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Case Study The UA Experience The University of Alabama Tuscaloosa, AL.

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Presentation on theme: "Case Study The UA Experience The University of Alabama Tuscaloosa, AL."— Presentation transcript:

1 Case Study The UA Experience The University of Alabama Tuscaloosa, AL

2 Courses Before Redesign Issues Courses were teacher centered Smaller sections would increase costs Students have different learning styles Instruction was inconsistent among sections No flexibility in instructional pace Lack of student success ( D/F/W rates as high as 60%) The University was losing students due to this lack of success

3 The Beginning of Redesign Fall UA visited Virginia Techs Math Emporium Spring piloted 3 sections of Math 100 (Intermediate Algebra) using Interactive Math (PHIM) with approximately 100 students. Math Technology Learning Center (MTLC) with 70 computers was established in the summer of 2000

4 Course Descriptions Math 005 (Beginning Algebra) Math 100 (Intermediate Algebra) Math 110 (Finite Mathematics) Math 112 (Pre-Calculus Algebra) Math 113 (Trigonometry) Math 115 (Pre-Calculus and Trig Combo) Math 121 (Business Calculus)

5 Growth of MTLC Fall 2000 – Fall Math 005 Sp Math 100 Fa Math 110 Sp *** Math112 Fa *** Math113 Fa ***328 Math115 Fa ***276 Math121 Sp ***663636

6 Success Rates Fall Semesters Half ** 61.5 Half

7 Outcomes (Subsequent Courses Beyond Math 100) Math 112 – Precalculus Cohort Pass Rate Overall F98-Sp % 44.3% F99-Sp % 40.0% F00-Sp % 44.5% F01-Sp % 53.8% F02-Sp % 46.6%

8 Organization Personnel Chairman Lab Coordinator Introductory Math Director Data Manager Course Leaders (FTTIs) GTAS(Teaching & Non-teaching), PTTIs Undergraduate Tutors, Monitors CTL SIs

9 Organization Courses Master Courses Math005 Math100 Math Members 100 Members 110 Members Math112 Math113 Math115 Math Members 113 Members 115 Members 121 Members

10 Responsibilities Course Leaders Responsibilities: Prepare syllabus Build math course on website Hold course meetings Communicate information with instructors of courses Make sure instructors are performing their duties Organize course account (campus box)

11 Responsibilities Instructors Course Responsibilities: Class Meetings – work session or lecture Floor hours each week (# hours per week depends on # of meetings with the class) Assist students with any questions on mathematical concepts. Assist students with technical problems. Assist with any other MTLC work if needed Work additional hours during testing weeks and final exam week Administrative Responsibilities: prepare for classes, attend course meetings, students on a regular basis, update class attendance file

12 Class & Lab Attendance Policies ClassLab Attendance 005Twice per week (50 min) In lab – work sessions 2 additional hours – total of 4 hours/week 100Once a week (50 min) In lab – work session 3 additional hours – total of 4 hours/week 110Twice a week (50 min) In classroom 2 hours per week 112Once a week (75 min) In classroom 3 hours per week Traditional Lectures (Total 150 minutes) No lab attendance requirement

13 Intermediate Algebra - Cost Savings Academic Year 1480 students Traditional 43 Sections of 35 Students Each 2 FTTI (16 $36,250 $72,500 5 GTAs (20 $17,565 $87,825 7 PTTI (7 $1,655 $11,585 Total Cost $171,910 Cost Per Student $116 Savings: Redesigned 14 Sections of 110 Students Each 2 $36,250 $72,500 6 $1,650 $9,930 UG Tutors 5760 $7/hr $40,320 Total Cost $122,750 Cost Per Student $83 $33/student (28%)

14 What we have learned Be flexible. Computer systems do not always work smoothly. Students need structure in the course. Students can be independent. Communication is a key component. Teamwork Positive Attitude

15 Student Behavior Students resist change. Students became active learners rather than passive learners. Students realize that if work is done they experience success. Students take ownership of their learning and of the grade they earn. Policies are put in place to try to modify student behavior.

16 Other Policies Class attendance is mandatory Lab Attendance – Students can receive full credit for lab attendance and not spend the time if they continue to make a 75 or higher on all assignments due in the week Students are allowed to petition to make up work. One lowest homework and one lowest quiz is dropped each test period (4 test periods) Final exam score replaces the zero for any missed tests (excused). Final exam score may replace the lowest test score if higher (no zeros unless petitioned)

17 Contact Information Jamie Glass MTLC Lab Coordinator The University of Alabama

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19 Precalculus Algebra Redesign -Fully Implemented Current Enrollment: Fa09-Sp10= sections: students per section 12 large sections: 100 students per section All courses under Calculus I now have some type of lab component

20 Intermediate Algebra - The Beginning Problem Areas Course was teacher centered Smaller sections would increase costs Students have different learning styles Instruction was inconsistent among sections No flexibility in instructional pace Lack of student success ( D/F/W rates as high as 60%) The University was losing students due to this lack of success

21 Intermediate Algebra - The Beginning Action Taken Fall 1999 UA visited Virginia Techs Math Emporium Spring sections of Intermediate Algebra were piloted Result Increase in the student passing rate (40.6% to 53.5%)

22 Intermediate Algebra - Choices Made Decided to use the Emporium Model Moved to larger lab containing 70 computers Included additional instructors Emporium Model was only option for all students taking Intermediate Algebra Students had complete flexibility no mandatory lab attendance no class meetings due dates for assignments were right before each test

23 Intermediate Algebra - Lessons Learned Students resist change. Students had to become active learners rather than passive learners. Students realized that if they did their work they would experience success in the course. Students took ownership of their learning and of the grade they earned. Policies were put in place to try to modify student behavior.

24 Intermediate Algebra - Current Policies Mandatory class meeting once a week (50 min.) Mandatory Lab Attendance 4 hours per week Includes class meeting time Requirement waived if progress is acceptable 2 deadlines per week for assignments Course is divided into MWF and TR classes with different deadline days Tests are somewhat flexible Choose a test slot on a particular day

25 Intermediate Algebra Success

26 Intermediate Algebra - Cost Savings Academic Year 1480 students Traditional 43 Sections of 35 Students Each 2 FTTI (16 $36,250 $72,500 5 GTAs (20 $17,565 $87,825 7 PTTI (7 $1,655 $11,585 Total Cost $171,910 Cost Per Student $116 Savings: Redesigned 14 Sections of 110 Students Each 2 $36,250 $72,500 6 $1,650 $9,930 UG Tutors 5760 $7/hr $40,320 Total Cost $122,750 Cost Per Student $83 $33/student (28%)

27 Precalculus Algebra Course Structure in the Beginning Traditional, lecture-based classes taught by instructors and GTAs Rigid Format – common syllabus, presentation schedule, and tests Goal of Redesign To experience an increase in student success (as we had with Intermediate Algebra) without increasing resource demand.

28 Precalculus Algebra - Pilot Stages Fall 2001 MTLC established – 240 computers 4 sections of Precalculus Algebra used Emporium model of instruction 1 brief lecture per week (50 minutes) on upcoming material 2 different software packages Spring 2002 Half of the Precalculus Algebra classes used the emporium model and the other half remained traditional. Same 2 software packages were used

29 Precalculus Algebra – Current Policies One required class meeting per week (50-min. lecture) Required lab attendance 3 hours per week Partial points are given on lab hours Waived if > 70% on all assignments due that week 2 due dates per week Usually 1-2 sections of material each due date MWF and TR classes Different due dates for each Testing is somewhat flexible Choose a particular time slot on a particular day

30 Precalculus Algebra - Passing Rates

31 Implementation Issues No Teacher Syndrome Student Engagement Scheduling Deadlines, Tests, Etc. Instructor Buy-In Instructor Training Detachment From Students Staff Scheduling Data Management

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