College Algebra Course Redesign by s3dn6csQ

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									         College Algebra Course
                Redesign
         Evolution or Revolution?
        The process of change….
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    Tammy Muhs-University of Central Florida
              Orlando, Florida
            tmuhs@mail.ucf.edu
            Motivation for Redesign
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     College Algebra:
      Annual enrollment approximately 4,000



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     Why did we consider a mathematics course
      redesign?
         – Success Rates: Pass rates were down,




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           withdrawal rates were up
         – Space Concerns: Too many students, not
           enough classrooms
         – Budget Concerns: We needed to do more, with
           less
                     Redesign Goals
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        Increase learning outcomes and success rates
        while decreasing cost and withdrawal rates.
         – Create a student-centered learning environment




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         – Students spend one hour in class where they review

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           concepts from the previous week, highlight
           upcoming material, and receive administration




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           information
         – Students spend a required three hours in the lab
           Mathematical Assistance and Learning Lab
           (MALL)
        Mathematical Assistance and
          Learning Lab (MALL)
                      From Renovation to Completion
                      Phase I - 1011
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                       Phase II - 100 computers (Summer 2010)
                        Phase III - 120 computers (Fall 2010)




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       Instructional Assistance in the
                  MALL
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     • Peer tutors, undergraduate and graduate
       mathematics students work in the lab
         –   Peer and undergraduate tutors paid $8 per hour
         –   Graduate tutors (not GTAs) paid $12 per hour


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         –   Required to complete online homework
         –   Become test proctors during testing weeks
         –   Tutor training about 14 hours a semester




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              • College Reading & Learning Association International Tutor
                Program Certification
     • Top GTAs are called Mentors
         –   Meet with teaching team weekly
         –   Communicate with students
         –   Hold seminars and test reviews
         –   Help with classroom management
         Online Testing in the MALL
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      • Test Scheduling System (Testing Cal- Pearson Custom Product)
         – Scheduling is open for a week, students have multiple time and day
           options available, they receive automatically generated reminder
           emails
         – Intermediate Algebra, College Algebra, Trigonometry, Precalculus,
           Finite Math, and Explorations in Math (enrollment up to 4,500 per



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           semester)
     • Testing is completed online in a proctored environment using a
       password system (MyMathLab)
         –   Immediate feedback




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         –   Bluebook system to assign computers and scratch paper
         –   Free response questions, multiple choice, or combination
         –   Challenge week for formatting errors
         –   Integrity violations almost non-existent
         –   Print Cost savings (College Algebra tests in 2007-08 cost more than
             $7000)
              Redesign Pilot Fall 2008
      Decreased cost from $70 to $49 per student
      Full implementation
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                    Success Rate                                                          Fall 2008
             76%
                                                            Final Exam     Fall 2006      Pilot
             74%
                                               74%          scores         Total course   Sections




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             72%                                            Mean score     63.4%          80.6%
  Percentage
                                                            Standard
  of students 70%
  earning a 68%                                             deviation      18.9%          15.3%




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  C or                                                      Number of
  higher in 66%
  the course              65%                               students who
             64%                                            took the
             62%                                            common
                                                            final exam     1277           802
             60%
                            Fall 2006 -     Fall 2008 -
                    Prior to the partial   Redesign pilot
                         redesign           completed
                         n=2250               n=941
      Presidents Class Size Initiative
                  (PCSI)
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     • Provided support for Instructors and Lecturers
       to work in the MALL in addition to the peer
       tutors, graduate tutors, and GTAs


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     • Created Small Within Large Class Environment
     • Students register in sections of 19 students
     • Between 16 and 20 of these sections meet




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       together once per week in a large lecture hall
         – Sections form both an in-class and virtual
           community
             • Communication has been shown to have an important role in
               learning and understanding mathematics (Knuth & Peressini,
               2001)
Course Grade
             Summer 2009         Summer 2009      Fall 2009              Fall 2009
Distribution
             Traditional Section Redesigned       Traditional Sections   Redesigned
and Final
             n=226 students      Sections n=162   n=851 students         Sections n=1174
Exam Scores
                                 students                                students
                                                          72.3%                 78.4%
Success Rate        61.5%             75.3%
                                                         28.7%                27.9%
     A              11.9%             20.4%
                                                         26.8%                34.1%
     B             26.1%              36.4%
                                                         16.8%                16.4%
     C             23.5%              18.5%
    NC                                                    9.3%                 0.7%
                   10.6%              2.5%
 (no credit)
                                                         13.9%                14.7%
     F             18.1%              9.9%
                                                          4.6%                 6.2%
     W              9.7%              12.3%

 Mean Score
                   71.0%              77.5%              78.2%                80.4%
  Standard
  Deviation        15.9%              13.9%              16.3%                14.0%
      Future Work and Conclusions
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     • Producing favorable results
         – Increasing the number of students advised by
           mentors and faculty


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         – Improving student learning outcomes
         – Increasing course offerings
             • Intermediate Algebra starting fall 2010




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             • Precalculus starting spring 2011
     • Future studies
       – Look at retention and graduation rates
       – Look at success in later courses (STEM)

								
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