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Course Redesign for Precalculus Algebra. The University of Alabama Tuscaloosa, AL. Precalculus Algebra. Redesign -Fully Implemented Current Enrollment: Fa09-Sp10 = 3157 37 sections: 50-55 students per section 12 large sections: 100 students per section

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course redesign for precalculus algebra

Course Redesignfor Precalculus Algebra

The University of AlabamaTuscaloosa, AL

precalculus algebra

Precalculus Algebra

Redesign -Fully Implemented

Current Enrollment: Fa09-Sp10 = 3157

37 sections: 50-55 students per section

12 large sections: 100 students per section

All courses under Calculus I now have some type of lab component

intermediate algebra the beginning

Intermediate Algebra - The Beginning

Problem Areas

Course was teacher centered

Smaller sections would increase costs

Students have different learning styles

Instruction was inconsistent among sections

No flexibility in instructional pace

Lack of student success (D/F/W rates as high as 60%)

The University was losing students due to this lack of success

intermediate algebra the beginning4

Intermediate Algebra - The Beginning

Action Taken

Fall 1999

UA visited Virginia Tech’s Math Emporium

Spring 2000

3 sections of Intermediate Algebra were piloted


Increase in the student passing rate (40.6% to 53.5%)

intermediate algebra choices made

Intermediate Algebra - Choices Made

Decided to use the Emporium Model

Moved to larger 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

Intermediate Algebra - Current Policies

Mandatory class meeting once a week (50 min.)

Mandatory Lab Attendance 4 hours per week

Includes class meeting time

Requirement waived if progress is acceptable

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 cost savings
Intermediate Algebra - Cost Savings

2001-2002 Academic Year

1480 students


14 Sections of 110 Students Each

2 FTTI @ $36,250 $72,500

6 PTTI @ $1,650 $9,930

UG Tutors 5760 hrs @ $7/hr $40,320

Total Cost $122,750

Cost Per Student $83

$33/student (28%)


43 Sections of 35 Students Each

2 FTTI (16 sections)

@ $36,250 $72,500

5 GTAs (20 sections)

@ $17,565 $87,825

7 PTTI (7 sections)

@ $1,655 $11,585

Total Cost $171,910

Cost Per Student $116


precalculus algebra10

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

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

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 > 70% 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

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

Contact Information

Jamie Glass

MTLC Lab Coordinator

The University of Alabama

205 348-2592