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Course Redesign Our Story The University of Alabama Tuscaloosa, AL

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Intermediate Algebra – Before Redesign Problem Areas

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

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Intermediate Algebra - The Beginning of Our Redesign

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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

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Intermediate Algebra - Decisions Made Decided to use the Emporium Model Started with 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

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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 3 hours per week Includes class meeting time 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

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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 - Present Redesign -Fully Implemented since Fall 03 Current Enrollment: Fa11-Sp12 = 3314 31 sections: 60-70 students per section 14 large sections: 100 - 136 students per section All courses under Calculus I now have some type of lab component

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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 > 75% 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 Success

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Implementation Issues

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

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CHANGING THE EQUATION Planning for Course Redesign How to Organize a Math Emporium How to Modularize How to Engage Students Break-out Sessions.

CHANGING THE EQUATION Planning for Course Redesign How to Organize a Math Emporium How to Modularize How to Engage Students Break-out Sessions.

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