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Getting Students to Do the Math Through Course Redesign

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Established in 1999 as a university Center at RPI funded by the Pew Charitable Trusts Established in 1999 as a university Center at RPI funded by the Pew Charitable Trusts Became an independent non-profit organization in 2003 Became an independent non-profit organization in 2003 Mission: help colleges and universities learn how to use technology to improve student learning outcomes and reduce their instructional costs Mission: help colleges and universities learn how to use technology to improve student learning outcomes and reduce their instructional costs

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WHAT DOES COURSE REDESIGN MEAN? Course redesign is the process of redesigning whole courses (rather than individual classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology.

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WHAT DOES COURSE REDESIGN MEAN? Course redesign is not just about putting courses online. Course redesign is not just about putting courses online. It is about rethinking the way we deliver instruction in light of the possibilities that new technology offers. It is about rethinking the way we deliver instruction in light of the possibilities that new technology offers.

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WHY REDESIGN? Poor economy/higher enrollments Poor economy/higher enrollments High withdrawal/failure rates High withdrawal/failure rates Students turned away – graduation bottleneck Students turned away – graduation bottleneck Inconsistency of preparation Inconsistency of preparation Course drift Course drift Difficulty getting qualified adjuncts Difficulty getting qualified adjuncts Difficulty in subsequent courses Difficulty in subsequent courses

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NCAT PROGRAMS Program in Course Redesign (PCR) Program in Course Redesign (PCR) 30 institutions 30 institutions Roadmap to Redesign (R2R) Roadmap to Redesign (R2R) 20 institutions 20 institutions Colleagues Committed to Redesign (C 2 R) Colleagues Committed to Redesign (C 2 R) 60 institutions 60 institutions Changing the Equation (CTE) Changing the Equation (CTE) 38 institutions 38 institutions State and System-based Programs State and System-based Programs 50+ institutions 50+ institutions

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PCR MATH/STAT REDESIGNS Mathematics Mathematics Iowa State University Iowa State University Northern Arizona University Northern Arizona University Rio Salado College Rio Salado College Riverside CC Riverside CC University of Alabama University of Alabama University of Idaho University of Idaho Virginia Tech Virginia Tech Statistics Statistics Carnegie Mellon University Carnegie Mellon University Ohio State University Ohio State University Penn State Penn State U of Illinois-Urbana Champaign U of Illinois-Urbana Champaign

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R2R MATH/STAT REDESIGNS Mathematics Mathematics Georgia State University Georgia State University Louisiana State University Louisiana State University Seton Hall University Seton Hall University University of Missouri St-Louis University of Missouri St-Louis The University of North Carolina at Chapel Hill The University of North Carolina at Chapel Hill The University of North Carolina at Greensboro The University of North Carolina at Greensboro Wayne State University Wayne State University Statistics Statistics Calhoun Community College Calhoun Community College The University of North Carolina at Greensboro The University of North Carolina at Greensboro Penn State Penn State

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C 2 R MATH/STAT REDESIGNS Mathematics Mathematics Cosumnes River College Cosumnes River College DePaul University DePaul University Hagerstown Community College Hagerstown Community College Harry S. Truman College Harry S. Truman College Auburn University Auburn University Oklahoma State University Oklahoma State University Southeastern Louisiana University Southeastern Louisiana University University of Central Florida University of Central Florida Mathematics Mathematics El Paso Community College El Paso Community College Sante Fe College Sante Fe College Statistics Statistics University of West Florida University of West Florida The University of North Carolina at Greensboro The University of North Carolina at Greensboro Penn State Penn State

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Changing The Equation (CTE) -Program funded by the Gates Foundation. - Goal is to improve student learning outcomes in remedial/developmental math while reducing costs. - Program is for community colleges only. - Institutions awarded $40K and given direction and support.

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Changing The Equation (CTE) Anne Arundel Community College Anne Arundel Community College Bowling Green Technical College Bowling Green Technical College Cecil College Cecil College Cochise College Cochise College College of Central Florida College of Central Florida Cossatot Community College of the University of Arkansas Cossatot Community College of the University of Arkansas Cumberland County College Cumberland County College Dakota College at Bottineau Dakota College at Bottineau Delgado Community College Delgado Community College Genesee Community College Genesee Community College Guilford Technical Community College Guilford Technical Community College Hazard Community and Technical College Hazard Community and Technical College Heartland Community College Heartland Community College Henderson Community College Henderson Community College Iowa Western Community College Iowa Western Community College Laramie County Community College Laramie County Community College Leeward Community College Leeward Community College Lurleen B. Wallace Community College Lurleen B. Wallace Community College Manchester Community College Manchester Community College

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Changing The Equation (CTE) Mercer County Community College Mercer County Community College Mesabi Range Community and Technical College Mesabi Range Community and Technical College Miami Dade College Miami Dade College Mid-State Technical College Mid-State Technical College Mountwest Community & Technical College Mountwest Community & Technical College Nashville State Community College Nashville State Community College Northern Virginia Community College Northern Virginia Community College Northwest-Shoals Community College Northwest-Shoals Community College Northwest State Community College Northwest State Community College Oakton Community College Oakton Community College Pearl River Community College Pearl River Community College Robeson Community College Robeson Community College Somerset Community College Somerset Community College Stark State College of Technology Stark State College of Technology Volunteer State Community College Volunteer State Community College Washington State Community College Washington State Community College West Kentucky Community and Technical College West Kentucky Community and Technical College West Virginia University at Parkersburg West Virginia University at Parkersburg Wilbur Wright College Wilbur Wright College

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STATE AND SYSTEM COURSE REDESIGNS Arizona Board of Regents Arizona Board of Regents The Mississippi Institutions of Higher Learning The Mississippi Institutions of Higher Learning State University of New York State University of New York Tennessee Board of Regents Tennessee Board of Regents University System of Maryland University System of Maryland Minnesota Colleges and Universities Minnesota Colleges and Universities Ohio Learning Network Ohio Learning Network University of Hawaii System University of Hawaii System

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FIVE REDESIGN MODELS Supplemental – Add to the current structure and/or change the content Supplemental – Add to the current structure and/or change the content Replacement – Reduce number of in-class meetings and replace in-class time with alternative learning activities Replacement – Reduce number of in-class meetings and replace in-class time with alternative learning activities Emporium – Teach all content in a lab setting Emporium – Teach all content in a lab setting

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FIVE REDESIGN MODELS Fully online – Conduct all (most) Fully online – Conduct all (most) learning activities online learning activities online Buffet – Mix and match according Buffet – Mix and match according to student preferences

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PEDAGOGICAL KEYS TO MATH REDESIGN USING TECHNOLOGY Active Learning Experience Active Learning Experience Individualized Instruction Individualized Instruction Immediate Feedback Immediate Feedback Repetition to Mastery Repetition to Mastery

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WHY DID WE REDESIGN AT THE UNIVERSITY OF IDAHO ? Increase student performance Increase student performance Save classroom space Save classroom space Traditional lecture format made for an inappropriate learning environment Traditional lecture format made for an inappropriate learning environment Lower costs Lower costs Our president told us we had to! Our president told us we had to!

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PRE-REDESIGNED (TRADITIONAL) COURSES Intermediate Algebra & College Algebra Traditional lecture format (Class met 3 days/week for 50 minutes) Traditional lecture format (Class met 3 days/week for 50 minutes) Paper and pencil homework assigned from textbook and graded by instructors Paper and pencil homework assigned from textbook and graded by instructors Homework/3-4 exams/common Final exam Homework/3-4 exams/common Final exam Drop-in math lab Drop-in math lab

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REDESIGN FEATURES

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REDESIGN FEATURES Students Attend Class Once/Week

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REDESIGN FEATURES Students Attend The Polya Lab 150 Min/Week

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REDESIGN FEATURES Students navigate through their e-book in MML and work through their notebooks (watch videos, write down definitions, etc) … And Receive Just-In-Time Assistance

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REDESIGN FEATURES Students May Attend Optional Live Lectures

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THINGS WE QUICKLY LEARNED 1.Students Need Structure And Guidance - Focus Groups - Course Notebooks 2.Faculty/Graduate Students/Undergraduate Students Need Ongoing Training. 3. Freshman Dont Do Optional… …Neither Do Sophomores, Juniors or Seniors… …Neither Do Sophomores, Juniors or Seniors… …Or Faculty! 4.We MUST Stagger Deadlines 5. We Had To Find A Way To Reduce Lab-Time For Good Students.

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THINGS WE QUICKLY LEARNED 1.Students Need Structure And Guidance - Focus Groups - Course Notebooks 2.Faculty/Graduate Students/Undergraduate Students Need Ongoing Training. 3. Freshman Dont Do Optional 4.We MUST Stagger Deadlines 5. We Had To Find A Way To Reduce Lab-Time For Good Students. 6. Do NOT Have Classes That Meet on Mondays! 7.Have homework due the day BEFORE the class meeting.

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SNAP-SHOT OF OUR REDESIGN Students attend a 50 minute Focus Group each week Students attend a 50 minute Focus Group each week Students attend the Polya Mathematics Center 150 min/wk Students attend the Polya Mathematics Center 150 min/wk Students learn the material by reading their e-book, watching videos and animations and by taking notes in their course notebooks Students learn the material by reading their e-book, watching videos and animations and by taking notes in their course notebooks Students may also attend optional live lectures Students may also attend optional live lectures One MML HW assignment each week (up to 100 exercises) One MML HW assignment each week (up to 100 exercises) One MML Quiz each week (10 problems) One MML Quiz each week (10 problems) Quizzes can be taken up to 10 times 3-4 MML Exams 3-4 MML Exams Exams can be taken up to 3 times Common Final Exam (Paper and Pencil) Common Final Exam (Paper and Pencil)

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Course Notebook Course Notebook

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ENGAGING STUDENTS Students must register for MyMathLab within 48 hours of class or they are dropped from the course! Students must register for MyMathLab within 48 hours of class or they are dropped from the course! Providing students with structure and enforcing the 3-Ws. Providing students with structure and enforcing the 3-Ws. Students must meet prerequisites before they can start certain assignments. Students must meet prerequisites before they can start certain assignments.

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ENGAGING STUDENTS Homework problems can be worked infinitely many times. Homework problems can be worked infinitely many times. Quizzes can be taken up to 10 times. Quizzes can be taken up to 10 times. All tests (except the final) can be taken up to 3 times. All tests (except the final) can be taken up to 3 times. Lab time is decreased for successful students. Lab time is decreased for successful students.

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OUTCOMES Although hours in the classroom has decreased for teachers, the number of student contact hours has increased! Although hours in the classroom has decreased for teachers, the number of student contact hours has increased! students finish the course early each semester students finish the course early each semester. Classroom space has decreased by 2/3. Classroom space has decreased by 2/3. Cost per student has decreased. Cost per student has decreased. The creation of a dual enrollment program. The creation of a dual enrollment program.

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Outcomes Intermediate Algebra

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College Algebra Final Exams Results Outcomes

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OUTCOMES STUDENTS WHO TRY A student who tries is a student who: A student who tries is a student who: Earns notebook quiz points each week Earns notebook quiz points each week Fulfills their lab time requirement each week Fulfills their lab time requirement each week Attempts all homework and quizzes Attempts all homework and quizzes Takes each test 3 times Takes each test 3 times Last Fall, 100% of students who tried earned an A, B, or C!

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MUST HAVES FOR A SUCCESSFUL REDESIGN 1. The support of both the department and upper administration 2. A strong-willed, thick-skinned program director 3. A core group of instructors and professors dedicated to working hard to make the redesign succeed 4. A willingness on the part of everyone involved to be flexible and CHANGE 5. A purpose and an overall plan for redesign

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DOS AND DONTS Do stagger student assignment deadlines to avoid an overloaded lab. Do stagger student assignment deadlines to avoid an overloaded lab. Do set up homework and quizzes to be due before the new material is taught. Do set up homework and quizzes to be due before the new material is taught. Do establish credit hour equivalencies prior to assigning teachers schedules. Do establish credit hour equivalencies prior to assigning teachers schedules. Do increase administrator/coordinator release time to run program. Do increase administrator/coordinator release time to run program.

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DOS AND DONTS Do designate a person to manage data, a person to prepare the lab schedule for tutors and train them, and a person to become expert at using the time clock. Do designate a person to manage data, a person to prepare the lab schedule for tutors and train them, and a person to become expert at using the time clock. Do prepare for the unexpected. Do prepare for the unexpected. Dont ever stop trying to improve. Dont ever stop trying to improve. Dont ever give up! Dont ever give up!

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Thank You!

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