1. Rethinking Entry-Level Mathematics 2011 Academic Affairs Summer Meeting Martha Venn, Vice President of Academic Affairs Barry Monk, Chair of Mathematics

2. The Big Picture Leadership University System of Georgia/Board of Regents It is the right thing to do!

3. Strategic Conversations Who Are We? Where are we now? Where do we want to go? How will we know when we arrived? How do we plan to get there?

4. Campus Enrollment Trends Student Profiles Root Causes (USG) Who are we?

5. Macon State College Institutional Profile –Four-Year State College –18 Bachelor’s Degrees, 31 Majors –Associate’s Degrees, Career Programs, and Certificates –Location: 1 hour south of Atlanta –Two Campuses (Macon & Warner Robins) –Unique Model: Programs concentrated toward professionally oriented disciplines –Point of Access Institution –Growth –Affordability

6. Enrollment Fall 2010

7. Student Profile Fall 2010 Full-time students54.9% Part-time students45.1% Men34.4% Women65.6% Average age26.3 Class Breakdown Freshmen2,288 Sophomores1,155 Juniors1,071 Seniors1,503 Joint enrollment students113 Transients43 Others59

8. Roots of the Problem 1. Underprepared Students –62% spent from 0-5 hours /week studying –64% “never” or “sometimes” prepared two or more drafts of a paper or assignment before turning it in 2. First generation college students –59% indicated that their mother (guardian) did not complete a 4 year degree –55% indicated that their father (guardian) did not complete a 4 year degree 2010 Beginning College Survey of Student Engagement

9. Roots of the Problem 3.Students register from semester to semester without a long term academic view towards graduation –31% did plan to graduate from Macon State College –35% were not sure if they would graduate from Macon State College 2010 Beginning College Survey of Student Engagement

10. Performance Data Financial Data Stakeholder Input SWOT (strengths, weaknesses, opportunities, threats) Where are we now?

11. Strategic Goals Strategic Priorities Where do we want to go?

12. Performance Objectives Measures and Targets How will we know we arrived?

13. Initiatives Action Steps How do we plan to get there?

14. Entry-Level Mathematics Classes MATH 1101: Introduction to Mathematical Modeling –Broad content coverage –Wide use of applications –“math for the masses” MATH 1111: College Algebra –Traditional mathematics course –Students who continue into higher-level math courses

15. Faculty Perspective – Some Initial Concerns –How am I supposed to teach someone who doesn’t come to class? –I can only do so much with underprepared students. –I’m not going to pass students just to make the numbers look better. –I’m overworked already.

16. Can We Really Change Anything? Being a mathematician, I tend to think of it this way: Effectiveness = f (C, N) C = Factors instructors can control N = Factors instructors can’t control

17. Can We Really Change Anything? Effectiveness = f (C, N) Examples of factors instructors can control (C) –Instructional methods –Use of Homework/Learning Management Systems –Grading schemes –Design of assessments Examples of factors instructors can’t control (N) –Too extensive to list… We can still be effective even if α is small. = α ·C + (100%– α )·N

18. MATH 1101: Intro to Mathematical Modeling Pilot Project (Fall 2010 & Spring 2011) –4 Instructors –7 Sections in Fall 2010 –6 Sections in Spring 2011 –Primary Areas of Concern Attendance/Classroom Engagement Unpreparedness of Students Homework Completion

19. MATH 1101: Intro to Mathematical Modeling Strategies Interactive Lecture –Goals Improve attendance Increase student participation and interest Increase the chances that students will study more outside of class –Strategy Move away from “Sage on the Stage” Daily in-class worksheets Encourage group work Student Motivation: Count participation as 10% of course grade

20. MATH 1101: Intro to Mathematical Modeling Strategies Homework Management System –Goals Encourage homework completion Keep students on task –Strategy Online system tied to the textbook that includes guided tutorials and automatic grading Student Motivation: Count participation as 20% of course grade

21. MATH 1101: Intro to Mathematical Modeling Strategies Cumulative Assessment –Goals Help students retain material Give students a “second chance” without “giving it all away” –Strategy Include on each exam all material that has been taught up to that point. Each subsequent exam is weighted more than the previous one because it includes more material.

22. MATH 1101: Intro to Mathematical Modeling Preliminary Results Success Rates (A, B, or C) –The average success rate for all instructors in the semester before the pilot project was 55% –The average success rate for the sections in the pilot project (both semesters) was 73%

23. MATH 1101: Intro to Mathematical Modeling Preliminary Results Attendance Comparing sections from only those instructors involved in the project. SemesterPercentage of Students With 5 or More Absences Fall 2009 (before)26.36% Fall 2010 (after)15.64% Spring 2010 (before)30.86% Spring 2011 (after)22.46%

24. Student Perspective –Spring 2011 Midterm Survey

25. MATH 1101: Intro to Mathematical Modeling Implications & Limitations –Preliminary results seem to indicate: An increase in success rates An improvement in class attendance Satisfaction among students about the strategies used –Questions: Are the results significant? Will the results generalize to the rest of the faculty?

26. MATH 1111: College Algebra –Goals Increase overall success rates – especially among unprepared students without lowering standards Standardize the content across sections “Force” students to engage in their own learning –Strategy Redesign the course using the Emporium Model

27. MATH 1111: College Algebra The Emporium Model –Generally involves replacing lectures and replacing them with a learning resource center that features instructional software and just-in-time personalized assistance.

28. MATH 1111: College Algebra Considerations in Choosing the Instruction Software –Individual learning path for students –Algorithmically generated free-response problems –Extensive reporting capabilities –Cost effective

29. MATH 1111: College Algebra Results Success Rates (A, B, or C) –The average success rate for all instructors in the spring 2009 was 54.57% –The average success rate for all sections in the redesign in spring 2010 was 59.39%

30. MATH 1111: College Algebra Results General Education Assessment Spring 2010 - Redesign Number#1#2#3#4#5#1%#2%#3%#4%#5% 221720196 77.390.986.427.386.4 1918191781594.710089.542.178.9 555435100 8060100 25202523142280100925688 42341350751002575 627267326482.60%96.00%89.30%42.70%85.30% Spring 2010 - Other Number#1#2#3#4#5#1%#2%#3%#4%#5% 30222425272573.38083.39083.3 171416 121482.494.1 70.682.4 30262521232486.783.37076.780 77626562 6380.50%84.40%80.50% 81.80%

31. Faculty Buy-In What motivates faculty to buy-in to the idea of redesign? –Loyalty to the profession –A reasonable argument about the reasons for redesign and inclusion in the decision-making process –Recognition from chairs, deans, etc.. –Support (monetary and otherwise) –Credit for scholarship/service

32. Faculty Perspective – Some Initial Concerns –How am I supposed to teach someone who doesn’t come to class? –I can only do so much with underprepared students. –I’m not going to pass students just to make the numbers look better. –I’m overworked already.

33. Addressing Faculty Concerns? How am I supposed to teach someone who doesn’t come to class? –The strategies employed in MATH 1101 seem to improve attendance –If the focus is on student engagement, then attendance will follow.

34. Addressing Faculty Concerns? I can only do so much with underprepared students. –In MATH 1111, ALEKS creates an individualized learning plan for each student. Students in the same class may be at different points at any given time with the material.

35. Addressing Faculty Concerns? I’m not going to pass students just to make the numbers look better. –The focus of the redesigns is on making the student more accountable for their own learning rather than inflating grades.

36. Addressing Faculty Concerns? I’m overworked already. –Rewarding/recognizing faculty who participate in course redesign is an important part of the process. Support from administration is vital. –Using instructional systems offsets some of the work put into teaching.

37. Questions

38. Dr. Marti Venn Vice President for Academic Affairs Macon State College martha.venn@maconstate.edu Dr. Barry Monk Chair, Department of Mathematics Macon State College barry.monk@maconstate.edu