ANNUAL PROGRESS REPORT
Math
2011
A. Describe the past year’s accomplishments and the current status of this Action
Project.
Developmental Math:
In September of 2010, the Math Modules (which will be renamed the Math Academy)
project was implemented. The purpose was to allow students to complete DEV 085 and
DEV 108 at their own pace. Moreover, a primary goal was to allow students to complete
their developmental mathematics courses at an accelerated pace (in one quarter). The
pilot began serving 82 students in the fall. The program was expanded to 200 students in
the winter and 400 students in the spring. Several students over the past academic year
completed both DEV 085 and DEV 108 in one quarter, which was a primary goal of this
project.
Math:
During the 2010-2011 academic year the Math Department completed an extensive four
year study of web-based learning applications. The department piloted three different
applications; ALEKS, Hawkes Learning System and a new version of MyMathLab
known as MyMathLabPlus (MMLP). Dave Hare (Hawkes), Richard Uchida (MMLP)
and Jim Willis (ALEKS & MMLP) took the lead in ensuring that faculty were able to
successfully incorporate their web-based learning tools into their classes. With each
pilot, both in-class and out-of-class activities were created for each class meeting.
Further, a variety of standardized assignments (both online and written assignments) and
common assessments were utilized.
Concerning the Hawkes Learning System:
--Sections of both MAT 101 and 102 were taught using Hawkes
--Both full time and adjunct faculty taught classes using Hawkes
Concerning MyMathLabPlus
--All MAT 190 sequence sections were taught using MMLP
--Selected sections of MAT 101 were taught using MMLP
--A large percentage of sections of MAT 190 sequence classes were taught using
full time faculty
Concerning ALEKS
--Sections of both MAT 101 and 102 were taught using ALEKS
--Both full time and adjunct faculty taught classes using ALEKS
--McGraw-Hills licensing policy on ALEKS (which is by the term) may cause undue
financial burden on the part of students; in contrast to both MML and Hawkes where
student access is for the life of the edition. McGraw-Hill indicated it is possible that for
them to modify their licensing policy.
Conclusions
----No single online homework tool consistently outperformed any of the other online
homework tools. For example, some sections of MAT 101 taught using ALEKS in the
spring of 2011 saw a fairly significant improvement in success rates; compared to those
sections of MAT 101 taught using MML or Hawkes. However, in MAT 102, sections
taught using MML and Hawkes outperformed those sections of MAT 102 taught using
ALEKS!
--The approach Hawkes uses was not fundamentally different enough from MML to
warrant further study
--The gradebook in Hawkes was so much more complex from an instructor standpoint (as
compared to MML) that the department does not feel comfortable requiring adjunct
faculty to use it
--The technical difficulties associated with the set-up and use of MyMathLabPlus did not
warrant its continued use. As a result, the department re-instituted the use of
MyMathLab in all MAT 190 sequence classes effective summer 2011
--Further study of ALEKS at the College Algebra level or beyond may be needed.
--Student performance on the departmental final exam in pilot sections of MAT 101 were
superior to that of non-pilot sections
--Finally, after reviewing both quantitative and qualitative data, the department has
selected MyMathLab as the web-based learning tool that will be required in sections of
MAT 101 effective Fall 2011. This decision was influenced by the following factors:
ease of use for both students and faculty, a large number of both full time and adjunct
faculty are already familiar with MML and since MML is currently used in the Academic
Foundations department students should have an easy time transitioning to MAT courses
which utilize MML
B.
Describe how the institution involved people in work on this Action Project.
Developmental Math:
Several individuals were able to contribute to this project. There were two tenured faculty
members who developed and updated the overall program. There are several full- and
part-time instructors who teach math module classes and several professional and student
tutors who assist. Everyone's feedback is equally valued to improving the program.
Math:
--A core faculty learning community did the bulk of the work of creating the curriculum
utilized in both the pilot sections of MAT 101 and 102 and MAT 190 sequence classes.
--Tutorial Services staffed the Algebra Lab (room 13-121) with student tutors/lab
monitors.
--Academic Advising assisted in educating students concerning the nature of the pilot
sections as students registered for classes.
--Members of the faculty learning community, with the support of the Center for
Teaching and Learning and the Science, Math and Engineering Division, developed and
offered workshops for faculty interested in teaching the pilot sections.
--Richard Uchida coordinated faculty new to teaching MAT 190 sequence classes. Dave
Hare coordinated faculty new to teaching sections of MAT 101 and 102 using the
Hawkes Learning System. Jim Willis coordinated faculty new to teaching sections of
MAT 101 and 102 using ALEKS. While conducting their respective "orientation
sessions," the faculty coordinators ensured that faculty teaching the pilot sections
understood the underlying teaching philosophy that was common to all pilot sections.
--Glen Lobo worked with the Sinclair Bookstore and Registration to ensure that
information about the pilot sections was accurately listed on their respective web sites.
--Tony Ponder and Richard Uchida worked with William Dean (Manager, Administrative
Systems) & Russ Little (Manager, Web Systems) to ensure that MMLP was correctly
integrated into the college's systems.
C.
Describe your planned next steps for this Action Project.
Developmental Math:
This program will involve even more students during the upcoming year. With several
updates and "tweaks," the Math Academy seeks to serve an even larger body of students.
The program is being offered for the first time at the Courseview Campus Center in fall
of 2011.
Math:
Based on lessons learned from both the MAT 190 sequence and the pilot sections of
MAT 101/102, the department will require the use of MyMathLab in MAT 101 effective
Fall 2011. The use of MyMathLab will be extended into MAT 102 effective Winter
2012. Additionally, the use of common teaching syllabi, homework assignments and
common exam templates will also be utilized in MAT 101 and 102.
D.
Describe any “effective practice(s)” that resulted from your work on this
Action Project.
Developmental Math:
The Math Academy teams members consistently evaluated both quantitative and
qualitative data. The quantitative data consisted of unit exams, quizzes and overall
success rates. The qualitative data consisted of quarterly open-ended surveys that students
completed. Here are some effective practices learned and implemented:
* Clear deadlines for students for completing tests and assignments.
* Communication with advising and registration about the Math Academy so that
students can be informed.
* Communication with our software representatives. We found ways to allow students to
start the program if they did not have their needed text materials.
* Improved unit test validity.
* Improved Tutor Training.
* We developed a uniform handbook for instructors and tutors so that we would all
partake in a shared mission and vision.
* We have increased communication with local high schools who have adopted our
curriculum.
Math:
The Math Department will require the use of a single software, MyMathLab, in MAT
101.
Classroom activities and extensive use of online homework tools seem to greatly improve
student engagement.
A common and more organized structure that was utilized in both MAT 190 sequence
classes and pilot sections of MAT 101/102 seems to improve course success rates.
Extensive use of online homework tools and other out-of-class required assignments
appear to improve student learning on departmental final exams.
E. What challenges, if any, are you still facing in regards to this Action Project?
Developmental Math:
We are still seeking ways to improve our communication with Academic Advising and
students who self-advise to ensure the appropriate students are placed into the Math
Academy. Also, as the program continues to grow, we must identify a quiet space for
testing.
Math:
Improving student success in core mathematics courses is a continuing challenge both at
Sinclair and throughout higher education. One of these ongoing challenges is attempting
to find ways to improve student "life" skills as they relate to their classroom work. There
are also institution specific issues relating to 1) finding better ways of ensuring that
students are aware of the nature of the course in which they are enrolling and 2) ensuring
that students who have not met a course prerequisite are automatically de-registered prior
to the start of a term.
F.
If you would like to discuss the possibility of AQIP providing you help to stimulate
progress on this Action Project, explain your need(s) here and tell us who to contact
and when.
Developmental Math:
The Math Academy team meets regularly to evaluate the progress of the program and
will continue to do so. We may need assistance with improving communication lines with
Academic Advising, Registration and Facilities, especially in identifying a quiet space for
testing.
Math:
N/A
G.
Who should be able to see this annual update?
Anyone