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

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.

Typical Section Taught by Consistent Aspects 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……..

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

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

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

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)

R2R Influential Models Supplemental Model Replacement Model Emporium Model Fully online Model Buffet Model

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

Description of Fall Redesign College 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

Description of Spring Redesign College 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

Description of Spring Redesign Precalculus (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

Description of Fall Redesign College 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

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

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

THE MILE Mathematics 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) Memorization Remembering of previously learned material (a wide range of material: from specific facts and definitions to complete theories). Comprehension Comprehension is the lowest level of understanding. Comprehension is the ability to grasp the meaning of material. That is: Translating the material from one form to another Explaining or summarizing material Predicting consequence or effects Application The ability to use learned material in new and concrete situations Application of rules Methods Concepts Principles Laws Theories Analysis The ability to break down material in component parts so that the original structure may be understood. Identification of the parts Analysis of the relationship between parts Recognition of the original principles involved Synthesis  The ability to put parts together to form a new whole Production of the unique proof Set of abstract relations Scheme for classifying information Evaluation  The critical ability to judge the value of a given statement. Judgments are to be based on: Internal criteria ( organization) External criteria (relevance to the purpose)

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 Instructional Aids Graded homework and tests Tutorial exercises Exercises enhanced with videos & animations Power Point presentations Video Lectures

Results--Traditional Course College Algebra Spring Semesters 2000-04 Grade Number Percentage A 472 17.5% B 536 19.9% C 429 15.9% D 253 9.4% F 380 14.1% W/WF 571 21.2% OTH 55 2.0% Total 2696 100.0%

Results--Traditional Course College Algebra Spring Semester 2005 Grade Number Percentage A 17 17.2% B 27 27.3% C 22 22.2% D 13 13.1% F 19 19.2% W/WF 1 1.0% OTH 0.0% Total 99 100.0%

Results--Redesigned Course College Algebra Spring Semester 2005 Grade Number Percentage A 25 16.9% B 49 33.1% C 33 22.3% D 17 11.5% F 19 12.8% W/WF 4 2.7% OTH 1 0.7% Total 148 100.0%

Results--College Algebra

Results--Traditional Course Precalculus Spring Semesters 2000-04 Grade Number Percentage A 575 19.7% B 538 18.4% C 457 15.6% D 239 8.2% F 339 11.6% W/WF 753 25.7% OTH 25 0.9% Total 2926 100.0%

Results--Redesign Course Precalculus Spring Semesters 2005 Grade Number Percentage A 25 17.7% B 41 29.1% C 29 20.6% D 13 9.2% F 14 9.9% W/WF 18 12.8% OTH 1 0.7% Total 141 100.0%

Results--Precalculus

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 Adequate coverage of course content? All sections shared common syllabi, outlines, schedules, lab assignments, assessment instruments, class activities and a course web site. Therefore, faculty were able to adequately cover the course content. The only problem seemed to be in the retained class time for using problem-based-learning materials and conducting group activities. Faculty wanted that time for traditional lecture since that is what they were use to doing in the traditional classroom setting. Implementation Issues First was finding space for the lab on the GSU campus. The next biggest challenge was approval from the faculty in the department. Getting buy in from the faculty was a hard to achieve because they thought this design would take away their independence and freedom in their classroom. Did the course work better for some types of students than others?   No significant difference in the population of students in the fall sections was found Technology? Provides the students with an array of interactive materials and activities through the use of the mathematical software, MyMathLab. The software is designed to engage the student in their learning process. The use of this software ensures greater consistency among the sections. Faculty development and support? Faculty development workshops were conducted before the initial semester began and during the semester, that is - every month, in order to support the ongoing collaboration and dialogue amongst them.

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   Course Reduction First, by substituting interactive tutorial software for a portion of the regular class meetings substitution. Second, by substituting coordinated planning and development of the whole course for individual planning and development of each section. These changes enabled the Department to assign two sections rather than one to instructors. Notes: Course Reduction was provided in two ways. (thus replacing instructor time previously devoted to in-class instruction.) ( Since each redesign section meets only half as much as a traditional section, an instructor could be assigned redesigned sections in pairs. This increases the instructor’s student load, but cuts preparation time in half. Automated assessment instruments were used to offset the increased student load. )

Training Faculty Graduate Learning Assistants GLA’s Undergraduate Student Assistants Graduate Teaching Assistants Graduate Lab Assistants The redesign team then focused their attention on training: Faculty, grad assistants and student assistants To use MML and to understand the inplictions for teaching the redesigned course. (The semester began with a workshop for the faculty that would be involved in redesign. Every month during the semester workshop/meetings were conducted in order to support the ongoing collaboration and dialogue amongst them as well as for the faculty group to discuss the progress of the semester, the assessment aspects of the course and the progress of the project.) (Four GLA's and one student assistant were hired to work in the MILE to provide one-on-one assistance for students who come into the MILE with questions. A workshop was held just for the GLA's in order to familiarize them with the lab, the software and their responsibilities in the MILE. A separate meeting for the GLAs and the student assistant were also held to get their feedback on how things are going with the project. )

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 Cost •      Reduction in cost of delivery •      No part-time faculty •      More Graduate Lab Assistants •      More Student Assistants   Course Reduction First, by substituting interactive tutorial software for a portion of the regular class meetings substitution. Second, by substituting coordinated planning and development of the whole course for individual planning and development of each section. These changes enabled the Department to assign two sections rather than one to instructors. Notes: Course Reduction was provided in two ways. (thus replacing instructor time previously devoted to in-class instruction.) ( Since each redesign section meets only half as much as a traditional section, an instructor could be assigned redesigned sections in pairs. This increases the instructor’s student load, but cuts preparation time in half. Automated assessment instruments were used to offset the increased student load. )

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

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