred to Level 3+ 1, 507 23% Not enrolled 23% 9% Not completed 54% 3+ levels below Not enrolled 12% Not completed 6% 2%

State Design Principles New curriculum will be modular Curriculum can be completed in one year Curriculum will be flexible to allow students to complete at a pace appropriate to their individual needs Diagnostic testing will be implemented Each college will implement in a way that is appropriate to the needs and resources of that college Curriculum will be rich in conceptual and contextual instruction

Task Force Design Principles Guiding principles: The task force will design a developmental curriculum that can be completed by students in two semesters or less, and can be delivered as a seated class, a lab course, a hybrid course, or an online course. The curriculum will focus on conceptual understanding and the use of contextually -based problems. Problem solving and critical thinking will be central themes in the modules.

Timeline for Development Appointment of DEI Math Redesign Task Force December 2010 Regular Task Force Meetings Jan. – May 2011 Current curriculum was scrutinized and the new curriculum developed Pedagogical approach agreed upon Mastery determined to be the goal Completion of draft curriculum redesign Fall 2011

Design Eight modules covering what used to be MAT 060, 070, and 080 (MAT 050 still available; new models being developed) One credit per module Delivery method and instructional materials at the discretion of colleges Four weeks for seated courses New Diagnostic and Placement Test 1/3/2022 9

The Modules DMA 010 – Operations with Integers DMA 020 – Fractions and Decimals DMA 030 – Proportions/Ratios/Rates/Percents DMA 040 – Expressions, Linear Equations, Linear Inequalities DMA 050 – Graphs and Equations of Lines DMA 060 – Polynomials and Quadratic Applications DMA 070 – Rational Expressions and Equations DMA 080 – Radical Expressions and Equations

Timeline for Implementation l l l Beta testing Fall 2011 Pilots of redesigned curriculum Spring 2012 Final revisions and rollout Summer 2012 Professional development for NCCCS faculty Summer 2012 Implementation across NCCCS Fall 2012 -Fall 2013 Tracking and analysis of performance measures- Ongoing

Benefits to students More accurate placement based on diagnostic testing Reduced redundancies in curricula mean increased efficiency for students Use less financial aid on developmental coursework Redesign principles emphasize stronger conceptual and real-world understanding 1/3/2022 12

Most Important Change? Pedagogical Approach Mastery of concepts Conceptual Placing approach to learning instruction in context

Challenges Communication with all 58 colleges and all math faculty in each college Communication with other affected divisions at each college Placement tests and diagnostic tools Administrative issues including: registration, financial aid, full time status, FTE changes, faculty load

Modules’ Outline and Notes Available at http: //www. successnc. org/initiatives/developmental -education-initiative Our working document Notes on the “big picture” Description of each module (for CCL) Course Competencies (for CCL) Conceptual Student Learning Outcomes Suggested Timeline Parameters and Teaching Tips Sample Introductory Application Sample Conceptual Questions (for each SLO) Student Success Tips

STUDENTS PERSPECTIVE

Questions?