Undergraduate Mathematics, A Road to Redesign College Algebra & Precalculus

1. Undergraduate Mathematics, A Road to Redesign College Algebra & Precalculus Margo Alexander, Ph.D. Presenter Georgia State University Phoenix, AZ

2. Overview As part of the plans to improve instruction in lower division courses, this project has initiated a redesign of two courses, College Algebra and Precalculus. This model will attempt to improve the quality of instruction and consistency of performance standards among the various sections, while reducing costs of delivery.

3. Typical Section • Taught by • GTA’s, Part-time, Visiting, Regular Faculty • Consistent Aspects • Textbook, Course outline, Content Standards • High DWF rate HOWEVER, there are no consistent efforts to • Ensure Uniformity of Content presentation or assessment across all sections. Therefore……..

4. Problem • Improve the quality of instruction • Consistency of performance standards among the various sections • Reduce the DWF rate • Reducing costs of delivery

5. Must Have for Success • Recognition of the Problem and willingness to do something about it • Upper Administration (Provost/Dean/ Department) recognition of the problem • Upper Administration support • Dedicated Professors willing to work hard • Resources to produce a computer learning environment • Strong Director/Course coordinator

6. Center for Academic Transformation • Successful Course Design • Five Principles • Redesign the whole course • Encourage active learning • Provide students with individualized assistance • Build in ongoing assessment & prompt feedback • Ensure sufficient time on task • Monitor student progress

7. Why Redesign? • Need for active learning in postsecondary classrooms • Improving student learning and retention of that knowledge • Improve instruction • Decreasing DWF rates • Minimizing instructor impact and ensuring consistency (Common assessments, Coordinated lessons, Uniform grading standards)

8. R2R Influential Models • Supplemental Model • Replacement Model • Emporium Model • Fully online Model • Buffet Model

9. Redesign Models • Supplemental Model (Carnegie Mellon) • Replacement Model (U of Alabama) Emporium Model (Virginia Tech) • Fully Online Model (Iowa State) • Buffet Model (Mohave CC)

10. Description of Fall RedesignCollege Algebra (2004) • Supplemental Model • Replaces lectures with variety of learning resources • Two days in class, one day in The MILE Mathematics Interactive Learning Environment • Six of the 23 sections redesigned • Computer-based learning resources • Graphing calculator use • Substitutes coordinated planning and development of whole course instead of individual sections

11. Description of Spring RedesignCollege Algebra (2005) • Replacement Model • Replaces lectures with variety of learning resources • One day in class, one day in The MILE • Partial implementation • Computer-based learning resources • Graphing calculator use • Substitutes coordinated planning and development of whole course instead of individual sections

12. Description of Spring RedesignPrecalculus (2005) • Supplemental Model • Replaces lectures with variety of learning resources • Two days in class, one day in The MILE Mathematics Interactive Learning Environment • Six of the 23 sections redesigned • Computer-based learning resources • Graphing calculator use • Substitutes coordinated planning and development of whole course instead of individual sections

13. Description of Fall RedesignCollege Algebra & Precalculus (2005) • Replacement Model • Replaces lectures with variety of learning resources • One day in class, one day in The MILE • Full implementation • Computer-based learning resources • Course Coordinator

14. Retained Class Time • Not traditional lecture presentations • Problem-based-learning materials • Group Activities • Focus Groups • Assessment

15. The MILE Mathematics Interactive Learning Environment Going the Extra MILE to help students succeed… The MILEMathematics Interactive Learning Environment

16. THE MILEMathematics Interactive Learning Environment • Student Centered Computer Lab • Technology-driven facility: 83 regular student stations, 1 ADA compliant station, 4 instructor stations • MyMathLab Software • One-on-one assistance available with instructors / graduate research assistants (GRAs)

17. MyMathLab • Encouragement of Active Learning • Provision of Individual Assistance • Prompt ongoing Assessment • Provide timely Feedback on Student Progress • Provides students with an array of interactive materials and activities

19. Results--Traditional Course College AlgebraSpring Semesters 2000-04

20. Results--Traditional Course College AlgebraSpring Semester 2005

21. Results--Redesigned Course College AlgebraSpring Semester 2005

22. Results--College Algebra

23. Results--Traditional Course PrecalculusSpring Semesters 2000-04

24. Results--Redesign Course PrecalculusSpring Semesters 2005

25. Results--Precalculus

26. Implementation Issues Creating The MILE Approval/participation from the Faculty Software Common Aspects of the class Syllabi, schedule, lab assignments, class activities, assessment instruments, technology, faculty development, graduate student training, & time clock

27. Redesigned Instructors • Assigned redesigned sections in Pairs • Increase student load • Cut preparation time in half • Software • Willingness to be flexible /give extra time to the MILE • Positive Attitude

28. Training • Faculty • Graduate Learning Assistants GLA’s • Undergraduate Student Assistants • Graduate Teaching Assistants • Graduate Lab Assistants

29. Cost Reduction • Substituting interactive tutorial software for a portion of the regular class meetings • Substituting coordinated planning for individual planning of each of the sections

30. Overall Success Reduction of the DFW rate Reduction in the annual cost Positive student attitude Improve the quality of instruction and consistency of performance standards Uniformity of content presentation Uniformity of assessment across all sections Administration support and - The development of the MILE

31. Conclusion • Eliminating the visiting & part-time instructor positions • Strengthen the support for the graduate program • Improve the quality of instruction • Consistency of performance standards among the various sections • Reducing costs of delivery