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

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Presentation on theme: "LSU Course Redesign Phoebe Rouse Louisiana State University DEPARTMENT OF MATHEMATICS Baton Rouge, LA."— Presentation transcript:

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

2 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

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

4 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

5 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

6 C. Fixed Lab Model (Summer only) 2 sections of College Algebra and 2 sections of Trig Enrollment per section capped at 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

7 Pleasant Hall Math Lab Fall 2005

8 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)

9 College Algebra Fall Results Semester and Delivery Model(s) # of students enrolled ABC Rate Fall 2001 Traditional Sections311566% Fall 2002 Traditional Sections318864% Fall 2003 Traditional Sections321168% Fall 2004 Traditional & Large Sections with MML334771% Fall 2005 Trad, Large w/ MML, & R2R with MML #250654% Fall 2006 R2R Sections w/ MML ^172475% Fall 2007 R2R Sections w/ MML *173967% Fall 2008 R2R Sections w/ MML ~177268% Fall 2009 R2R Sections w/ MML155672% Fall 2010 R2R Sections w/ MML174471% Permanent Changes: # MACT >24 given credit, Katrina/Rita ^ No partial credit on any assessments * Course rigor increased ~ Gustav/Ike

10 College Algebra Spring Results Exam Median # of Students enrolled ABC Rate Spring 2001 Traditional Sections68%122350% Spring 2002 Traditional Sections69%119154% Spring 2003 Traditional Sections68%106653% Spring 2004 Traditional Sections68%102564% Spring 2005 Traditional Sections71%61066% Spring 2005 R2R Pilot with MML61%19647% Spring 2006 R2R Sections with MML67%56759% Spring 2007 R2R Sections with MML71%38455% Spring 2008 R2R Sections with MML61%41853%

11 Must Haves for Redesign 1.The support of both the department administration and the upper administration 2.A strong-willed, thick-skinned program director 3.A core group of instructors and professors dedicated to working hard to make the redesign succeed 4.Space and computers for a learning lab 5.A willingness on the part of everyone involved to be flexible and CHANGE 6. A purpose and an overall plan for redesign

12 Dos and Donts 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 teachers 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. Dont give up!

13 Contact Info Phoebe Rouse LSU NCAT Redesign Scholar MyMathLab Faculty Advocate

14 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 Instructors Upper level math graduate students First-year math graduate students Ugrad math majors Tech support Ugrad students from LSU ITS

15 Tutor and Teacher Training 1.Ugrad Tutor Training Program a. Hiring and screening b. Pre-semester workshop 2.First-Year-TA Tutor Training Program a. Pre-semester workshop b. Fall semester Comm Math course c. Spring semester Comm Math course 3.First-Time-Teaching-Redesign Teacher Workshop (R2R Manual) 4. Pre-semester Meeting for All Teaching

16 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

17 PH Basement Math Lab Fall 2006

18 PH Basement Side Room Fall 2007

19 Trig Fall Results Semester and Delivery Model(s) # of students enrolled ABC Rate Fall 2001 Traditional Sections127759% Fall 2002 Traditional Sections115056% Fall 2003 Traditional Sections101562% Fall 2004 XLarge Lecture w/ MapleTA ^89261% Fall 2005 XLarge Lecture w/ MML #135055% Fall 2006 XLarge Lecture w/ MML123463% Fall 2007 R2R Sections with MML116864% Fall 2008 R2R Sections with MML ~123166% Fall 2009 R2R Sections with MML120976% Fall 2010 R2R Sections with MML109579% Permanent Changes: ^ No partial credit on any assessments # Katrina/Rita ~ Gustav/Ike

20 Trig Spring Results Exam Median # of Students enrolled ABC Rate Spring 2001 Traditional Sections69%130465% Spring 2002 Traditional Sections*145163% Spring 2003 Traditional Sections64%149063% Spring 2004 Traditional Sections*147769% Spring 2005 XLg Lecture w/ MapleTA*125269% Spring 2006 XLg Lecture w/ MML*103057% Spring 2007 R2R Sections with MML60%96762% Spring 2008 R2R Sections with MML67%79160% *No exam median recorded.


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