› › An Evaluation Of The Vccs Developmental Math Redesign From A Faculty Perspective

An Evaluation of the VCCS Developmental Math Redesign from a Faculty Perspective

Author : Michael Frank Adkins (II)

Publisher :

Page : 184 pages

File Size : 21,43 MB

Release : 2017

Category : Community colleges

ISBN :

Get eBook

Book Description

Community colleges face an environment that requires them to increasingly focus on completion while simultaneously maintaining open admissions (Sydow & Alfred, 2013). Developmental math courses are a linchpin in improving college completion because approximately 60% of community college students are placed into developmental math courses, yet very few of those students make it through developmental courses and on toward degree completion (Bailey, 2009; Developmental Math Redesign Team, 2010). In 2009, the Virginia Community College System (VCCS) embarked on a system-wide redesign of developmental math courses (Developmental Education Task Force, 2009). However, such large-scale system change means challenges and previous experience highlights that approximately 50% – 80% of change initiatives fail to meet their goals (Black, 2013). This study evaluated the change process used to implement the VCCS developmental math redesign. A uniquely created survey based on Kotter’s (2012) change model was used to determine if faculty observed sound change practices at their institutions during the redesign. Using confirmatory factor analysis, the findings suggest that faculty saw evidence of Kotter’s (2012) change model in the implementation of the redesign. There were differences in how faculty perceived the change processes based on different demographic characteristics. There was evidence that Kotter’s (2012) model was fully implemented in the redesign, and there were some significant differences in faculty perceptions of Empowerment. This study concluded that positively framing the results of the redesign at the system level could have improved student outcomes and that it would be wise for colleges to assess the change processes they use.



The SAGE Encyclopedia of Higher Education

Author : Miriam E. David

Publisher : SAGE

Page : 4051 pages

File Size : 27,44 MB

Release : 2020-05-21

Category : Education

ISBN : 1529725917

Get eBook

Book Description

Higher Education is in a state of ferment. People are seriously discussing whether the medieval ideal of the university as being excellent in all areas makes sense today, given the number of universities that we have in the world. Student fees are changing the orientation of students to the system. The high rate of non repayment of fees in the UK is provoking difficult questions about whether the current system of funding makes sense. There are disputes about the ratio of research to teaching, and further discussions about the international delivery of courses.



Comprehensive Reform for Student Success

Author : Nan L. Maxwell

Publisher : John Wiley & Sons

Page : 100 pages

File Size : 11,21 MB

Release : 2017-01-19

Category : Education

ISBN : 1119348390

Get eBook

Book Description

Community colleges face pressure to “do more with less” that have prompted many college leaders to consider fundamental changes to the ways they have typically done business. Because piecemeal solutions have not often been effective or efficient, colleges are moving far beyond discreet “programs” or “interventions,” and are attempting to implement comprehensive reform efforts. This volume conceptualizes comprehensive reform as being marked by: a focus on student success; a theory of change that ties programmatic components together in an intentional and cohesive package, implemented at multiple levels throughout the college and touching the majority of students; and a culture of evidence that uses data to continuously assess programs and processes against student success. Presenting original analyses that describe the rationale for comprehensive reform, this volume examines the challenges involved in implementing, evaluating, and sustaining those efforts. This is the 176th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.



Creating an Alternative Developmental Math Pathway at Delaware Technical Community College

Author : John Patrick Bradley (Jr.)

Publisher :

Page : 243 pages

File Size : 14,40 MB

Release : 2017

Category :

ISBN : 9780355251531

Get eBook

Book Description

Developmental mathematics pass rates at Delaware Technical Community College (DTCC) have remained the same or decreased for a number of years despite two different math curriculum redesigns. They hover around 50 percent or below at each campus, even after the implementation of a second redesign this past Fall 2016 semester. The first redesign switched from a face-to-face style of developmental math instruction to an Emporium model. After a lack of significant improvements in pass rates, the math courses were redesigned again. ☐ To further investigate the problem of low developmental math pass rates at DTCC, several strategies were employed. A literature review was conducted regarding developmental education, andragogy, high school tracking, alternative models of developmental course redesign, and the corequisite model of instruction. Furthermore, surveys of faculty and students at DTCC were conducted to determine the perception of developmental math education at DTCC, to determine perceived barriers from both faculty and students for low student pass rates, and to gauge the support for the implementation of a corequisite model of developmental math instruction. Some faculty did not believe a redesign was necessary, while others did. Students offered strong support for developmental math course redesign. Both faculty and students identified several common perceived barriers that they believe result in lower pass rates for students in these math classes. ☐ In addition, interviews were conducted at three different institutions that redesigned their developmental course curriculum. The purpose was to discover how the institutions targeted the courses for redesign, to find the rationale for choosing the corequisite model, and to identify recommendations they had for institutions who want to redesign their developmental math curriculum. Two redesign leaders at two four-year public colleges were interviewed along with a redesign leader from a community college in the area. The results of these interviews indicated that while redesigning the developmental math curriculum was difficult in all cases, the results of each corequisite implementation suggested improved pass rates that transcended several major demographics. I used the survey and interview results, coupled with the literature review and feedback from DTCC peers, to design samples of a corequisite math course with a syllabus, schedule of classroom activities, a Blackboard Learning Management system course, and a corequisite advisement sheet for students and academic counselors. Additionally, I outlined a strategic plan for implementing the corequisite model for developmental math courses at DTCC. ☐ Throughout the process of completing the artifacts for this ELP, feedback was solicited, obtained, and incorporated into each artifact from members of this ELP committee. The Dean of Instruction at the Stanton and Wilmington campuses, along with two math instructors, and two math chairs, also provided feedback on the proposed strategic plan. Their feedback enabled both a macro and micro approach to the investigation of the problem, helped craft a potential solution to solve it, and offered final recommendations for implementing a corequisite model of math redesign at DTCC. The final recommendation is that the corequisite model of developmental math instruction be piloted at DTCC beginning with the steps outlined in the ELP proposal and subsequent artifacts.



Orchestrating Effective Practices in Developmental Math

Author : Patricia Anne Levine-Brown

Publisher :

Page : 324 pages

File Size : 20,53 MB

Release : 2015

Category :

ISBN :

Get eBook

Book Description

Developmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students' educational needs.



Redesigning America’s Community Colleges

Author : Thomas R. Bailey

Publisher : Harvard University Press

Page : 301 pages

File Size : 10,46 MB

Release : 2015-04-09

Category : Education

ISBN : 0674368282

Get eBook

Book Description

In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.



Learning Online

Author : Barbara Means

Publisher : Routledge

Page : 373 pages

File Size : 42,75 MB

Release : 2014-04-03

Category : Education

ISBN : 113621657X

Get eBook

Book Description

At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.



Comprehensive Internationalization

Author : John K. Hudzik

Publisher : Routledge

Page : 336 pages

File Size : 34,24 MB

Release : 2014-11-20

Category : Education

ISBN : 1317676726

Get eBook

Book Description

This book is a timely insight into the internationalization of higher education institutions. The internationalization of higher education is a global phenomenon, but with substantial variation in how it is made operational in individual institutions. Comprehensive Internationalization focuses on desirable practices in institutions and their actual approaches to implement a more integrated, strategic, or comprehensive global engagement across their core missions: teaching, research, and service. Part I of the book investigates a wide range of issues governing the internationalization of institutions: Outlining the origins, meaning and evolution toward more strategic and comprehensive forms of internationalization; building an understanding of the meanings of comprehensive internationalization, as well as common aspirations, when linked to different types of institutions; understanding the rationales and motivations for internationalization and intended results; creating an institutional vision and culture to support comprehensive internationalization; and implementing key strategies for successful internationalization in terms of practical actions and programs and results, including identifying and ameliorating barriers, engaging organizational change, assessing outcomes, and obtaining resources. Part II of the book offers case stories from institutions across the globe which describe varying pathways toward more comprehensive internationalization. Institutions were chosen to reflect the diversity of higher education and approaches to internationalization. An analysis of the cases uncovers similarities and differences, as well as common lessons to be learned. With contributions from mainland Europe, Australia, the USA, the UK, Latin America, Singapore and South Africa, the global application of the book is unparalleled. Comprehensive Internationalization will be of vital interest to a wide variety of higher education institutional leaders and managers as they address the problems and solutions for institutional internationalization available to them in a rapidly changing educational world and a 21st Century global environment.



Foundations of Analog and Digital Electronic Circuits

Author : Anant Agarwal

Publisher : Elsevier

Page : 1009 pages

File Size : 11,43 MB

Release : 2005-07-01

Category : Technology & Engineering

ISBN : 008050681X

Get eBook

Book Description

Unlike books currently on the market, this book attempts to satisfy two goals: combine circuits and electronics into a single, unified treatment, and establish a strong connection with the contemporary world of digital systems. It will introduce a new way of looking not only at the treatment of circuits, but also at the treatment of introductory coursework in engineering in general. Using the concept of ''abstraction,'' the book attempts to form a bridge between the world of physics and the world of large computer systems. In particular, it attempts to unify electrical engineering and computer science as the art of creating and exploiting successive abstractions to manage the complexity of building useful electrical systems. Computer systems are simply one type of electrical systems.+Balances circuits theory with practical digital electronics applications.+Illustrates concepts with real devices.+Supports the popular circuits and electronics course on the MIT OpenCourse Ware from which professionals worldwide study this new approach.+Written by two educators well known for their innovative teaching and research and their collaboration with industry.+Focuses on contemporary MOS technology.



National Profile of Community Colleges

Author : Kent A. Phillippe

Publisher : Amer. Assn. of Community Col

Page : 201 pages

File Size : 40,57 MB

Release : 2005

Category : Education

ISBN : 0871173654

Get eBook

Book Description

This book offers a national view of trends and statistics related to today's community colleges. The new edition includes completely revised text as well as updates to charts and tables on topics such as enrollment, student outcomes, population, curriculum, faculty, workforce, and financial aid. Informative narrative introduces and provides context for the data. An excellent resource for presentations, public information, media relations, and long-range planning. Chapter 1, Community Colleges Past and Present, recounts the history of community colleges and summarizes some of the more pressing issues facing them today. Chapter 2, Community College Enrollment, provides detailed information and demographics concerning enrollment at community colleges and puts it in perspective with the rest of higher education. Chapter 3, The Social and Economic Impact of Community Colleges, describes the impact of community colleges on students and their communities through measures such as degree and certificate completion, employment data, and educational attainment within the general population. Chapter 4, Community College Staff and Services, offers a view of staffing at community colleges, from the presidency and senior administration to faculty and support staff. Chapter 5, College Education Costs and Financing, focuses on the financial aspects of community colleges, as they affect the institution and its students. Chapter 6, A Look at the Future, presages trends and issues that will define the community college of the future. The book also contains a Preface, Glossary, References, Index, and About the Authors. (Contains 39 figures and 77 tables.).