Course Redesign for Precalculus Algebra

1. Course Redesignfor Precalculus Algebra The University of AlabamaTuscaloosa, AL

2. 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

3. 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

4. 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%)

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

6. 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.

7. 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

8. Intermediate Algebra Success

9. Intermediate Algebra - Cost Savings 2001-2002 Academic Year 1480 students Redesigned 14 Sections of 110 Students Each 2 FTTI @ $36,250 $72,500 6 PTTI @ $1,650 $9,930 UG Tutors 5760 hrs @ $7/hr $40,320 Total Cost $122,750 Cost Per Student $83 $33/student (28%) Traditional 43 Sections of 35 Students Each 2 FTTI (16 sections) @ $36,250 $72,500 5 GTAs (20 sections) @ $17,565 $87,825 7 PTTI (7 sections) @ $1,655 $11,585 Total Cost $171,910 Cost Per Student $116 Savings:

10. 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.

11. 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

12. 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

13. Precalculus Algebra - Passing Rates

14. Implementation Issues “No Teacher” Syndrome Student Engagement Scheduling Deadlines, Tests, Etc. Instructor Buy-In Instructor Training Detachment From Students Staff Scheduling Data Management

15. Contact Information Jamie Glass MTLC Lab Coordinator The University of Alabama 205 348-2592 jglass@bama.ua.edu