Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 5 of The Illinois Commitment Major Program Assessment Initiative in Biology Danville Area Community College What issue or need is addressed by the effective practice? As the popularity of healthcare programs has grown, so has enrollment in our Anatomy and Physiology and Microbiology classes. We have seen classes with increasing numbers of students unable to handle the academic rigor associated with science majors courses. Originally, we had no pre-requisites on these course; we then added a recommendation to complete a Principles of Biology course (BIOL 102) before attempting A&P and Microbiology; many students avoided our recommendation; our success rate did not improve; we were noticing that many of our students were taking developmental courses while trying to attempt these science majors courses. So we added pre-requisites requiring placement into Basic Algebra and Rhetoric. Our success rate did not improve. The Biology faculty decided that we had to make some changes. So they took on the task of assessing student learning and improving the success rate in our science majors courses. Description of the effective practice: Major Assessment Initiative During 2002-2005 Academic Years: • Added a Simply Science course (GSCI 100) to arm students with the study skills required to succeed in Science majors courses (2002) • Tracked students who had taken Principles of Biology (a recommended pre-requisite) before enrolling in Anatomy & Physiology I and Microbiology (BIOL 136/140) • Determined that the Principles of Biology course was a good predictor of success • Added rigor to the Principles of Biology course so that the C students would be better prepared for sequential Biology courses • Attempted to align Principles of Biology course policies with those of A & P to make the transition for students easier How does this practice achieve sustainability? • Implemented Principles of Biology course as a pre-requisite course for A&P I and Microbiology effective Fall 2005; students are required to pass this course with a C or better before continuing in the subsequent courses • Students who believe they already have the knowledge base taught in the Principles of Biology course may prove competency by passing an exemption exam with 70% competency What are the results/measurable outcomes? • Track students who have progressed from BIOL 102 to the BIOL 136/137/140 sequence • Track students who gained admittance through testing to determine if the cut-off score is correct • Monitor students enrolled in BIOL 136 to make sure they are meeting the pre-requisite requirements With retention a major focus of the college, our division will continue to evaluate student preparedness. Contact Information Name: Randy Fletcher Email: rfletch@dacc.edu Phone: (217) 443-8776 154
Direct Connection to Policy Area 5 of The Illinois Commitment MyMathLab (MML) DeVry University-Illinois What issue or need is addressed by the effective practice? MML is a self-paced environment allowing each student to work at an individual pace throughout the course, with full-time experienced mathematics instructors available for counseling and advice, questions and test administration. Motivated, disciplined MML students have the opportunity to pace themselves through individual or multiple courses in one term, or session. DeVry students enrolled in MML courses attend classes onsite in a MML laboratory, with personal computers that provide direct access to the MML web site. Description of the effective practice: MyMathLab is DeVry University’s new delivery/pedagogy system for its math curriculum. The Chicago-area campuses of DeVry University use System Supported Mastery Learning (SSML), an educational philosophy, theory and instructional strategy, to teach developmental and required mathematics courses, with the Pearson MyMathLab's (MML) web support system. This philosophy uses feedback and correctives to bring increasing numbers of students to a predetermined mastery criterion, and has been used successfully in thousands of classrooms, across a variety of subjects, at all levels. Hosted by Pearson Publishing, MML is a website that provides access to an internet based Mathematics learning environment, accessible 24 hours a day, seven days a week. MML access, administration and coordination activities are handled by a Campus/Center MML Coordinator, who provides student and instructor access codes to the secure web environment. Current DeVry MML Courses: • MATH017 – Foundations of Mathematics (for Students not yet Admitted to DeVry) • MATH032 – Introduction to Algebra • MATH092/102 – Basic Algebra • MATH114/104 – Algebra for College Students Working at an individual pace, an MML student can accomplish the following: • Review the material, as many times as desired, • Outline a study plan based on individual needs, • Retake Chapter/Section test/quizzes, up to a specific number of times, • Pursue additional homework assignments, • View videos (chalk-and-talk) that provide additional details on solving problems, • View numerous worked-through mathematics examples, • Decide when to take tests/quizzes throughout the course, • Access/print detailed information via MML course e-book, • Work on mathematics assignments, 24/7, • Take practice tests/quizzes (even finals) 24/7, numerous times, • Receive technical/mathematical assistance 24/7 (from Pearson), • Complete several MML courses in one term/session, • POF (Proficiency-Out-Final) out of course, based on specific prerequisites. MML offers students many benefits, including the following: • Builds confidence, which allows students to successfully move through other required Math classes, • Maintains confidence, allowing students to successfully complete other graduation requirements, • Increases graduation probability (due to enhanced confidence in completing something they thought they could not complete), • Creates a one-on-one student/instructor work environment for each student, • Allows each student to work at an individual pace, rather than a class pace, • Provides privacy for students to review material, attempt additional work and retake quizzes/tests without concern about what the other students/instructor will think, • Introduces an alternative approach (through computers) to schoolwork, using a perceived fun-tool (PC). 155
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