1. A Redesign of Intermediate Algebra using the Hawkes Learning System Dr. Latonya Garner March 29, 2010 Mississippi Valley State University Department of Mathematics, Computer and Information Sciences

2. Mississippi Institutions of Higher Learning (IHL) Mississippi Course Redesign Initiative (2007– 2010) Partnership with the National Center for Academic Transformation Involves 7 Mississippi state institutions Redesign projects focus on large-enrollment, introductory courses

3. MVSU/Intermediate Algebra Placement Mississippi Valley State University Current annual enrollment: 2800 Located in Itta Bena, MS (the heart of the Mississippi Delta) Students who enroll in Intermediate Algebra : Score less that 20 on the Mathematics portion of the ACT Were enrolled in the summer developmental program 88% of our entering freshmen enroll in MA100B

4. Redesign Motivation Transform learning environment Increase passing rate Decrease cost Decrease faculty labor intensive activities Increase learning and performance

5. Cost Savings Reduced the cost-per-student from $183 to $139, a 24% savings Decreased the number of sections from 17 to 8 annually Increased section size from 27 or 32 to 60 Number of faculty reduced from 13 to 6

6. Traditional Model Traditional lecture format (Class met 2 hours and 40 minutes weekly) Paper and Pencil Homework assigned from textbook and graded by instructors Hawkes assignments are assigned by some instructors but no mandatory lab hours Homework/Quizzes/3-4 Exams/Common Final Exam

7. Redesign Model – Emporium (Full Implementation) Redesign Model – Emporium (Full Implementation) 3 sections per semester containing up to 60 students. The class will meet once per week for lecture for 1 ¼ hour Three hours of laboratory work will be mandatory Laboratory hours will be from 8 am - 5 pm, Monday through Friday. A faculty member will serve as the coordinator for the course and supervise all laboratory personnel Common Final Exam Technology – Hawkes Learning Systems

8. Results from Spring/Fall 2008 – Course Grade 35% of students received passing (A-C) grades

9. Results from Spring/Fall 2009 – Course Grade 49% of students received passing (A-C) grades

10. Comparison of Course Grades There was a 14% increase in the # of students who received a passing (A-C) grade.

11. Challenges Adequate coverage of course content Student population at the University might need a slightly different treatment as it relates to the number of hours of lecture received Time required to master software Students need structure and guidance Freshman don’t do Optional…Neither do Sophomores, Juniors and Seniors Must figure out ways to focus our energy on students who NEED to be in the lab

12. Outcomes Student contact hours has increased Students are more accountable Student can see their progress at any point Less papers to grade for faculty DFW rate dropped from 65% to 51%.

13. Recommendations Faculty, staff, undergraduate tutors need ongoing training Evenly distribute the number of assignment due dates by day of the week and have “rolling deadlines.” Faculty should accompany students to the lab for 5 – 10 minutes. Students seem to attempt work if faculty is coming to “check” on them.