Case Study The UA Experience
The University of Alabama Tuscaloosa, AL
Courses Before Redesign Issues • Courses were teacher centered • Smaller sections would increase costs • Students have different learning styles
• Instruction was inconsistent among sections • No flexibility in instructional pace • Lack of student success (D/F/W rates as high as 60%) • The University was losing students due to this lack of success
The Beginning of Redesign • Fall 1999--UA visited Virginia Tech’s Math Emporium • Spring 2000-- piloted 3 sections of Math 100 (Intermediate Algebra) using Interactive Math (PHIM) with approximately 100 students. • Math Technology Learning Center (MTLC) with 70 computers was established in the summer of 2000
Course Descriptions Math 005 Math 100 Math 110 Math 112 Math 113 Math 115 Math 121
(Beginning Algebra) (Intermediate Algebra) (Finite Mathematics) (Pre-Calculus Algebra) (Trigonometry) (Pre-Calculus and Trig Combo) (Business Calculus)
Growth of MTLC Fall 2000 – Fall 2010
2000 2002 2005 2008 2010 Math 005 Sp 2001
283
256
491
663
983
1326
1424
1788
Math 110 Sp 2003
60***
416
477
556
Math112 Fa 2003
553***
1201
1610
1652
Math113 Fa 2009
72***
328
Math115 Fa 2009
29***
276
663
636
Math 100 Fa 2000
Math121 Sp 2006
1140
123***
Success Rates Fall Semesters 1999 2001
005 100 110 112
40.6
2002
2004
2006
2008
2010
51.4
54.6
60.9
73.6
67.8
67.5
50
62.9
76
73.8
78.1
73.2
69.9
70.3
65.5
73.9
72
66
67.1
69.1
67 71.6 Half 61.5 47.5** Half
113
63.8
68.2
68.1
45.1
61.2
68.7
115
62.9
78.5
80
80.6
83.7
85.8
121
64
54.3
49.9
60.4
68.6
67.8
Outcomes (Subsequent Courses Beyond Math 100)
Math 112 – Precalculus Cohort Pass Rate Overall F98-Sp99 57.4% 44.3% F99-Sp00 54.6% 40.0% F00-Sp01 58.0% 44.5% F01-Sp02 74.6% 53.8% F02-Sp03 81.4% 46.6%
Organization Personnel Chairman Lab Coordinator
Introductory Math Director
Data Manager
Course Leaders (FTTI’s)
GTA’S(Teaching & Non-teaching), PTTIs Undergraduate Tutors, Monitors CTL SI’s
Organization Courses Master Courses Math005 005 Members
Math112
112 Members
Math100 100 Members
Math113
113 Members
Math115
115 Members
Math110 110 Members
Math121
121 Members
Responsibilities Course Leaders Responsibilities: • Prepare syllabus • Build math course on website • Hold course meetings • Communicate information with instructors of courses • Make sure instructors are performing their duties • Organize course email account (campus email box)
Responsibilities Instructors Course Responsibilities: • Class Meetings – work session or lecture • “Floor” hours each week (# hours per week depends on # of meetings with the class) • Assist students with any questions on mathematical concepts. • Assist students with technical problems. • Assist with any other MTLC work if needed • Work additional hours during testing weeks and final exam week
Administrative Responsibilities: prepare for classes, attend course meetings, email students on a regular basis, update class attendance file
Class & Lab Attendance Policies Class
Lab Attendance
005
Twice per week (50 min) In lab – work sessions
2 additional hours – total of 4 hours/week
100
Once a week (50 min) In lab – work session
3 additional hours – total of 4 hours/week
110
Twice a week (50 min) In classroom
2 hours per week
112
Once a week (75 min) In classroom
3 hours per week
Traditional Lectures (Total 150 minutes)
No lab attendance requirement
113 - 121
Intermediate Algebra - Cost Savings 2001-2002 Academic Year 1480 students Traditional
Redesigned
43 Sections of 35 Students Each
14 Sections of 110 Students Each
2 FTTI (16 sections) @ $36,250 $72,500
2 FTTI @ $36,250
$72,500
5 GTAs (20 sections) @ $17,565 $87,825
6 PTTI @ $1,650
$9,930
7 PTTI (7 sections) @ $1,655
Total Cost Cost Per Student
UG Tutors 5760 hrs @ $7/hr
$40,320
$11,585
$171,910 $116
Savings:
Total Cost Cost Per Student
$33/student (28%)
$122,750 $83
What we have learned • Be flexible. Computer systems do not always work smoothly. • Students need structure in the course. • Students can be independent. • Communication is a key component. • Teamwork • Positive Attitude
Student Behavior •Students resist change. •Students became active learners rather than passive learners. •Students realize that if work is done they experience success. •Students take ownership of their learning and of the grade they earn. •Policies are put in place to try to modify student behavior.
Other Policies • Class attendance is mandatory • Lab Attendance – Students can receive full credit for lab attendance and not spend the time if they continue to make a 75 or higher on all assignments due in the week • Students are allowed to petition to make up work. • One lowest homework and one lowest quiz is dropped each test period (4 test periods) • Final exam score replaces the zero for any missed tests (excused). • Final exam score may replace the lowest test score if higher (no zeros unless petitioned)
Contact Information Jamie Glass MTLC Lab Coordinator The University of Alabama 205 348-2592
[email protected]
Precalculus Algebra • Redesign -Fully Implemented • Current Enrollment: Fa09-Sp10 = 3157 • 37 sections: 50-55 students per section • 12 large sections: 100 students per section • All courses under Calculus I now have some type of lab component
Intermediate Algebra - The Beginning Problem Areas • Course was teacher centered • Smaller sections would increase costs • Students have different learning styles • Instruction was inconsistent among sections • No flexibility in instructional pace • Lack of student success (D/F/W rates as high as 60%) • The University was losing students due to this lack of success
Intermediate Algebra - The Beginning Action Taken • Fall 1999 • UA visited Virginia Tech’s Math Emporium
• Spring 2000 • 3 sections of Intermediate Algebra were piloted
• Result • Increase in the student passing rate (40.6% to 53.5%)
Intermediate Algebra - Choices Made •Decided to use the Emporium Model •Moved to larger lab containing 70 computers •Included additional instructors •Emporium Model was only option for all students taking Intermediate Algebra •Students had complete flexibility • no mandatory lab attendance • no class meetings • due dates for assignments were right before each test
Intermediate Algebra - Lessons Learned •Students resist change. •Students had to become active learners rather than passive learners. •Students realized that if they did their work they would experience success in the course. •Students took ownership of their learning and of the grade they earned. •Policies were put in place to try to modify student behavior.
Intermediate Algebra - Current Policies • Mandatory class meeting once a week (50 min.) • Mandatory Lab Attendance 4 hours per week • Includes class meeting time • Requirement waived if progress is acceptable
• 2 deadlines per week for assignments • Course is divided into MWF and TR classes with different deadline days • Tests are somewhat flexible • Choose a test slot on a particular day
Intermediate Algebra Success
Intermediate Algebra - Cost Savings 2001-2002 Academic Year 1480 students Traditional
Redesigned
43 Sections of 35 Students Each
14 Sections of 110 Students Each
2 FTTI (16 sections) @ $36,250 $72,500
2 FTTI @ $36,250
$72,500
5 GTAs (20 sections) @ $17,565 $87,825
6 PTTI @ $1,650
$9,930
7 PTTI (7 sections) @ $1,655
Total Cost Cost Per Student
UG Tutors 5760 hrs @ $7/hr
$40,320
$11,585
$171,910 $116
Savings:
Total Cost Cost Per Student
$33/student (28%)
$122,750 $83
Precalculus Algebra
• Course Structure in the Beginning • Traditional, lecture-based classes taught by instructors and GTAs • Rigid Format – common syllabus, presentation schedule, and tests
• Goal of Redesign • To experience an increase in student success (as we had with Intermediate Algebra) without increasing resource demand.
Precalculus Algebra - Pilot Stages • Fall 2001 • MTLC established – 240 computers • 4 sections of Precalculus Algebra used Emporium model of instruction • 1 brief lecture per week (50 minutes) on upcoming material • 2 different software packages • Spring 2002 • Half of the Precalculus Algebra classes used the emporium model and the other half remained traditional. • Same 2 software packages were used
Precalculus Algebra – Current Policies • One required class meeting per week (50-min. lecture) • Required lab attendance • 3 hours per week • Partial points are given on lab hours • Waived if > 70% on all assignments due that week • 2 due dates per week • Usually 1-2 sections of material each due date • MWF and TR classes • Different due dates for each • Testing is somewhat flexible • Choose a particular time slot on a particular day
Precalculus Algebra - Passing Rates
Implementation Issues • “No Teacher” Syndrome • Student Engagement • Scheduling Deadlines, Tests, Etc. • Instructor Buy-In • Instructor Training • Detachment From Students • Staff Scheduling • Data Management
