1. Redesign of Precalculus Mathematics Joe Benson College of Arts and Sciences The University of Alabama

2. Setting (1999) 6 Precalculus math courses 6500 students per year Taught in traditional, lecture-based setting Taught entirely by instructors and GTAs

3. Problems Courses teacher centered No support for multiple learning styles Inconsistent coverage of topics No flexibility in instructional pace Lack of student success D/F/W rates as high as 60% Very high course repeat percentage Negative impact on student retention Significant drain on resources

4. Solution Teach Intermediate Algebra in a modified emporium format in the Mathematics Technology Learning Center

5. Course Format l 30-50 minute “classes” that introduce students to topics and integrate the topics into the overall course objectives l 3-4 hours in MTLC or elsewhere working independently using course software that presents a series of topics covering specific learning objectives l Instructors and tutors available in MTLC 71 hours/week to provide individualized assistance

6. Course Format (continued) l Students work homework problems that cover defined learning objectives l Homework is graded immediately by the computer providing the student with instant feedback on their performance l After completing homework, students take quizzes that cover learning objectives

7. Course Format (continued) l Students can do homework and take quizzes multiple times and receive instant feedback l After completing homework and quizzes on a series of topics, students take a section test l Tests are given only in the MTLC l Tests available on demand with a specified completion date

8. Advantages of Course Format Learner centered Software supports multiple learning styles Consistent presentation of material Individualized tutorial support available

9. Advantages of Course Format Students can work at own pace Students can work in lab or at home Software provides instant feedback on work Homework, quizzes, tests, & exam computer graded Software records all student activity

10. Outcomes

11. Success Rates Semester Success Rate Semester Success Rate Fall 1998 47.1% Spring 199944.2% Fall 1999 40.6% Spring 200053.5% Fall 2000 50.2% Spring 200135.8% Fall 2001 60.5% Spring 200249.8% Fall 2002 63.0% Spring 2003 41.8% Fall 2003 78.9% Spring 200455.4% Fall 2004 76.2% Spring 200560.1% Fall 2005 66.7% Spring 200656.5% Fall 2006 73.8%

12. Pass Rate (Subsequent Courses) Cohort MTLC Overall F98-Sp99 57.4% 44.3% F99-Sp00 54.6% 40.0% F00-Sp01 58.0% 44.5% F01-Sp0274.6% 53.8% F02-Sp0381.4% 46.6% Math 112 - Precalculus

13. Cost Savings

14. 2001-2002 Academic Year - 1480 Students 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 Traditional Course Cost

15. Redesigned Course Cost 2001-2002 Academic Year - 1480 Students 1 Section Each Semester 2 FTTI @ $36,250$72,500 6 PTTI @ $1,655 $9,930 UG Tutors 5760 hrs @ $7/hr $40,320 Total Cost $122,750 Cost Per Student $83

16. Course History

17. Conclusions Based on our experience, we are confident that computer-based instruction in precalculus mathematics courses can: Enhance student learning Increase success rates Reduce resource demands