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College Algebra Course Redesign

Evolution or Revolution?The process of change….

Tammy Muhs-University of Central FloridaOrlando, Florida

tmuhs@mail.ucf.edu

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Motivation for RedesignCollege 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

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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)

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Mathematical Assistance and Learning Lab (MALL)

From Renovation to CompletionPhase I - 95 computers (Spring 2010)

Phase II - 100 computers (Summer 2010)Phase III - 120 computers (Fall 2010)

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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

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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 emails

– 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 2007-08 cost more than

$7000)

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Redesign Pilot Fall 2008Decreased cost from $70 to $49 per studentFull implementation as of spring 2010

Final Exam scores

Fall 2006Total course

Fall 2008Pilot Sections

Mean score 63.4% 80.6%Standard deviation 18.9% 15.3%

Number of students who took the common final exam 1277 802

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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)

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

Fall 2009Redesigned 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 Score71.0% 77.5% 78.2% 80.4%

StandardDeviation 15.9% 13.9% 16.3% 14.0%

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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)