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Quinsigamond Community College

MyMathLab Course Structure

Course Design

In 2001, Quinsigamond Community College received a Title III grant to, among other things, strengthen developmental education. From 2001 to 2006, QCC redesigned its three levels of developmental mathematics. Since completion of the Title III grant, QCC has continued to support redesign efforts. All classes meet for three credit hours per week. All three levels are offered in computer classrooms, noncomputer classrooms, evening classes, fast-paced courses, and online courses, as well as at off-campus remote sites. Instructors are guided by an Instructor Resource manual, which includes a sample syllabus, course pacing, instructor information, group activities, quizzes, and exams.

Of the more than 6,600 QCC students, approximately 50 percent are traditional (18 to 22 years old), and approximately 83 percent of incoming freshmen test into at least one level of developmental mathematics. Approximately 70 percent of developmental mathematics courses are taught by adjunct faculty.

Technology is an integral part of the student learning experience. The phrase “Technology tools will be utilized” is included in all developmental mathematics course descriptions. All students, regardless of course experience, participate in a mandatory departmental, paper-and-pencil final exam. A score of at least 73 percent on the final exam is a prerequisite to the next level of mathematical studies. 

Computer classrooms. Students experience a minilecture followed by independent computer work using MyMathLab. They have homework using MyMathLab, which they can do at home, at the drop-in Math Resource Center, or in the Harrington Computer Lab. Students may have quizzes and exams administered using MyMathLab. 

Noncomputer classrooms. Students experience an interactive lecture format with group work, applications, etc. They are assigned homework using MyMathLab, which they can do at home, at the drop-in Math Resource Center, or in the Harrington Computer Lab. Students may have quizzes and exams administered using MyMathLab. 

Evening classes. These classes are in three-hour formats and are held in computer or noncomputer classrooms, following the same outline as previously listed courses. 

Fast-paced courses. These courses complete earlier than the traditional semester. Students use MyMathLab to support the learning experience. Classes are held in all different settings.

Online courses. All three levels of developmental mathematics are offered online and use MyMathLab content, homework, and assessments. Students must appear on-site to take the final exam. 

Off-campus remote sites. QCC’s developmental mathematics is offered at off-campus remote sites, such as local high schools, nursing homes, and correctional facilities. Some use MyMathLab; others do not due to lack of Internet access. 

Assessments

There is no required number of quizzes or exams each semester. Rather, each instructor dictates the number. All developmental mathematics students take a paper-and-pencil, multiple-choice final exam during final exam week. Students must score 73 percent or more to continue to the next level.

MyMathLab Implementation

All levels of developmental math have a predesigned course that they can copy and adjust for their learning environment. The location and format of the course dictate the
degree to which MyMathLab is used and its contribution to each student’s final course grade, which varies from 0 to 20 percent. All students purchase a book that comes with a MyMathLab code. Most, if not all, faculty utilize MyMathLab for at least homework.

Campuswide training is available for Beginning and Intermediate MyMathLab Instructors. Training is also provided for the Gradebook, which is used for tracking student and class performance and is a tool for early intervention. Using the Gradebook for retention purposes is emphasized. Since all instructors follow the same pacing and use MyMathLab to support homework assignments, the support centers on campus are always prepared, trained, and ready to assist. 

Many instructors require attendance, and they import that grade into MyMathLab. Classes held in noncomputer classrooms import their paper-and-pencil-exam grade.

MyMathLab Course Results

During the period of course redesign (from 2001 to 2006), the following cumulative results were reported from Title III data:

• In Basic Mathematics, an overall 8 percent increase in student success from fall 2004 to fall 2006
• In Beginning Algebra, an overall 30 percent increase in student success from fall 2004 to fall 2006
• In Intermediate Algebra, an overall 11 percent increase in student success from fall 2003 to fall 2006

Table 1 shows the percent of students that passed the final exam and could therefore advance to the next level of mathematics. Note: This table shows only students who completed the semester and sat for the final exam; it does not include grades of X and W.

Table 1. Student Pass Rate Percentages, Fall 2006–Fall 2007

As students progress through the developmental mathematics program, they enjoy a higher level of success in College Algebra than do students who place into that level directly. In 2006, 55.7 percent of students who placed directly into College Algebra finished the course with a grade of at least C; 61 percent of students who came from the developmental math program finished the course with a grade of at least C. See Figure 1.

Figure 1. Student Pass Rate Percentages in College Algebra, Fall 2004–Fall 2006

Now that the Title III grant is complete, QCC is turning its focus toward student success—not in comparison to past years but in search of trends that emerge as the present successful model is maintained.