1. Tammy Muhs-University of Central Florida
College Algebra Course Redesign Evolution or Revolution? The process of change….
Tammy Muhs-University of Central Florida
Orlando, Florida

2. Motivation for Redesign
College Algebra:
Annual enrollment approximately 4,000
Why did we consider a mathematics course redesign?
Success Rates: Pass rates were down, withdrawal rates were up
Space Concerns: Too many students, not enough classrooms
Budget Concerns: We needed to do more, with less

3. Redesign Goals
Increase learning outcomes and success rates while decreasing cost and withdrawal rates.
Create a student-centered learning environment
Students spend one hour in class where they review concepts from the previous week, highlight upcoming material, and receive administration information
Students spend a required three hours in the lab Mathematical Assistance and Learning Lab (MALL)

4. Mathematical Assistance and Learning Lab (MALL) From Renovation to Completion Phase I - 95 computers (Spring 2010) Phase II computers (Summer 2010) Phase III computers (Fall 2010)

5. Instructional Assistance in the MALL
Peer tutors, undergraduate and graduate mathematics students work in the lab
Peer and undergraduate tutors paid $8 per hour
Graduate tutors (not GTAs) paid $12 per hour
Required to complete online homework
Become test proctors during testing weeks
Tutor training about 14 hours a semester
College Reading & Learning Association International Tutor Program Certification
Top GTAs are called Mentors
Meet with teaching team weekly
Communicate with students
Hold seminars and test reviews
Help with classroom management

6. Online Testing in the MALL
Test Scheduling System (Testing Cal- Pearson Custom Product)
Scheduling is open for a week, students have multiple time and day options available, they receive automatically generated reminder s
Intermediate Algebra, College Algebra, Trigonometry, Precalculus, Finite Math, and Explorations in Math (enrollment up to 4,500 per semester)
Testing is completed online in a proctored environment using a password system (MyMathLab)
Immediate feedback
Bluebook system to assign computers and scratch paper
Free response questions, multiple choice, or combination
Challenge week for formatting errors
Integrity violations almost non-existent
Print Cost savings (College Algebra tests in cost more than $7000)

7. Redesign Pilot Fall 2008 Decreased cost from $70 to $49 per student Full implementation as of spring 2010
Final Exam scores
Fall 2006
Total course
Fall 2008
Pilot Sections
Mean score
63.4%
80.6%
Standard deviation
18.9%
15.3%
Number of students who took the common final exam
1277
802

8. Presidents Class Size Initiative (PCSI)
Provided support for Instructors and Lecturers to work in the MALL in addition to the peer tutors, graduate tutors, and GTAs
Created Small Within Large Class Environment
Students register in sections of 19 students
Between 16 and 20 of these sections meet together once per week in a large lecture hall
Sections form both an in-class and virtual community
Communication has been shown to have an important role in learning and understanding mathematics (Knuth & Peressini, 2001)

9. Course Grade Distribution and Final Exam Scores
Summer 2009 Traditional Section n=226 students
Summer 2009
Redesigned Sections n=162 students
Fall 2009
Traditional Sections n=851 students
Redesigned Sections n=1174 students
Success Rate
61.5%
75.3%
72.3%
78.4% A
11.9%
20.4%
28.7%
27.9% B
26.1%
36.4%
26.8%
34.1% C
23.5%
18.5%
16.8%
16.4%
NC (no credit)
10.6%
2.5%
9.3%
0.7% F
18.1%
9.9%
13.9%
14.7% W
9.7%
12.3%
4.6%
6.2%
Mean Score
71.0%
77.5%
78.2%
80.4%
Standard
Deviation
15.9%
16.3%
14.0%

10. Future Work and Conclusions
Producing favorable results
Increasing the number of students advised by mentors and faculty
Improving student learning outcomes
Increasing course offerings
Intermediate Algebra starting fall 2010
Precalculus starting spring 2011
 Future studies
Look at retention and graduation rates
Look at success in later courses (STEM)