Learn how professors at Central Carolina Community College and Citrus College are implementing new developmental math practices and courses based on North Carolina's state standards, and how you can too with this session dedicated to developmental math course redesign in North Carolina. In this presentation, Alan Tussy, Citrus College, and Lisa Key Brown, Central Caroline Community College, discussed how Central Carolina is using booklets specifically designed for North Carolina (Tussy, A Modular Curriculum for North Carolina) and the pre-built software-WebAssign in a lecture/lab and online distance education format. Custom booklets with the rich applications to enhance the pedagogy shift to conceptual and contextual understanding of mathematics were explored.

2.  Agenda
 Introductions
 Lisa Key Brown and Alan Tussy
 Module Content
 Content and features specific to redesign
 Enhanced WebAssign
 NC EWA course
 EWA Improvements released in November
 YouBook (interactive eBook corresponding to printed modules)

3.  Modularization – Conceptual/Contextual
 Streamlining content and reducing curricular
redundancies
 Implementing new diagnostic and assessment
tools and policies that link to the modules
 Alignment with college level courses and
competencies and with DPI’s efforts to improve
the college readiness of HS grads
 Professional development plan for instructors
implementing the new curriculum
ulul

4.  Tussy – A Modular Curriculum for North
Carolina
 Aligned with the outcomes of each module
 Rich applications before most sections
 Many contextual problems in each section
 Enhanced WebAssign – One Code for all
modules for the Life of Edition
 Master Course with all modules – Coordinator
Account
 Multiple Problems available – No limit on
problems used from other Cengage books

6. Statewide GOALS:
Mastery approach; Contextualized Applications and
Modules

11. 4 Textbooks

13. Conceptual Student Learning Outcomes
1.1 Demonstrate an understanding of the concept of integers
within contextual application problems
1.2 Correctly represent integers on a number line
1.3 Demonstrate the correct use of additive inverses
1.4 Evaluate the absolute value of a number
1.5 Apply integer operations in solving contextual application
problems
1.6 Correctly apply the associative and commutative properties
1.7 Demonstrate understanding of exponents by converting
between exponential and expanded form
1.8 Evaluate exponents
1.9 Calculate the square root of numbers containing perfect
squares
1.10 Evaluate integer expressions by using the correct order of
operations
1.11 Distinguish between appropriate use of area and perimeter
formulas to solve geometric application problems
1.12 Represent the events of a geometric application problem
included in this module pictorially and evaluate the correct
solution using the appropriate formula
The Module
section
objectives
match the
state learning
outcomes

14. The Module
Tests have
problems
exactly like
the
suggested
problems.

18. Gives
detailed
explanations
for each step
of the
examples
Module 4, p. 47

19. Module 4, pp. 29-32

20. Module 4, pp. 29-32

22. Module 4, p. 18
Module 4, p. 33

24.  Language of Algebra
 Success Tips and Caution

25. Plus many more

26.  Tussy – A Modular Curriculum for North
Carolina
 Aligned with the outcomes of each module
 Rich applications before most sections
 Many contextual problems in each section
 Enhanced WebAssign – One Code for all
modules for the Life of Edition
 Master Course with all modules – Coordinator
Account
 Multiple Problems available – No limit on
problems used from other Cengage books

27.  Fall 2011 - Beta-tested - Taught the content within Math
070 using our current textbook but supplementing with
conceptual and contextual group activities we had
developed.
 Spring 2012 - Piloted DMA 4-week modules at a satellite
campus
 Summer 2012 - Full implementation using the Prototype
Book
 Fall 2013 – Started using Tussy Booklets and Pre-built
Enhance WebAssign
 Departmental Blackboard course for all faculty with
syllabi, assignment sheets, conceptual activities, class
notes, quizzes, etc.

28.  Seated Classes– 17 days with 3 transition days
 3 days - 50 min. labs/2 days – 75 min. group activities
 2 days/nights – 60 min. lab/ – 90 min. group activities
 Online Classes with Proctored Exams
 250 points/300 points to Retest
 100-EWA , 100-Bookwork, 100-Quizzes
 Testing on WebAssign- Lockdown Browser and
Password protected
 Required Remediation – F2F-Paper and Online

29.  14 day grace period
 Self-enroll or roster upload
 Scheduling feature- Easy to copy modules
every 4 weeks and keeps all settings
 Coordinator - manages all the EWA courses
for the department

30.  Pretest
 Learning Unit – Video, Vocabulary, Guided Step
Problems
 Lab – Read It, Watch It, Practice Another
Version, Master It
 Quiz – Test Knowledge without any help buttons
 5 Submissions - for all the above per question
 2 Tests – 80% Mastery – Different questions not
just different numbers with the use of pools
 50% conceptual/contextual problems
 Lockdown Browser & Password Protected

31.  Resources – Multiple videos for each section of
the book – closed caption
 Syllabi, Handouts, Powerpoints, etc.
 Personal Study Plan – Students use as a study
aid before the module test to target areas
he/she may need to study more
 YouBook – Put YouTube videos, hyperlinks, and
handouts inside the YouBook– book is saved
under your name – customize to your liking

32.  Intro to WebAssign – Get acquainted with how
to input answers into the software
 Gradebook-Input other grades
 Email – Email students who are not doing well
 Calendar – Visual for students to see due dates
 Notification link – Email alerts to students
 Communication – Ask your teacher and
automatic extensions
 Show your work and Upload a file
 Time Estimates per question
 Conditional Release

39. Pass rate – Better pass rate than 16 week courses as
we progress through the modules
Retention – 20-25% higher than 16 week courses
(4-week class – 2 absences)

40.  Pace
 Students taking too many classes along with DMA’s
 Final assessment is 50% conceptual/contextual and no
co-requisite for reading
 Registration – Students can not register themselves
 Financial Aid – only ¾ of entitlement at the beginning
of semester – ¼ at end of semester
 Changing a student’s schedule between 4 week
sessions who are not successful –(3 times a semester)

41.  Scheduler - 1 course = 4 modules – more
classes keyed into Datatel
 Student Services- students could not register
themselves online
 Registrar – More rosters and movement of
students every 4 weeks
 Financial Aid –Money is prorated throughout
the semester
 Training - All advisors and counselors in the
college
 Communication – Informing students about
the change

42.  More tests per module
 Design YouBook for department
 Look at statistical data to see what is
working
 Evaluate students at the end of each module
 Keep accessing what we are doing and how
can we improve!

43. ?Questions?
Lisa Key Brown
919-718-7362
lkbrown@cccc.edu
Alan Tussy
Thank you for attending our
webinar!