Increasing Student Success:
A Journey of Course
Redesign
Presented to
Course Redesign Workshop
The Westin La Paloma Resort and Spa
Tucson, AZ
October 27, 2007
Andreana M. Grimaldo
Assistant Professor of Mathematics
Developmental Mathematics Coach
agrimaldo@qcc.mass.edu
Quinsigamond Community
College
Worcester, MA
www.qcc.mass.edu
Quinsigamond Community College
Profile
 Established in 1963
 One of the 29 colleges and universities in the
Commonwealth of Massachusetts’ system of
public higher education
 Open Admissions
 Located in the city of Worcester (176,000 pop.)
 Offers 60 associate degree and certificate
programs, as well as non-credit options to over
6,600 day and evening students.
 Diverse student population
 Ethnicity
 Age
 Socio-economic
QCC Math Department Faculty
 10 full time faculty
 55 - 60 adjunct faculty
 ~180 sections of mathematics
per semester
 ~100 sections of developmental
math per semester
 80% taught by adjunct faculty
Course Times and Locations
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Day class (traditional, computers)
Night class (traditional, computers)
Weekend (traditional, computers)
Off campus (local high schools,
hospitals, nursing homes, correctional
facilities, etc.)
Fast track
Online
Average age: 27
50% Traditional Age
QCC
Student Profile
(18-22 years old)
46% Adult learners
4% Under 18 years of age
47% Full-time; 53% Part-time
24% Minority
60% Female
60% Day; 40% evening
97% from Worcester County
40% from Worcester
QCC Math Student Profile
 85% test (CPT) into at least 1 level
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of developmental math
High level of math anxiety
Long history of failure
Poor math and study skills
Overall - unprepared for college
level work
Course Redesign History
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1999 Commonwealth of Massachusetts
Community College Developmental
Education Committee began the campus
thinking of change
2001 – 2002 Numbers in Developmental
Math began increasing
2001 QCC awarded $1.7 million, 5 year
Title III grant
Challenges
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Large number of developmental math
sections
Large number of part-time faculty
Increasingly poor performance of students
Inconsistent grading
Inconsistent delivery of objectives
Students with Individual Education Plans
Strong union presence protecting
Academic Freedom
QCC’s Developmental Math Program
 Basic Mathematics
 Beginning Algebra
 Intermediate Algebra
QCC Developmental Math Instructor
Resource Manual
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Departmental textbook selection
Text specific manual
Faculty created, piloted, edited
Available in hard copy / electronic version
Syllabus, semester outline, pacing, group
activities, homework, assessments, etc.
Student centered instructional methods
UDL-Universal Design of Learning
Departmental Final Exam
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Institutional “pre-requisite” to next level course
Face-to-face
30-question, multiple choice
Use TestGen to generate multiple versions of
pencil/paper exam
Passing score: 73% on final exam
“Test the Test” – approx. 88% pass/fail
agreement rate
Technology Requirement
 Fall 2007
 Course Descriptions contain:
“Technology tools will be utilized”.
 All textbooks have an access code
for online homework.
Developmental Math Coach
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Faculty position focused on developmental math
curriculum
Supported by administration with re-assigned time
Plan and implement professional development
Empower adjuncts and full-time faculty
MyMathLab technology support
Reflective practice sessions
“Clearinghouse” for information
Create, distribute and monitor final exams
Intermediate Algebra
 Pilot 2002
Baseline Pass Rate 54.5%
75-80% Traditional classrooms
Uniform content and pacing
Required homework – computer
based
 Mandatory departmental final exam,
face-to-face, paper/pencil
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Beginning Algebra
 Pilot 2003
 Baseline Pass Rate 48.1%
 50% computer classrooms
 Uniform content and pacing
 Required homework – computer based
 Accelerated pace is possible
 Mandatory departmental final exam, face-
to-face, paper/pencil
Basic Mathematics
 Largest span of ability
 Pilot 2004
 Baseline Pass Rate 54.5%
 Flexibly structured
 Self-guided work (computer based or
hard copy)
 Mandatory departmental final exam,
face-to-face, paper/pencil
Pilot the Proposed Redesigned
Courses (2002-2004)
 Pass Rate: Based on final exam
grade of 73+
 Intermediate Algebra: 58.9%
 Beginning Algebra: 74.2%
 Basic Math: 51%
MyMathLab
 One of the first in New England to
use (~2000)
 Inconsistent application (20002004)
 MyMathLab upgraded (2005)
 Fully embraced (2006)
Electronic Homework Management Using
MyMathLab
3 Master
CoursesAll faculty
copy
Retention Strategies
Close
tracking of
student’s
attendance
and
performance
Early Intervention
Student Support
Math Learning Center
 56-seat learning center staffed by trained
math tutors
 Computer or pencil/paper assistance
 Possible requirement
Harrington Learning Center
 60-seat computer lab
 All computers loaded with MyMathLab
 No math tutors
Faculty Support
 Center for Academic Excellence
 Curriculum Workshops
 Technology Training
 Reflective Practice Sessions
Institutionally Accepted
 ALL courses use QCC’s Instructor
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Resource Manual
ALL courses follow the same
format
ALL courses use technology
ALL students access MyMathLab
ALL students take final exam
Results
Intermediate Algebra
70%
60%
50%
40%
30%
20%
10%
0%
F03
F04
F05
F06
Baseline
54.50%
54.50%
54.50%
54.50%
Result
61.40%
67.00%
61.00%
60.00%
Beginning Algebra
80%
70%
60%
50%
40%
30%
20%
10%
0%
F03
F04
F05
F06
Baseline
48.10%
48.10%
48.10%
48.10%
Result
74.20%
69.00%
60.30%
62.00%
Basic Mathematics
70%
60%
50%
40%
30%
20%
10%
0%
F04
F05
F06
Baseline
54.50%
54.50%
54.50%
Result
67.00%
65.00%
60.00%
What Is Happening
In College Algebra?
College Algebra Results
70%
60%
50%
40%
2004
2005
2006
ASSM
68.60%
61.80%
55.70%
Dev. Math
67.40%
66.00%
60.80%
Overall Conclusions
 Large number of developmental math
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sections
Large number of part-time faculty
Student performance has increased
Student completion rate has increased
Institutional expansion - consistency of
curriculum
Increased enrollment per section – able to
manage
Higher level of faculty collaboration and
camaraderie
Major Components to Success
 Administrative support
 Faculty designed and implemented
 Individual instructors benefit by
change
 Atmosphere of professional
collaboration
Future Plans
 Computerized departmental final
exam
 Continued atmosphere of
collaboration and experimentation
 Institutional laptop program
 . . . . . . . NEVER DONE!
Team Members

Creation of Instructor Resource Manuals
–
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All Title III Data Analysis
–
–
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QCC Faculty -Andreana M. Grimaldo, Denise
Robichaud, Steve Zona, Virginia Asadoorian, Carol
Rinaldi, Elaine Previte
Neena Verma, IR Director at QCC
Meredith Twombly, former IR Director at QCC
Pat Toney, Vice President of Academic
Affairs
–
patt@qcc.mass.edu
Barbara Zabka, Staff Assistant, Academic Affairs
Questions