College Algebra Course Redesign Evolution or Revolution? The process of change…. Tammy Muhs University of Central Florida

Motivation Success Rates: Pass rates were down, withdrawal rates were up Space: Too many students, not enough classrooms Budget: We needed to do more, with less

National Center for Academic Transformation (NCAT) Received the NCAT Grant in Spring 2008 for College Algebra redesign to be piloted in Fall 2008 Students met in a classroom for 1 hour per week and spent 3 hours per week in a lab Online assignments are completed Proctored environment Tutors provide assistance for students

Presidents Class Size Initiative (PCSI) Mathematics Assistance and Learning Lab (MALL) Provided support for Instructors and Lecturers to work in the MALL in addition to the more peer tutors, graduate tutors, and GTAs Created Small Within Large Class Environment

Small Within Large Class Environment Students register in sections of 19 students Creates a learning community –In-class community –Virtual community Between 16 and 20 of these sections meet together once per week in a large lecture hall

Classroom Experience Focuses on areas of difficulty previous week Highlights concepts of the upcoming week Common lecture notes Group activities (Cooperative Learning)

Mathematics Assistance and Learning Lab (MALL) From Renovation to Completion Phase I - 95 computers (Spring 2010) Phase II computers (Summer 2010) Phase III computers (Fall 2010)

Future Work and Conclusions Producing favorable results –Improving student learning outcomes Future studies –Look at retention and graduation rates –Look at success in later courses (STEM) Increasing course offerings –Intermediate Algebra fall 2010 –Precalculus spring 2011