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## A Redesign of Intermediate Algebra using the Hawkes Learning System

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**A Redesign of Intermediate Algebra using the Hawkes Learning**System Dr. Latonya Garner March 29, 2010 Mississippi Valley State University Department of Mathematics, Computer and Information Sciences**Mississippi Course Redesign Initiative (2007– 2010)**• Partnership with the National Center for Academic Transformation • Involves 7 Mississippi state institutions • Redesign projects focus on large-enrollment, introductory courses Mississippi Institutions of Higher Learning (IHL)**Mississippi Valley State University**• Current annual enrollment: 2800 • Located in Itta Bena, MS (the heart of the Mississippi Delta) • Students who enroll in Intermediate Algebra : • Score less that 20 on the Mathematics portion of the ACT • Were enrolled in the summer developmental program • 88% of our entering freshmen enroll in MA100B MVSU/Intermediate Algebra Placement**Transform learning environment**• Increase passing rate • Decrease cost • Decrease faculty labor intensive activities • Increase learning and performance Redesign Motivation**Reduced the cost-per-student from $183 to $139, a 24%**savings • Decreased the number of sections from 17 to 8 annually • Increased section size from 27 or 32 to 60 • Number of faculty reduced from 13 to 6 Cost Savings**Traditional lecture format (Class met 2 hours and 40 minutes**weekly) • Paper and Pencil Homework assigned from textbook and graded by instructors • Hawkes assignments are assigned by some instructors but no mandatory lab hours • Homework/Quizzes/3-4 Exams/Common Final Exam Traditional Model**3 sections per semester containing up to 60 students.**• The class will meet once per week for lecture for 1 ¼ hour • Three hours of laboratory work will be mandatory • Laboratory hours will be from 8 am - 5 pm, Monday through Friday. • A faculty member will serve as the coordinator for the course and supervise all laboratory personnel • Common Final Exam • Technology – Hawkes Learning Systems Redesign Model – Emporium (Full Implementation)**35% of students received passing (A-C) grades**Results from Spring/Fall 2008 – Course Grade**49% of students received passing (A-C) grades**Results from Spring/Fall 2009 – Course Grade**There was a 14% increase in the # of students who received a**passing (A-C) grade. Comparison of Course Grades**Adequate coverage of course content**• Student population at the University might need a slightly different treatment as it relates to the number of hours of lecture received • Time required to master software • Students need structure and guidance • Freshman don’t do Optional…Neither do Sophomores, Juniors and Seniors • Must figure out ways to focus our energy on students who NEED to be in the lab Challenges**Outcomes**• Student contact hours has increased • Students are more accountable • Student can see their progress at any point • Less papers to grade for faculty • DFW rate dropped from 65% to 51%.**Faculty, staff, undergraduate tutors need ongoing training**• Evenly distribute the number of assignment due dates by day of the week and have “rolling deadlines.” • Faculty should accompany students to the lab for 5 – 10 minutes. Students seem to attempt work if faculty is coming to “check” on them. Recommendations