The RAMP-up Math Initiative: Redesigning the curriculum, rethinking the landscape

1. The RAMP-up Math Initiative:Redesigning the curriculum, rethinking the landscape Michael J. Badolato, EdD , Senior Academic Technology Officer Middlesex Community College | Bedford and Lowell MA

2. RAMP-up Foundations • Review • Achieve • Master • Progress

3. RAMP-up Foundations • Inspiration for Redesign • American Mathematical Association of Two-Year Colleges (AMATYC) • National Center for Academic Transformation (NCAT)

4. RAMP-up Foundations • Core Team • Four faculty members (‘Core Four’) • Educational specifications • Redesign strategy • Curriculum integration • Training • Two administrators • Support Core Four • Make it so!

5. RAMP-up Foundations • Dean of Math & Sciences • Faculty and program administrator • Oversee program development • Curriculum integration across the college • Faculty contract • Enrollment management • Assessment of educational effectiveness

6. RAMP-up Foundations • My Role as SATO • Academic technologist and administrator • Integration: Academic, IT, Facilities • Learning space design and development • Project manager • Vendor relations • Assessment of technology and the learning environment

7. RAMP-up Foundations • Redesign Goals • Provide students with the opportunity to progress through the developmental math sequence in fewer semesters • Enable students to close gaps in Mathematics knowledge • Increase retention, successful completion and content mastery at the 73% level

8. RAMP-up Foundations • Redesign Strategy • Learner–centered approach • Teacher as facilitator • Integrated technology • Embedded support • Increased time on task • Convergence of course delivery models

9. “Redesign the Experience”

10. RAMP-up vs. Traditional Delivery The old steps: The new ramp: Algebra II Preparation for College-Level Math Algebra I Fundamentals

11. RAMP-up Program Preparation for College Level Math • Launched Spring 2011 – 424 students • Fall 2011 – 1787 • Spring 2012 – 1522 • Non-lecture format • Students work on math 100% of the time • Students can be working in any module, on any topic, at any time.

12. RAMP-up Program • Content from the 3-course developmental math sequence is “chunked” into 12 units or modules. • Modules are contained in course shells and mapped to existing math courses: • Modules 1-4 ≈ Fundamentals • Modules 5-8 ≈ Algebra I • Modules 9-12 ≈ Algebra II • Shell Courses: MAT-001, 002, 003 • Students are in class 4 hours per week • 3 class hours + 1 mandatory lab

13. RAMP-up Program • Students must complete at least 4 modules in a semester to receive a passing grade. • Students do not need to redo modules. • Students may complete all 12 modules in one semester and be eligible to enroll in higher-level courses.

14. RAMP-up Program Materials • Pearson MyMathLab - plus • Student Instructional Guide • Vocabulary • Critical thinking skills • Student Syllabus and Policy Manual • Faculty Training Manual

15. Methods & Structure • Laboratory Classroom • computer-driven • instructor-facilitated • Self-Paced • modular • mastery-based • Online • myMathLab-plus LMS • web-based • Embedded Support • tutoring • mandatory lab

20. Convergence

21. The RAMP-up Environment What would you see in a RAMP-up classroom? • Up to 30 students seated at computer pods working in MyMathLab. • Instructor and tutor helping individual students or small groups. • Students helping each other

22. The RAMP-up Environment • Educational Specifications • Technology intensive • Paper, pencil, and workbook • No lecture – teacher and tutor as facilitators • 30 students per class • Provide for small group work • Additional testing/overflow stations • ADA accommodations (5%) • Promote calm and focus

23. The RAMP-up Environment

24. The RAMP-up Environment

25. The RAMP-up Environment

26. The RAMP-up Environment

27. Institutional Challenges • Curriculum and Teaching • Faculty and Staff Buy-in • Technology and Facilities • Training and Support • Funding • Advising • Program requirements • Long-term Commitment • Ripple Effect

28. Collaboration! • Math Department • Academic Technology • Academic Support • Finance • Information Technology • Facilities Management • Enrollment Management

29. Commitment! • No turning back! • ROI not initially evident • Iterative process • High tolerance for change required!

30. Lessons Learned to Date • More than the curriculum is changed • Learner-centered orientation takes time • Students do not work outside of class • Roles expand as project progresses • Pedagogical culture shifts

31. Lessons Learned to Date • Clarity is a work-in-progress • Confusion is imminent • True cross-functional projects actually work!

32. Outcomes to Date • Attendance policy successful • Observed increase of time-on-task • Students excited at progress/attitude • Improved self-esteem and attitude • Engagement!

33. Outcomes to Date Overall Success Rates (C or Better)

34. Outcomes to Date Fundamentals of Math Placement • Traditional Sections, Fall 2010 • 53% Success Rate (C or Better) • RAMP-up Sections, Fall 2011 • 68% Succeeded or Exceeded (11%) Success = module set EQUIVALENT to or exceeding highest placement test

37. Outcomes to Date Algebra I Placement • Traditional Sections, Fall 2010 • 50% Success Rate (C or Better) • RAMP-up Sections, Fall 2011 • 25% Succeeded or Exceeded Success = module set EQUIVALENT to or exceeding highest placement test

38. Outcomes to Date Overall Fall to Spring Persistence • Fall 2010 – Spring 2011: 51% • Fall 2011 – Spring 2012: 60%

39. Questions?