DEI PowerPoint

Started in 2009, building off the work of
Achieving the Dream
Six DEI states: CT, FL, NC, OH, TX, and VA
Funded by the Lumina Foundation and the Bill
and Melinda Gates Foundation
• Reduce overall need for developmental
• Reduce time to complete developmental
• Implement better tools for assessing and
placing students
• Improve data tracking and analysis
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
Developmental Math Redesign Task Force has
been working since January 2011
Current curriculum was scrutinized and the
new curriculum developed
Pedagogical approach agreed upon
Mastery determined to be the goal
Beta tests began August 2011
Pilot tests began January 2012
Phased in implementation  August 2012 –
August 2013
Eight modules covering what used to be MAT
060, 070, and 080 (MAT 050 still available;
new models being developed)
One credit per module
Shell courses to be available for use in
emporium implementations
Delivery method and instructional materials
at the discretion of colleges
DMA 050 –
DMA 060 –
DMA 070 –
DMA 080 –
Operations with Integers
Fractions and Decimals
Expressions, Linear Equations,
Linear Inequalities
Graphs and Equations of Lines
Polynomials and Quadratic
Rational Expressions and Equations
Radical Expressions and Equations
Gateway Curriculum Course
Module Pre-Requisites
MAT 101, MAT 110
DMA 010-030
MAT 115
DMA 010-050
MAT 120
DMA 010-040
MAT 121
DMA 010-050
MAT 140, MAT 141
DMA 010-040
MAT 145
DMA 010-050
MAT 151, MAT 155
DMA 010-050
MAT 161
DMA 010-080
MAT 171
DMA 010-080
MAT 175
DMA 010-080
About 10 instructors at three different
campuses offered the modular curriculum in
the MAT 060, 070, or 080 structure.
Three different learning management systems
were tested in instructor paced and flexibly
paced formats.
Levine campus at CPCC offered only DMA courses
for developmental math
Most sections are instructor paced
DMA’s were offered in three blocks with a
transition week between each block
◦ Block 1: January 17 – February 9
◦ Block 2: February 20 – March 22
◦ Block 3: April 2 – April 26
Anticipated about 800 students, registered 446
in the first block
Scheduling has been a challenge. Plan to use
a lab setting for students who need to repeat
a module staying in the same time block.
Pass rates and retention for DMA’s have been
favorable—a little less favorable results for
modular content within the MAT structure.
Benefits and challenges to 4-week modules.
Four sections offering the modular curriculum
within the Mat 060 & 070 structure
2 sections-Mat 060 (DMA 010-030)
2 sections-Mat 070 (DMA 010,040 -050)
Two instructors: Mat 060 & 070 each
Traditional Seated
One learning management system used
Scheduled lab days: At least once or twice a week
Online practice outside of class
DMA Modules ONLY
Students registered for DMA modules
Placement scores
Previous coursework
Crosswalk created and used to place into correct modules
Schedule based on crosswalk
All Mat 060 & 070 students began DMA 010
Mat080 students began DMA 050 or 060
DMA’s are offered in 4 week modules
20 day course schedule including 1 transition day
Provided a re-enrollment day for repeaters
Curriculum included the Pedagogical switch
Minimize schedule
Students are not taking as many courses to enter curriculum
math or program of study
Sections for repeaters
Continue to provide a re-enrollment day for
Instructor professional development
Provide workshops on conceptual instruction
Worksheets as a guide
Consistency in instruction
Improve success
Choose the correct text, workbook, or software
Students are able to enter curriculum math or program
of study quicker
Mastery required: Better students
Students take some responsibility for their own
Life happens: 4 weeks
Focus on one concept at a time
Conceptual Understanding

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