Evidenced Learning Outcomes & Results Webinars
Welcome to the Evidenced Learning Outcomes & Results webinar series! These complimentary webinars are designed to provide you with insight from both two- and four-year institutions about their journeys to improving learning outcomes and results for their classes and students. All webinars are based on actual educator case studies available in the 2016 Math & Stats White Paper and highlight the processes, challenges, best practices, and results of newly redesigned mathematics curricula.
Professional Development participation certificates are available upon completion of each webinar. Learn more about the sessions below, and read about the speakers on our Math & Stats page.
Educators who participate in a live webinar will have the opportunity to earn Acclaim professional development badges. For select webinars, Continuing Education Units (CEUs) and Acclaim badges are available for participants who satisfactorily complete a webinar and CEU project. Learn more about digital badges and CEUs.
MyLab Math in MyLabs Plus Educator Study Reports on Multiple Measures Remediation Program in Gateway Math Courses at Stanly Community College
Brigette Myers, Stanly Community College
North Carolina’s Multiple Measures policy places high school students deemed “college ready” directly into gateway math and English classes. Since the implementation of Multiple Measures, community colleges have faced the challenge of preparing these students for the rigors of college. Stanly Community College created an innovative remediation module that is now delivered at the start of all math gateway classes. Built in MyLab Math, it addresses common student concerns—such as basic algebraic skills—by refreshing students on those core concepts. This webinar explains the placement policy and need for intervention (including achievement data); the process of building the module; examples of student feedback, and data showing the module’s success.
Student Success for Non-STEM Students at Des Moines Area Community College Using a Pathways Approach
Professor Dan Petrak, Des Moines Area Community College
Pathways is a national movement of offering alternative mathematics courses and curriculum for Non-STEM majors at the Community College level. This student centered, highly interactive curricular approach engages developmental math students with the content and each other to prepare them for Math for Liberal Arts or Statistics in one semester. This interactive webinar will present the rationale, methods, and outstanding results of this approach at Des Moines Area Community College. Attendees will be encouraged to ask questions and time will be allowed for interaction with the presenter.
Algebra Redesign at SUNY Old Westbury
Professor Marianne Morea, SUNY Old Westbury
Professor Betty Berbari, SUNY Old Westbury
This presentation will describe how SUNY Old Westbury, a comprehensive college in the State University of NY system with a very diverse and multicultural population, has completely redesigned the mode of instruction of our elementary and proficiency algebra courses over the last 9 years. It will follow the changes made from a very traditional lecture-type set of courses to a set of blended courses designed to put the students to work with the support of professional tutors and instructors. Under the premise that no one can learn to do algebra without doing algebra, we set out to change attitudes and work ethic of students and make them accountable for their own learning while providing them with a structure and support system to help them achieve success. The program has successfully improved the passing rates of both courses and been received positively by both students and the college community in general, and it continues to evolve year after year.
The Evolution of Math Redesign at Wor-Wic Community College: From Concept to Implementation to Continued Change
Professor Susan Twigg, Wor-Wic Community College
This session describes the process Wor-Wic Community College went through as they redesigned their developmental math program. It will begin at their concept and why they needed to redesign their program, then move to implementation of the redesign and getting all faculty on board with the change. Results of the redesign will be shared, as well as the continuing changes Wor-Wic Community College has made to their developmental math program as they strive for student success.
Online Curriculum Brings Students and Teachers Closer: An Unexpected Journey
Professor Joe Brenkert, Front Range Community College
Like many institutions across the country, Front Range Community College was not happy with the way in which students were progressing through their traditional developmental math sequence. With improved technology and the increasing popularity of blended learning, specifically emporium modular formats, the math department decided to try an alternative classroom structure that would give students more control over their progression through the dev math curriculum. In this session, you will learn about the dramatic change in learning environments, for both the students and teachers, the many hurdles climbed, and hear how the unforeseen benefits of flipping the dynamics of the classroom have outstripped anyone’s expectations.
Leveraging MyStatLab to Save You Time and Increase Measurable Student Outcomes
Professor Delbert Spear, Ivy Tech Community College
Save time by creating a personalized adaptive learning experience that students can use to take control of own their success. In this session you will learn how to design a statistics course that uses data to increase measureable student outcomes in the areas of engagement, grades, and retention all while saving you precious time that is better suited for interacting with your online class. Topics covered were recently featured in a published white paper.
Redesigning the Course Redesign
Professor Hope Holloway, Liberty University
Like many institutions, Liberty University was looking for ways to improve the learning experience for developmental math students. After much research, and many visits to institutions that had already implemented emporium models, the redesign process was started. The results from the first semester were not what had been expected, students were not doing as well in the redesigned course. Changes had to be made quickly. In this session you will learn about what worked and what did not, what changes were made, how those decisions were arrived at, what results were achieved and how the faculty continue to make changes to improve the learning experience for the students.
Tools to Improve Student Success Data: MyStatLab and StatCrunch
Professor Diane Hollister, Reading Area Community College
Since Reading Area Community College began using MyStatLab® over 8 years ago, they have realigned the Introductory Stats course with GAISE guidelines, embedded additional technology requirements, begun offering hybrid and online offerings, and more. Join us to learn more about special features of MyStatLab and StatCrunch® that enabled us to improve our success rate.
The Life-Cycle of a Faculty-Led Mathematics Redesign: Conception, Birth and Metamorphosis
Professor Chairsty Stewart, Montana State University Billings
This webinar will provide an overview of how a developmental education department redesigned its Introductory and Intermediate Algebra sequence into a flexible, one-semester modularized course. The speaker will discuss the initial and long-term results within the course and in the gateway mathematics course, as well as how the department is adapting the course to keep it alive.