Chris Schroeder Morehead State University Morehead, Kentucky The National Center for Academic Transformation Redesign Alliance Fourth Annual Conference March 29, 2010

Overview of College Algebra Redesign Traditional: MWF1 (or TThF2) for 60 minute lectures (averages to 150 min./week) Redesign: One (60 min.) hour of lecture + 3 (60 min.) hours of lab time for students Fall 2009: Pilot semester. Each of three professors taught Traditional and Redesign sections.

Learning Materials Hawkes Learning Systems  Have been using HLS since 2004  Consistency: Used from Beginning Algebra (Math 090) through College Algebra  Mastery Learning: 80% to get credit  Instruct and Practice sections  Testing is in the same format as homework  Customer service and technical support  Students can work offline  Easy interface for students and instructors

Learning Materials Approximately 30 computers in Math Tutoring Lab This serves College Algebra and Developmental courses Graphing calculators are allowed on homework and exams

Student Reactions Different classes produce different reactions – One section had almost no complaints – Another section had 3 or 4 students complaining to the Dean Different times in semester produce different reactions – Early: “We need more lecture time.” – Late: “Why don’t we cancel lecture and go to the lab?”

Student Reactions In Class Activities Make a Difference Students want to feel like their time in lecture is not being wasted Refining the lecture will greatly help students Started with more group work Moved to more lecture/examples

Alternate Staffing Faculty lab requirement: 90 minutes per week for every redesign course taught Approximately Student Tutors working per semester Goal: 2-3 Student Tutors + 1 Faculty at all times Some individualized tutoring is offered

Alternate Staffing Problems with Student Tutors: Keeping them moving around the lab Abilities: Some can handle Developmental, but struggle with certain topics in Coll. Alg. Hesitant to confront fellow students Effective Student Tutor training and monitoring is essential!

Final Grade Distribution Fall 2009: 3 Redesign vs. 3 Traditional C or better: 77.6% C or better: 66.3% RedesignCountPercentTraditionalCountPercent A A B B C C D46.90D E35.17E33.75 I11.72I11.25 U58.62U