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Tammy Muhs Assistant Chair, MALL Director University of Central Florida NCAT Redesign Scholar Course Redesign: A Way To Increase Student Success.

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Presentation on theme: "Tammy Muhs Assistant Chair, MALL Director University of Central Florida NCAT Redesign Scholar Course Redesign: A Way To Increase Student Success."— Presentation transcript:

1 Tammy Muhs Assistant Chair, MALL Director University of Central Florida NCAT Redesign Scholar Course Redesign: A Way To Increase Student Success

2  2 nd largest university in U.S.  12 Colleges offering Bachelor’s, Master’s, and Doctoral Programs  58,587 students (49,900 Undergraduate)  81% of Undergraduates receive financial aid ◦ 2 nd largest amount of FL Bright Futures students  Students from 50 states and 145 countries  Main campus 1,415 acres, 180 buildings  1,948 Faculty and 8,619 Staff

3  Annual enrollments – 4000+ students ◦ Issues with course drift due to the many different instructors  Large lectures - 384 students per class (3 hours lecture, 1 hour recitation)  Independent sections-49 students per class (3 hours lecture)  Mixed mode sections -21 students per class (1 hour lecture with online component) ◦ Withdrawal rate more than double traditional, lower success rate, lower cost, less space

4 Success Rates: Pass rates were down, withdrawal rates were up Space: Too many students, not enough classrooms Budget: We needed to do more, with less

5  UCF Goal – “Fix” College Algebra  NCAT Goal - Increase learning outcomes and success rates while decreasing cost  Received the NCAT Grant in Spring 2008 ◦ Grant provided training and feedback

6  Emporium (Lab) Model***  Replacement (Hybrid) Model***  Fully Online Model  Supplemental Model  Buffet Model *** Typically produces the best results in terms of student learning and cost for Mathematics courses

7 Change the mix and number of faculty teaching the course Combine smaller sections into one larger section 5 6 7 50 1 350 50 4 3 1 1 2

8  Capacity - serve more students in same space  Reduction in repeated course attempts  Coordinate all sections of the same course ◦ Benefits  Remove redundancy resulting in improved productivity  Prevent course drift resulting in consistency in course content ◦ Drawbacks  Faculty buy in  Weak Coordinator may result in many sections with issues as opposed to a single or couple of sections

9  Course improvement or redesign  Offering additional courses  Serving more students  Distance learning sections  Reduction in teaching load  Training  Balance the budget

10  Students meet one hour a week in a large auditorium  Students spend three hours per week in a designated computer facility working on their College Algebra coursework. ◦ Watch videos ◦ Complete homework ◦ Complete quizzes ◦ Work on their individualized Study Plan



13  Renovated Space for the Mathematics Assistance and Learning Lab (MALL)  Provides funding for six faculty members committed to improving learning in General Education Program Mathematics  Provides funding for peer tutors and MALL expenses

14 From Renovation to Completion Phase I - 95 computers (Spring 2010) Phase II - 100 computers (Summer 2010) Phase III - 120 computers (Spring 2011)

15 Historical Success Rate:

16 Course Grade Distribution Summer 2009 Traditional Section n=226 students Summer 2009 Redesigned Sections n=162 students Fall 2009 Traditional Sections n=851 students Fall 2009 Redesigned Sections n=1174 students A11.9%20.4% 28.7%27.7% B26.1%36.4% 26.8%33.7% A & B38.0%56.8% 55.5%61.4%


18  Students spend one hour in class ◦ Review concepts from the previous week ◦ Highlight upcoming material ◦ Receive administrative information ◦ Classroom Response System (iClicker) is used to keep students engaged ◦ When a holiday prevents the class from meeting, we use media exercises for the class activity grade

19  Students register in sections of 19 students  Creates a learning community In-class community Virtual community  Between 15 and 18 of these 19 student sections meet together, at the same time, in a large lecture hall one hour each week

20 Students spend a required three hours in the Mathematics Assistance and Learning Lab (MALL) Weekly online hw and quiz assignments Students get unlimited attempts on hw due night before class Students get 7 attempts on associated quiz due day of class MALL staff provide on-demand assistance Students are in a proctored environment

21  Test Scheduling System (Testing Cal) ◦ Scheduling open for a week and students have multiple time options available  Testing is completed in a proctored environment using a password system ◦ Immediate feedback ◦ Free response questions or multiple choice ◦ Challenge week ◦ ADA time accommodation adjustments ◦ Integrity violations almost non-existent ◦ Cost savings

22  Faculty  Students  Complete all assignments, become test proctors during testing weeks, and complete training about 14 hours a semester  College Reading & Learning Association International Tutor Program Certification  Peer tutors ($8.50-$9.00 per hour)  Undergraduate and graduate mathematics students ($8.50-$10.00 per hour)  Graduate Teaching Assistants

23  Top GTAs are called Mentors ◦ Meet with teaching team weekly ◦ Communicate with students ◦ Hold seminars and test reviews ◦ Help with classroom management  Progress Monitoring ◦ Students Progress is monitored weekly ◦ Students receive weekly feedback via email Communication has been shown to have an important role in learning and understanding mathematics (Knuth & Peressini, 2001)


25  Recent studies have found that successful completion of a math gatekeeper course is a milestone positively correlated with academically successful outcomes (still enrolled in institution, transferred to another institution, graduated)  In a study completed by FDOE, only 57% of the students in the community college system with a W in Fall 2004 re-enrolled in College Algebra within the next two years


27  How much do you believe the Help me solve this feature helped you learn College Algebra? (Fall 2011; n=1266) ◦ 92.1% of students replied with either very much or somewhat  How much do you believe the in-class questions helped you learn College Algebra? (Fall 2011; n=1291) ◦ 50.1% of students replied with either very much or somewhat  During visits to the MALL, do you ask the tutors questions every week? (Fall 2011; n=1313) ◦ 39.8% of the students always ask questions

28  Anonymous student surveys in fall 2009, fall 2010, and fall 2011  78.6-90.79% of the students felt the redesigned course offered at least as much instructional interaction as their other courses  35.8%-60.97% indicated that there was considerably more interaction when compared to their other courses

29  Producing favorable results Active learning has been shown to be an effective method of improving learning outcomes (Prince, 2004, Twigg, 2003)  Increased course offerings Intermediate Algebra fall 2010 Precalculus spring 2011 Trigonometry fall 2011

30 Please feel free to contact me at

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