1. C2R @ CRC Redesigning Elementary Algebra at Cosumnes River College Sacramento, California Mary Martin (martinms@crc.losrios.edu)

2. Plan: Replacement Model  Convert from 5 hours traditional lecture:  3 hours In-Class “Workshops”: -In-De -Replace Pre-Lecture with Post-Discussion -Collaborative Group Activities -Integrating & Synthesizing Topics -Increased Instructor Interaction  2 hours Focused Computer Assignments -Required Attendance in Math Center (extra instructional support from IAs, tutors,instructors) - Earned “Work at Home” Pass

3. Implementation Features  Math Journals  Pencil & Paper HW  Quick Quiz  Collaborative Groups  Experienced Student Aides as Role Models  Friday Work at Home Pass  Friday: Coach in the Corner  Friday: Mini-lectures

4. Implementation Challenges  “If we build it, will they come?” -Motivating the Non-Participating Student  Mathematical Symbols -Formatting Online Homework Answers  Overestimating Acquired Knowledge -Overusing “Show Me An Example”  “Too Much Homework” -Student Workload Complaints  Student Attitude Changes -Condensed Calendar: More Time for Job=Less Time for School!  The Learning-Disabled Student -More Learning Options=Even More Study Time

5. Improved Student Learning  Average Score on “Core Competency” Final: 67.7 Traditional  69.5 Redesign  Achieved 70% Competency in Core Concepts 39.7% Traditional  51.2% Redesign  Overall Course Success Rate (C’s or better) 35.5% Traditional  42.2% Redesign

6. Student Learning: Pre & Post  Lower D/F/W Rates: Increased % “Non-Repeat” 77.8% D/F/W (22.2% Non-Repeat) Traditional  65.4% D/F/W (34.6% Non-Repeat) Redesign  Student Confidence (Mid-Semester Survey) 41.2% Redesign Students rated themselves as “More Confident” than in Previous Courses  Higher Achievement (End Semester Survey) 65.5% Redesign Students rated their overall learning as “Better” than in Previous Courses

7. “It’s good ‘cause when I’m responsible for my own learning, I can choose the method that works best for me.”