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					  Course Redesign
     Our Story




The University of Alabama
       Tuscaloosa, AL
Intermediate Algebra – Before Redesign

          Problem Areas
Intermediate Algebra – Before Redesign
                   Problem Areas
 • Course was teacher-centered
 • Instruction was inconsistent among sections
 • No flexibility in instructional pace
 • Students have different learning styles
 • Lack of student success (D/F/W rates as high as 60%)
 • Smaller sections would increase costs
 • The University was losing students due to this lack of
   success
Intermediate Algebra - The Beginning of
            Our Redesign
Intermediate Algebra - The Beginning of
            Our Redesign
                  Action Taken
 • Fall 1999
   • UA visited Virginia Tech’s Math Emporium
 • Spring 2000
   • 3 sections of Intermediate Algebra were piloted
 • Result
   • Increase in the student passing rate (40.6% to
     53.5%)
Intermediate Algebra - Choices Made
   Intermediate Algebra - Decisions Made
•Decided to use the Emporium Model
•Started with lab containing 70 computers
•Included additional instructors
•Emporium Model was only option for all students
 taking Intermediate Algebra
•Students had complete flexibility
  • no mandatory lab attendance
  • no class meetings
  • due dates for assignments were right before each test
Intermediate Algebra - Lessons Learned
Intermediate Algebra - Lessons Learned
 •Students resist change.
 •Students had to become active learners rather
  than passive learners.
 •Students realized that if they did their work
  they would experience success in the course.
 •Students took ownership of their learning and
  of the grade they earned.
 •Policies were put in place to try to modify
  student behavior.
Intermediate Algebra - Current Policies
• Mandatory class meeting once a week (50
  min.)
• Mandatory Lab Attendance 3 hours per week
   • Includes class meeting time
• 2 deadlines per week for assignments
• Course is divided into MWF and TR classes
  with different deadline days
• Tests are somewhat flexible
   • Choose a test slot on a particular day
Intermediate Algebra Success
     Intermediate Algebra Success
80

70

60

50                                                   Trad Spring

40                                                   Trad Fall
                                                     Spring
30
                                                     Fall
20

10

0
      99 '00 '01 '02 '03 '04 '05 '06 '07 '08 09 10
Intermediate Algebra - Cost Savings
   Intermediate Algebra - Cost Savings
                   2001-2002 Academic Year
                           1480 students
             Traditional                          Redesigned
43 Sections of 35 Students Each      14 Sections of 110 Students Each
2 FTTI (16 sections)
@ $36,250            $72,500         2 FTTI @ $36,250           $72,500

5 GTAs (20 sections)                 6 PTTI @ $1,650             $9,930
@ $17,565            $87,825
                                     UG Tutors 5760 hrs
7 PTTI (7 sections)                    @ $7/hr                  $40,320
@ $1,655               $11,585
Total Cost            $171,910       Total Cost                $122,750

Cost Per Student           $116      Cost Per Student              $83

                       Savings:      $33/student (28%)
  Precalculus Algebra - Present
• Redesign -Fully Implemented since Fall 03
• Current Enrollment: Fa11-Sp12 = 3314
• 31 sections: 60-70 students per section
• 14 large sections: 100 - 136 students per
  section
• All courses under Calculus I now have
  some type of lab component
           Precalculus Algebra
• Course Structure in the Beginning
  • Traditional, lecture-based classes taught by
    instructors and GTAs
  • Rigid Format – common syllabus, presentation
    schedule, and tests

• Goal of Redesign
  • To experience an increase in student success (as
    we had with Intermediate Algebra) without
    increasing resource demand.
    Precalculus Algebra - Pilot Stages
• Fall 2001
   • MTLC established – 240 computers
   • 4 sections of Precalculus Algebra used Emporium
       model of instruction
   • 1 brief lecture per week (50 minutes) on upcoming
       material
   • 2 different software packages
• Spring 2002
   • Half of the Precalculus Algebra classes used the
       emporium model and the other half remained
       traditional.
   • Same 2 software packages were used
  Precalculus Algebra – Current Policies
• One required class meeting per week (50-min. lecture)
• Required lab attendance
   • 3 hours per week
   • Partial points are given on lab hours
   • Waived if > 75% on all assignments due that week
• 2 due dates per week
   • Usually 1-2 sections of material each due date
• MWF and TR classes
   • Different due dates for each
• Testing is somewhat flexible
   • Choose a particular time slot on a particular day
     Precalculus Algebra Success
80

70

60

50                                            Trad Fall
40
                                              Spring
30
                                              Fall
20

10

0
      '01 '02 '03 '04 '05 '06 '07 '08 09 10
Implementation Issues
      Implementation Issues
• “No Teacher” Syndrome
• Student Engagement
• Scheduling Deadlines, Tests, Etc.
• Instructor Buy-In
• Instructor Training
• Detachment From Students
• Staff Scheduling
• Data Management
Contact Information
Jamie Glass
MTLC Lab Coordinator
The University of Alabama
205 348-2592
jglass@bama.ua.edu

				
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