SMART Math
Jackson State Community College
Jackson, Tennessee
Redesigned Developmental Math Program
Annual Enrollment: 2200
Sections: 71
Section Size: 30 (24 at centers)
Fully Implemented in Fall 2009
Goals:
• Improve Student Success
• Increase Learning
• Prepare students for career and
educational goals – not just
remediate high school
deficiencies
www.jscc.edu/smart-math
Survive Master Achieve Review Transfer
SMART Math Center at Jackson State
What Did We Do Before the Redesign?
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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
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Pass Rate: 42%
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Each instructor designed own course presentations,
lectures, homework assignments, and tests
Student class time was inflexible
SMART Math Objectives

Mastery of Competencies – Not Just Self-Paced
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Accommodation of Learning Styles

On-demand Individual Assistance
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Immediate Feedback on Tests and Homework
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Opportunity to Progress More Quickly (or slowly)
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More Frequent Opportunities for Success
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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
To satisfy a module the overall grade must be at least 75%.
Components of each module grade:
Attendance
Notebooks
Homework
Post-Test (Proctored)
5%
10%
15%
70%
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
Procedure for Modularization
 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
Programs of Study
Module Requirements
Required
Modules
Number of
programs
DSPM Students
Fall 2008/Spring 2009
1-12
1-8
1-7
1-4
7
4
36
1
20.3 %
31.2 %
47.9 %
0.6 %
Record Keeping

For which course does the student register?
“Shell Courses” that do not designate modules
DSPM 0891 Developmental Mathematics I
DSPM 0892 Developmental Mathematics II
DSPM 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
Mastery Learning

New students begin with Pre-Test on Module 1

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If less than 80%, student completes
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
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80% mastery moves student to next module
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 Increased
Mean Scores on Post Test by Modules
100
90
80
70
60
50
40
30
20
10
0
1
2
Traditional Sp08
3
4
SMART Math S08
5
6
7
SMART Math S09
8
9
SMART Math S09
10
11
12
SMART Math F09
Student Success Increased
Students Passing the Course
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%
Overall Success Rate Increased by 45%!
Retention Increased
Students 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%!
Redefining Faculty Roles
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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.
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 quickly
o Reduced number of sections taught by full time faculty
from 78% to 58%
Full time
Adjunct
Total
Historically
63
26
89
SMART Math
37
34
71
o Utilized tutors at lower cost per hour than faculty
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Improved retention of students by over 14%
Increased college enrollment numbers by enrolling
students more readily in credit bearing courses
Jackson State Mathematics Department
wishes to thank:
 The Tennessee Board of Regents for giving us the opportunity to
make our dreams a reality.
 National Council of Academic Transformation for guidance and
encouragement throughout the whole process.
Come visit us and see our
SMART Math Center!
Betty Frost
Assoc. Prof. of Mathematics
NCAT Scholar
bfrost@jscc.edu
Mary Jane Bassett
Dean of Academic Support
mbassett@jscc.edu