**Precalculus Course RedesignPhoebe RouseLouisiana State** UniversityDEPARTMENT OF MATHEMATICS

**Goals and Results of LSU Precalculus RedesignFall** 2003-Spring 2009 • To reduce personnel costs (savings of 35%) • To incorporate technology to grade student homework (MyMathLab) • To provide consistent content presentation (√) • To continue current success rates (improved)

**Redesign Timeline at LSU** • Spring 2004 - Planning • Fall 2004 - Pilot MyMathLab software, join R2R program • Spring 2005 – Pilot of College Algebra redesign • Fall 2005 - Partial implementation of College Algebra redesign; opened Pleasant Hall 1st floor lab • Spring 2006 – Full implementation of College Algebra redesign; pilot of Precalculus (course) redesign • Fall 2006 - Full implementation of Precalculus (course) redesign; opened Pleasant Hall basement lab; pilot high school redesign program for College Algebra • Spring 2007 - Full implementation of Trigonometry Redesign; pilot high school redesign program for Trigonometry • Fall 2007 - All sections of College Algebra, Trigonometry, and Precalculus (course) redesigned; opened Pleasant Hall basement side room; continue high school redesign program for College Algebra • Spring 2008 – All sections of College Algebra, Trigonometry, and Precalculus (course) redesign; expand high school redesign program for College Algebra and Trigonometry

**Redesigned Courses** College Algebra (3 cr. hrs.) • 2200 students per year • 1 hour per week in class of 40 students • minimum of 3 flexible-time hours per week in lab Trigonometry (3 cr. hrs.) • 1600 students per year • 1 hour per week in class of 40 students • minimum of 3 flexible-time hours per week in lab Precalculus (5 cr. hrs.) • 400 students per year • 2 hours per week in class of 40 students • minimum of 5 flexible-time hours per week in lab

**Pleasant Hall Math LabFall 2005**

**PH Basement Math Lab Fall 2006**

**PH Basement Side Room Fall 2007**

**Lab Features ** • 275-seat learning lab open 60 hours each week • Capacity of 15 students per 1 computer in learning lab • Test in university testing center • Staggered due dates for all assignments • Staggered attendance week for students • Ratio of 1Tutor/Teachers for each 20 students • AccuTrack student tracking software

**Pedagogical Keys to Math Redesign Using Technology** • Active Learning Experience • Personalized, Individualized Instruction • Immediate Feedback • Repetition to Mastery

**Final Grade Distribution ** 10% Participation (5 % class and 5 % lab) 10% Homework (drop lowest 2) 10% Quizzes (drop the lowest 2) 45% Tests (3 - 5 total) 25% Final (replaces lowest test score if higher)

**College Algebra Fall Results** *Course rigor increased.

**TrigFall Results**

**College Algebra, Trig, PrecalculusFall Participation Grades **

**College Algebra Spring Results**

**TrigSpring Results**

**College Algebra, Trig, and PCSpring Participation Grades**

**Redesign Personnel** Program Management • Overall program administrator • Course coordinators for each course • Tutor supervisor • Time clock manager Teaching • Instructors • Upper level math graduate students Lab Tutoring • Instructors • Upper level math graduate students • First-year math graduate students • Ugrad math majors Tech support • Ugrad students from LSU ITS

**Assignment Settings** Homework • Unlimited attempts prior to due date • Help, Examples, Videos, Textbook, and Tutors available • Practice Homework for each section without due dates Quizzes • Ten attempts for each quiz, 75 minute time limit • Restricted re-access • Keep best score • Not proctored or password protected • Tutorials available on review Tests • One attempt, 90 minute time limit • Non-restricted re-access • Proctored and password protected

**Tutor and Teacher Training** • Ugrad Tutor Training Program a. Hiring and screening b. Pre-semester workshop • First-Year-TA Tutor Training Program a. Pre-semester workshop b. Fall semester Comm Math course c. Spring semester Comm Math course • First-Time-Teaching-Redesign Teacher Workshop (R2R Manual) 4. Pre-semester Meeting for All Teaching

**Elements of a Sustained Redesign** • Detailed course syllabus and individual daily schedules • Online assessments and carefully chosen assignment settings • Settings for individual students • Process for importing into and exporting from the gradebook • Precise password management • Allowance for open homework • Rotating lab and efficient time clock management • Well-trained teachers and tutors and constant tutor supervising • Attention to lessons learned

**Do’s and Don’ts** • Do stagger student assignment deadlines to avoid an overloaded lab • Do set up homework and quizzes to be due before the new material is taught. • Do establish credit hour equivalencies prior to assigning teacher’s schedules. • Do increase administrator/coordinator release time to run program. • Do designate a person to manage data, a person to prepare the lab schedule for tutors and train them, and a person to become expert at using the time clock. • Do prepare for the unexpected. • Don’t give up!

**“Must Haves” for Redesign** • The support of both the department administration and the upper administration • A strong-willed, thick-skinned program director • A core group of instructors and professors dedicated to working hard to make the redesign succeed • Space and computers for a learning lab • A willingness on the part of everyone involved to be flexible and CHANGE 6. A purpose and an overall plan for redesign

**Contact Info** Phoebe Rouse LSU prouse@lsu.edu NCAT Redesign Scholar MyMathLab Faculty Advocate