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Enhancing Student Success Through Data Tracking and Course Redesign in Mathematics

This report outlines the innovative course redesign strategies implemented by Louisiana State University's Department of Mathematics to enhance precalculus and algebra courses from Fall 2004 to Spring 2007. Key goals included leveraging technology, minimizing costs, and improving student success rates. Central to this redesign were active learning experiences, personalized instruction, and immediate feedback mechanisms. The program facilitated various instructional models, including flexible and online labs, contributing to significant changes in assessment methods and overall course effectiveness.

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Enhancing Student Success Through Data Tracking and Course Redesign in Mathematics

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  1. Tracking Your Student Data and Refining Your Course RedesignPhoebe RouseLouisiana State UniversityDEPARTMENT OF MATHEMATICS

  2. Precalculus Redesign Program Goals and Keys • R2R: NCAT Roadmap to Redesign Program • (Fall 2004-Spring 2007) • Goals of Redesign • 1-To use technology • 2-To reduce costs • 3-To continue/improve current success rates • Pedagogical Keys of Redesign • 1-Active Student Learning Experience • 2-Personalized, Individualized Instruction  • 3-Immediate Feedback  • 4-Repetition to Mastery

  3. Courses and Enrollment College Algebra (3 credit hours) • 1800 Fall • 400 Spring • 200 Summer Trigonometry (3 credit hours) • 1000 Fall • 1000 Spring • 200 Summer Precalculus (5 credit hours) • 400 Fall • 50 Spring

  4. Math Placement

  5. Precalculus Courses - Content

  6. A. Flexible Lab Model(Fall and Spring only) Class at fixed time • CA – 1 hour per week – 40 students • Trig – 1 hour per week – 200 students • Precalculus – 2 hours per week – 40 students • Review and connecting of concepts, working examples with most difficult skills Lab at flexible times (open 60 hours each week) • CA – 3 hours minimum each week • Trig – 3 hours minimum each week • Precalculus – 4.5 hours minimum each week • Do homework, do quizzes, read ebook, watch videos

  7. B. Fully Online Model • 1 section each of College Algebra and Trig • Sections capped at 100 students each • No class meetings • Optional lab hours – flexible times • Rigid due dates • Option to work ahead

  8. C. Fixed Lab Model(Summer only) • 2 sections of College Algebra and 2 sections of Trig • Enrollment per section capped at 100 • 8 class days and 16 lab days cycling in order of class, lab, lab, and then repeating • 1.5 fixed hours in class and 3 fixed hours in lab required per cycle • Lab open 8 hours each cycle

  9. Pleasant Hall Math LabFall 2005

  10. Assessments • All homework, quizzes, tests, and final exam using MyMathLab • Test in university testing center • Grade Distribution (modified for Online & Su) 10% Participation (5% class and 5% lab) 10% Homework (drop lowest 2/3) 10% Quizzes (drop the lowest 2) 45% Tests (4/5) 25% Final (can replace lowest test score)

  11. College Algebra Fall Results Permanent Changes: # MACT >24 given credit, Katrina/Rita ^ No partial credit on any assessments * Course rigor increased ~ Gustav/Ike

  12. College Algebra Spring Results Permanent Changes: ^ No partial credit on any assessments

  13. TrigonometryFall Results Permanent Changes: ^ No partial credit on any assessments # Katrina/Rita ~ Gustav/Ike

  14. TrigonometrySpring Results Permanent Changes: ^ No partial credit on any assessments

  15. Precalculus Fall Results Permanent Changes: ^ No partial credit on any assessments

  16. Precalculus Spring Results Permanent Changes: ^ No partial credit on any assessments

  17. College Algebra Gradesby MACT and Lab Times

  18. College Algebra Gradesby MACT and Lab Time

  19. College Algebra Success DataBefore & After MML and Redesign

  20. College Algebra Success DataBefore & After MML and Redesign

  21. College Algebra Success DataBefore & After MML and Redesign

  22. Phoebe RousePrecalculus Mathematics DirectorLouisiana State UniversityDEPARTMENT OF MATHEMATICS

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