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

2. 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.

3. 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……..

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

5. 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

6. 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

7. 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)

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

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

10. 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

11. 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

12. 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

13. 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

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

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

16. 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)

17. 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

19. Results--Traditional Course
College Algebra Spring Semesters
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%

20. 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%

21. 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%

22. Results--College Algebra

23. Results--Traditional Course
Precalculus Spring Semesters
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%

24. 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%

25. Results--Precalculus

26. 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.

27. 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. )

28. 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. )

29. 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. )

30. 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

31. 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