Dr. Jie Chen, Dr. Eric Hall, Dr. Nathan Lindsay, Dr. Cynthia Pemberton University of Missouri – Kansas City November 10, 2012

1. Strongly agree 2. Agree 3. Neither agree nor disagree 4. Disagree 5. Strongly disagree 6. Not applicable

1. Strongly agree 2. Agree 3. Neither agree nor disagree 4. Disagree 5. Strongly disagree 6. Not applicable

As a result of attending this session, participants will be able to: Articulate the connection between course redesign and student retention/success Describe the core components of possible redesigns for college algebra, highlighting the creative use of pedagogy and technology Outline how course redesign initiatives can be assessed through student exams and surveys Ask questions and share best practices about how to enhance student learning in basic math courses, which will provide additional insights into how to apply these ideas at their own institution.

Summer 2010: Governors summit on higher education October 2010: Statewide conference on Academic Transformation and Collaboration November 2010: 13 Provosts committed to contracting with the National Center for Academic Transformation (NCAT) to engage in a statewide course redesign initiative Funding – Governor, Public Institutions, Next Generation Learning Challenges Grant, Bill and Melinda Gates Foundation - Missouri Learning Commons

February 2011: After NCAT Redesign meeting, the math department formed a course redesign team April 2011: NCAT follow-up meeting August 2011: UMKC College Algebra Redesign Proposal accepted by the NCAT - Summer – Fall 2011: UMKC designs and builds Interactive Learning Center facility January 2012: Pilot session of the redesigned Math 110 offered in SP2012 August 2012: Full implementation – all sections of Math 110

Philosophy of NCAT Course Redesign – Restructure courses and leverage technology: Improve student learning outcomes Reduce per student instructional costs Both goals are emphasized

Ideal target course for redesign: High enrollment courses Courses with high DFW rates (student success) At UMKC - Math 110 (College Algebra) satisfies both of the above criterion Student Success priority – math is key Access to Success goals – math is key ** In STEM fields this course can be a gateway course and is therefore critical for student retention and further academic success

Based on Five Core Principles: Redesign the whole course (i.e., all sections) Encourage active learning Provide students with individualized assistance Build in ongoing assessment and prompt (automated) feedback Ensure sufficient time on task and monitor student progress

Models of course redesign Supplemental Model Replacement Model Emporium Model Fully-online Model Linked Workshop Model Buffet Model Mathematics course redesigns were particularly successful with the Emporium Model.

The Emporium Model is… Elimination of lectures Migration of class time into a lab setting Utilization of interactive computer-based learning environments Delivery of on-demand personalized assistance

The Emporium Model is not… Students teaching themselves The outsourcing of instruction to a computer A sage on a stage

Access to multimedia content Multiple mastery attempts Immediate performance feedback Individualized, on-demand support Active learning Peer-to-peer collaboration Increased time on task Cost savings – ability to do more with fewer instructional resources

History 450 students per academic year and growing 30% DFW rate during the last two academic years Lack of continuity across sections that are taught almost exclusively by graduate teaching assistants Vision for the future Teach more students with fewer instructional resources Improve learning outcomes and student retention Standardize the student learning experience One full-time faculty coordinates all sections

Increased time for students to do math rather than listening to lectures about math Increased assessment of student learning with specific feedback about learning performance Increased amount of feedback on learning and decreases time to receive feedback on student learning performance Increased opportunity to work with peers during the learning process On demand learning support in a lab environment designed to address individualized learning challenges

UMKC Redesigned College Algebra is a modified emporium model accepted by NCAT – Three 50-minute traditional lectures replaced by two 75-minute lab sessions and one 50-minute class meeting Lab sessions (54 students) Interactive Learning Center (ILC) in Miller Nichols Library Staffed by GTAs and undergraduate learning assistants (ULAs) Class meetings ( students) Review problematic concepts, preview new content Clickers to foster discussion and engagement (pilot phase) Staffed by one full-time faculty member

Online learning and assessment system MyLabsPlus by Pearson Electronic textbook Interactive, multimedia tutorials and learning aids Automatically graded homework Real-time, highly-detailed student progress reports Clickers Anonymous, low-stakes, ongoing assessment Instant feedback for instructor and students Self-paced quiz capabilities

Homework Item Analysis

1. True, and I am very confident 2. True, but I am not very confident 3. False, but I am not very confident 4. False, and I am very confident

Spring 2012: Two sections of pilot redesigned College Algebra Three concurrent sections of traditional College Algebra Summer 2012: Data collection and analysis comparing pilot to traditional course Revision of the redesign plan as necessary Fall 2012: Full-implementation of the redesigned course Spring 2013: Data collection and analysis of full-implementation

As a result of taking Math 110, I have developed the ability to: Determine the properties of real numbers Perform algebraic functions Graph and read information from graphs Solve equations and inequalities Perform various aspects of mathematical modeling such as geometry and proportionality

Performance data In general, we did not see great success yet from the standpoint of performance data in the pilot, which is very common according to NCAT No significant difference in average score on the final exam between the pilot redesign and the concurrent traditional course. Traditional Redesign Sample Size97 73 Sample Mean Sample SD A chi-squared comparison reveals a significant difference between the observed and expected table of grade distributions ObservedABCDFW Tot als Traditional Redesign Totals

A chi-squared comparison reveals a significant difference between the observed table of ABC/DFW rates and the table that would be expected if one were to pool all of the data and consider both redesign and traditional students to have been drawn from the same population. If one defines competency based on final grade to be a C or better and if one defines competency based on the final exam to be a 70% or better, then this table shows the competency rates in each version of the course by these two different measures. ObservedA,B,CD,F,WTotals Traditional Redesign Totals Competent Not Competent Based on final grade Traditional79%21% Redesign56%44% Based on final exam Traditional27%73% Redesign41%59%

In the redesigned sections, the greatest enhancements to outcomes occurred in the number of students who exhibited competency (as measured by score on the final exam). Moreover, this is the best measure on which to compare the redesigned course to the traditional since a common final exam was administered to all College Algebra students the grading scheme that was used eliminated any potential instructor bias. Differences may have existed across sections in terms of grading scales, level of rigor, expectations Therefore, finals course grades do not offer insight into true outcome differences between these courses.

Started in August Students attend one lecture, each associated with two mandatory lab sections. Fine tuning of the pilot went through during the summer from lessons we learned: Clickers will not be used Give a Course orientation quiz as one of the beginning assignments Orientation video Administrative drop Continuous GTA training

At your institution, what have been other strategies or approaches that you have used in significantly redesigning entire courses? Or in using the NCAT redesign method? How have you overcome pedagogical/logistical challenges in making these changes? Are there any other recommendations you would make for those who are working on significant course redesign?