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

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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

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The Beginning of Redesign Fall 1999--UA visited Virginia Techs Math Emporium Spring 2000-- 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

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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)

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Growth of MTLC Fall 2000 – Fall 2010 20002002200520082010 Math 005 Sp 2001 283256491663 Math 100 Fa 2000 1140983132614241788 Math 110 Sp 2003 60***416477556 Math112 Fa 2003 553***120116101652 Math113 Fa 2009 72***328 Math115 Fa 2009 29***276 Math121 Sp 2006 123***663636

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Success Rates Fall Semesters 1999200120022004200620082010 005 51.454.660.973.667.8 67.5 100 40.65062.97673.878.1 73.2 110 71.6 67 Half 69.970.365.5 73.9 112 47.5** 61.5 Half 726667.1 69.1 113 63.868.268.145.161.2 68.7 115 62.978.58080.683.7 85.8 121 6454.349.960.468.6 67.8

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Outcomes (Subsequent Courses Beyond Math 100) Math 112 – Precalculus Cohort Pass Rate Overall F98-Sp99 57.4% 44.3% F99-Sp00 54.6% 40.0% F00-Sp01 58.0% 44.5% F01-Sp02 74.6% 53.8% F02-Sp03 81.4% 46.6%

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

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Organization Courses Master Courses Math005 Math100 Math110 005 Members 100 Members 110 Members Math112 Math113 Math115 Math121 112 Members 113 Members 115 Members 121 Members

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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 email account (campus email box)

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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, email students on a regular basis, update class attendance file

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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 113 - 121Traditional Lectures (Total 150 minutes) No lab attendance requirement

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Intermediate Algebra - Cost Savings 2001-2002 Academic Year 1480 students Traditional 43 Sections of 35 Students Each 2 FTTI (16 sections) @ $36,250 $72,500 5 GTAs (20 sections) @ $17,565 $87,825 7 PTTI (7 sections) @ $1,655 $11,585 Total Cost $171,910 Cost Per Student $116 Savings: Redesigned 14 Sections of 110 Students Each 2 FTTI @ $36,250 $72,500 6 PTTI @ $1,650 $9,930 UG Tutors 5760 hrs @ $7/hr $40,320 Total Cost $122,750 Cost Per Student $83 $33/student (28%)

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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

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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.

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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)

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Contact Information Jamie Glass MTLC Lab Coordinator The University of Alabama 205 348-2592 jglass@bama.ua.edu

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Precalculus Algebra Redesign -Fully Implemented Current Enrollment: Fa09-Sp10= 3157 37 sections: 50-55 students per section 12 large sections: 100 students per section All courses under Calculus I now have some type of lab component

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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

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Intermediate Algebra - The Beginning Action Taken Fall 1999 UA visited Virginia Techs Math Emporium Spring 2000 3 sections of Intermediate Algebra were piloted Result Increase in the student passing rate (40.6% to 53.5%)

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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

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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.

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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

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Intermediate Algebra Success

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Intermediate Algebra - Cost Savings 2001-2002 Academic Year 1480 students Traditional 43 Sections of 35 Students Each 2 FTTI (16 sections) @ $36,250 $72,500 5 GTAs (20 sections) @ $17,565 $87,825 7 PTTI (7 sections) @ $1,655 $11,585 Total Cost $171,910 Cost Per Student $116 Savings: Redesigned 14 Sections of 110 Students Each 2 FTTI @ $36,250 $72,500 6 PTTI @ $1,650 $9,930 UG Tutors 5760 hrs @ $7/hr $40,320 Total Cost $122,750 Cost Per Student $83 $33/student (28%)

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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.

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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

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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

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Precalculus Algebra - Passing Rates

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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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