Jumping on the Fast-Track: Developmental Education Course Redesign Using NCAT Principles
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Arkansas Association of Two Year Colleges 2011
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- 1. Developmental Education Course Redesign Using NCAT
Principles Cynthia Fletcher, Pulaski Technical College Holly Ayers,
Ozarka CollegeKristin Bowden, Cossatot Community College of the
UA
- 2. Fixed Attendance Teaching Vs. Vs.Flexible Attendance
Facilitating Simply ask: how NCAT would we do things Emporium
differently if we put learning first? Then Instructors Course
Format do it. and/or And -Barr & Tagg Tutor Facilitators Lab
Access
- 3. Cossatot Pulaski Tech Ozarka Project AMP-NCAT Title III,
Foundations of Funding Foundations of Math, Institutional 2007-
current Excellence, Funding Hawkes Learning Achieving the
2010-current Systems Dream Hawkes Learning Pilot Review 2006-
current Systems MyMathLab Pilot Review Pilot Review
- 4. Acceleration of Developmental MathNCAT Emporium Model
UtilizationModularizationMastery-BasedComputer Lab
UtilizationStandardized curriculumQualified Math Instructor
UtilizationCurriculum Alignment
- 5. Cossatot Community College-UAPilot Project Length: 5
Academic Semesters 3 Levels/Semester 7.6% 2 Levels/Semester 55.4% 1
Level/Semester 24.6% Non-Completers 3.2% Drop-Outs 9.2% Average GPA
College Algebra 2.65
- 6. Pulaski Technical CollegePilot Project Length: 2006-2011
Course 2006 2011 Success Success DEVE0332/0334 42% 54%-64% DEVE0036
41% 54% DEVE0338 48% 55% Fall 2011-Pilot classroom emporium,
modulized with mastery learning Spring 2011-6 sections modulized
with mastery learning
- 7. Ozarka College Completion Rates-2010Pilot Project Length:
Fall 2011 Pilot Project Pacing-Fall 2011 Level 1 Dev Ed Math 49.61%
Accelerated 31% Level 2 Dev Ed Math 45.67% Completion Completion
40% Level 3 Dev Ed Math 40.48% Paced