What Worked and What Didn’t MOMATYC Spring Meeting April 2, 2011.
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Presentation on theme: "What Worked and What Didn’t MOMATYC Spring Meeting April 2, 2011."— Presentation transcript:
What Worked and What Didn’t MOMATYC Spring Meeting April 2, 2011
Presenters Dr. Tamela Hanebrink Math Department Chair Linda Tansil, Instructor (MA134 large, MA139 traditional) Laurie Overmann, Instructor (MA134 large ) Dr. Dan Daly, Instructor (MA139 large)
Why teach large classes? Because the state does not have the money for us to teach the way we always have. Because many students do not work outside of class, and they need to do math to learn math.
State of Missouri partnership with Redesign at Rensselaer Polytechnic Institute (RPI) beginning in 1994 Independent non-profit organization since 2003 Mission: To help colleges and universities learn how to use technology to improve student learning outcomes and reduce instructional costs.
What does NCAT mean by “Course Redesign”? 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.
Six Models for Course Redesign Replacement – reduces the number of in-class meetings, replacing with technology-based out of class assignments and makes significant in-class changes. Supplemental – retains the basic structure of the traditional course and supplements lectures with technology-based out of class activities; may change what goes on in class. Emporium – replaces lectures with a learning resource center model featuring interactive computer software and on-demand personalized assistance. Fully Online Buffet Model Linked Workshop Model
The Math Emporium According to NCAT, the emporium model is the best redesign model for mathematics, particularly developmental mathematics courses. Replacement models failed for institutions that tried to implement them. Why? Because students don’t do math outside the classroom (even for points).
Why is the Emporium model the “best” model for developmental math students? “Students learn math by doing math, not by listening to someone talk about doing math.” “Freshman students don’t do optional.” Eliminates “course drift”. Instead of “individualize faculty practice and standardize student learning experience”, “individualize student learning and standardize faculty practice”.
2010 – 2011 College Algebra Supplemental Model (proactive reaction to budget crisis) 150 minutes of lecture in class of 100 One 50 minute recitation session led by graduate assistant with content designed and graded by the instructor of record. Recitation activities: Enrichment (i.e. radioactive decay investigation using puzzle pieces) Practice in content: worksheets / text exercises Q&A and quiz WileyPlus used for most / all of homework
What worked; what didn’t? In my opinion: Instructor collaboration Computer software package keeps track of student engagement with course material; Student collaboration on a common goal; Recitation increased student mathematical communications. Class size Physical classroom space Instructor differences Computer software lacks “depth”
Southeast’s 2012 NCAT Redesign proposal for MA134 Emporium/Supplemental Hybrid in response to “what worked” in 2011 All class meetings, 150 minutes per week, will be held in a computer lab. Large class size will be dictated by computer lab size. “Just in time” work will be available for each module along with a quiz over that pre-requisite material. Coursework will consist of MyMathLab exercises and quizzes, and collaborative work on simulations and group projects.
Why is the Emporium/Supplemental model the “best” model for College Algebra students? Students learn math by doing math, not by listening to someone talk about doing math.” “Freshman students don’t do optional.” Eliminates “course drift”. Instead of “individualize faculty practice and standardize student learning experience”, “individualize student learning and standardize faculty practice” with some latitude for faculty interests. But also...
College Algebra is fundamentally different than Developmental Algebra Skills and concepts versus mainly skills Consistent prerequisite knowledge (mostly) versus varied student backgrounds “Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments and spitting out answers. They must talk about what they are learning,... and apply it to their daily lives....Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others reactions sharpens thinking and deepens understanding. (Chickering and Gamson, 1987)
Credits Arthur W. Chickering and Zelda Gamson (1987) Seven Principles for Good Practice in Undergraduate Education Hanebrink, T., L. Tansil, A. Schnurbusch, (2011) Southeast Missouri State University Course Redesign Initiative Course Proposal National Center for Academic Transformation (2011) http://www.thencat.org/ Tansil, L. (2011) Southeast Missouri State University Course Redesign Initiative PowerPoint “Course Redesign for College Algebra and Applied Calculus: What worked and what didn’t”