A Redesign of Intermediate Algebra using the Hawkes Learning System

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 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 Mississippi Institutions of Higher Learning (IHL)

3. 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 MVSU/Intermediate Algebra Placement

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

5. 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 Cost Savings

6. 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 Traditional Model

7. 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 Redesign Model – Emporium (Full Implementation)

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

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

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

11. 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 Challenges

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. 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. Recommendations