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LSU Course Redesign Phoebe Rouse Louisiana State University DEPARTMENT OF MATHEMATICS Baton Rouge, LA

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**Redesign Program Goals and Keys**

R2R: Roadmap to Redesign (Sept 2004-Aug 2007) Goals of Redesign: To use technology (MyMathLab) To reduce personnel costs (down 44%) To continue/improve current success rates (√) Pedagogical Keys of Redesign: Active Student Learning Experience Personalized, Individualized Instruction Immediate Feedback Repetition to Mastery

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**Courses and Enrollment**

College Algebra (3 credit hours) 1800 Fall 400 Spring 200 Summer Trigonometry (3 credit hours) 1000 Fall 1000 Spring Precalculus (College Algebra and Trig, 5 credit hours) 400 Fall 50 Spring

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**A. Flexible Lab Model (Fall and Spring only)**

Class at fixed time CA – 1 hour per week – 40 students Trig – 1 hour per week – 200 students Precalculus – 2 hours per week – 40 students Review and connecting of concepts, working examples with most difficult skills Lab at flexible times (open 60 hours each week) CA – 3 hours minimum each week Trig – 3 hours minimum each week Precalculus – 5 hours minimum each week Do homework, do quizzes, read ebook, watch videos

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**B. Early Completion Model (Fall and Spring only)**

1 section each of College Algebra and Trig Sections capped at 200 students each No class meetings Optional lab hours – flexible times Rigid due dates Option to work ahead

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**C. Fixed Lab Model (Summer only)**

2 sections of College Algebra and 2 sections of Trig Enrollment per section capped at 100 8 class days and 16 lab days cycling in order of class, lab, lab, and then repeating 3 fixed hours in lab required per cycle Lab open 8 hours each cycle

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**Pleasant Hall Math Lab Fall 2005**

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Assessments All homework, quizzes, tests, and final exam using MyMathLab Test in university testing center Grade Distribution(modified for EC and Su) 10% Participation (5% class and 5% lab) 10% Homework (drop lowest 2/3) 10% Quizzes (drop the lowest 2) 45% Tests (4/5) 25% Final (can replace lowest test score)

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**College Algebra Fall Results**

Semester and Delivery Model(s) # of students enrolled ABC Rate Fall 2001 Traditional Sections 3115 66% Fall 2002 Traditional Sections 3188 64% Fall 2003 Traditional Sections 3211 68% Fall 2004 Traditional & Large Sections with MML 3347 71% Fall 2005 Trad, Large w/ MML, & R2R with MML # 2506 54% Fall R2R Sections w/ MML ^ 1724 75% Fall R2R Sections w/ MML * 1739 67% Fall R2R Sections w/ MML ~ 1772 Fall R2R Sections w/ MML 1556 72% Fall R2R Sections w/ MML 1744 Permanent Changes: # MACT >24 given credit, Katrina/Rita ^ No partial credit on any assessments * Course rigor increased ~ Gustav/Ike

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**College Algebra Spring Results**

Exam Median # of Students enrolled ABC Rate Spring Traditional Sections 68% 1223 50% Spring Traditional Sections 69% 1191 54% Spring Traditional Sections 1066 53% Spring Traditional Sections 1025 64% Spring Traditional Sections 71% 610 66% Spring R2R Pilot with MML 61% 196 47% Spring R2R Sections with MML 67% 567 59% Spring R2R Sections with MML 384 55% Spring R2R Sections with MML 418

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**“Must Haves” for Redesign**

The support of both the department administration and the upper administration A strong-willed, thick-skinned program director A core group of instructors and professors dedicated to working hard to make the redesign succeed Space and computers for a learning lab A willingness on the part of everyone involved to be flexible and CHANGE 6. A purpose and an overall plan for redesign

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Do’s and Don’ts 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 establish credit hour equivalencies prior to assigning teacher’s schedules. Do increase administrator/coordinator release time to run program. 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. Don’t give up!

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**MyMathLab Faculty Advocate**

Contact Info Phoebe Rouse LSU NCAT Redesign Scholar MyMathLab Faculty Advocate

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**Redesign Personnel Program Management Overall program administrator**

Course coordinators for each course Tutor supervisor Time clock manager Teaching Instructors Upper level math graduate students Lab Tutoring First-year math graduate students Ugrad math majors Tech support Ugrad students from LSU ITS

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**Tutor and Teacher Training**

Ugrad Tutor Training Program a. Hiring and screening b. Pre-semester workshop First-Year-TA Tutor Training Program a. Pre-semester workshop b. Fall semester Comm Math course c. Spring semester Comm Math course First-Time-Teaching-Redesign Teacher Workshop (R2R Manual) 4. Pre-semester Meeting for All Teaching

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**Elements of a Sustained Redesign**

Detailed course syllabus and individual daily schedules Online assessments and carefully chosen assignment settings Settings for individual students Process for importing into and exporting from the gradebook Precise password management Allowance for open homework Rotating lab and efficient time clock management Well-trained teachers and tutors and constant tutor supervising Attention to DETAILS

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**PH Basement Math Lab Fall 2006**

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**PH Basement Side Room Fall 2007**

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**Trig Fall Results Semester and Delivery Model(s)**

# of students enrolled ABC Rate Fall Traditional Sections 1277 59% Fall Traditional Sections 1150 56% Fall Traditional Sections 1015 62% Fall XLarge Lecture w/ MapleTA ^ 892 61% Fall XLarge Lecture w/ MML # 1350 55% Fall XLarge Lecture w/ MML 1234 63% Fall R2R Sections with MML 1168 64% Fall R2R Sections with MML ~ 1231 66% Fall R2R Sections with MML 1209 76% Fall R2R Sections with MML 1095 79% Permanent Changes: ^ No partial credit on any assessments # Katrina/Rita ~ Gustav/Ike

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**Trig Spring Results Exam Median # of Students enrolled ABC Rate**

Spring Traditional Sections 69% 1304 65% Spring Traditional Sections * 1451 63% Spring Traditional Sections 64% 1490 Spring Traditional Sections 1477 Spring XLg Lecture w/ MapleTA 1252 Spring XLg Lecture w/ MML 1030 57% Spring R2R Sections with MML 60% 967 62% Spring R2R Sections with MML 67% 791 *No exam median recorded.

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