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I. National Co u rse Redesign Using Technology

Precalculus Course Redesign Using Technology Phoebe Rouse Louisiana State University DEPARTMENT OF MATHEMATICS. I. National Co u rse Redesign Using Technology. NCAT Course Redesign Using Technology PCR – Program in Course Redesign Rounds I – III (1999-2002). Funded by Pew Charitable Trust

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I. National Co u rse Redesign Using Technology

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  1. Precalculus Course RedesignUsing TechnologyPhoebe Rouse Louisiana State UniversityDEPARTMENT OF MATHEMATICS

  2. I. National Course RedesignUsing Technology

  3. NCAT Course Redesign Using TechnologyPCR – Program in Course Redesign Rounds I – III (1999-2002) • Funded by Pew Charitable Trust • Math: Virginia Tech, Alabama, Idaho, Northern Arizona, Iowa State • Statistics: Carnegie Mellon, Ohio State, Penn State • Psychology: New Mexico • Biology: Massachusetts-Amherst

  4. University of Alabama MTLC

  5. University of Idaho Polya Lab

  6. NCAT Course Redesign Using Technology R2R – Roadmap to Redesign (2003-2006) • Funded by FIPSE • Math: LSU, Georgia State, UNC Chapel Hill and Greensboro, Wayne State, Seton Hall, Missouri-St. Louis • Spanish: Alabama, Texas Tech • Statistics: UNC Greensboro • Psychology: East Carolina

  7. Other Math Redesigns Using Technology • Reduced class time, small classes, required lab time, assessments technology based ... Nebraska Arkansas Ole Miss Miss State Towson ULM Nicholls USM SUNY • Texas, Arizona, Maryland, Tennessee, and Mississippi state systems paired with NCAT • Large classes, no required lab time, assessments technology based ... Florida State Florida UGA

  8. NCAT Course Redesign Using Technology C2R – Colleagues Committed to Redesign Rounds I – III (2007-2009) • Funded by FIPSE • Math redesigns: Hagerstown CC, DePaul, Truman College, Auburn, Oklahoma State, Southeastern Louisiana University, University of Central Florida, St. Leo College, Santa Fe CC • Other Disciplines: St. Cloud State, UNC Chapel Hill, West Florida, Arizona State, Auburn, Austin CC, NY Institute of Tech, UMass-Lowell, Univ of W AL, Western Michigan

  9. Pedagogical Keys to Math Redesign Using Technology • Active Learning Experience • Personalized, Individualized Instruction  • Immediate Feedback  • Repetition to Mastery

  10. II. History of Precalculus Course Redesign at LSU

  11. Goals of LSU Precalculus RedesignFall 2003 • To allow for reduced personnel • To incorporate technology to grade student homework • To provide consistent content presentation • To continue current success rates

  12. Redesign Timeline at LSU • Spring 2004 - Planning • Fall 2004 - Pilot MyMathLab software, join R2R program • Spring 2005 – Pilot of College Algebra redesign • Fall 2005 - Partial implementation of College Algebra redesign; opened Pleasant Hall 1st floor lab • Spring 2006 – Full implementation of College Algebra redesign; pilot of Precalculus (course) redesign • Fall 2006 - Full implementation of Precalculus (course) redesign; opened Pleasant Hall basement lab; pilot high school redesign program for College Algebra • Spring 2007 - Full implementation of Trigonometry Redesign; pilot high school redesign program for Trigonometry • Fall 2007 - All sections of College Algebra, Trigonometry, and Precalculus (course) redesigned; opened Pleasant Hall basement side room; continue high school redesign program for College Algebra • Spring 2008 – All sections of College Algebra, Trigonometry, and Precalculus (course) redesign; expand high school redesign program for College Algebra and Trigonometry

  13. Pleasant Hall Math Lab – to beFall 2004

  14. Pleasant Hall Math LabFall 2005

  15. PH Basement Math Lab – to beFall 2005

  16. PH Basement Math Lab Fall 2006

  17. PH Basement Side Room – to be Fall 2006

  18. PH Basement Side Room Fall 2007

  19. Redesigned Courses College Algebra (3 cr. hrs.) • 2200 students per year • 1 hour per week in class • minimum of 3 hours per week in lab Trigonometry (3 cr. hrs.) • 1600 students per year • 1 hour per week in class • minimum of 3 hours per week in lab Precalculus (5 cr. hrs.) • 400 students per year • 2 hours per week in class • minimum of 5 hours per week in lab

  20. Redesign Features • 40 students per section in class • All MyMathLab assessments and local videos • 275-seat learning lab open 60 hours each week • Capacity of 15 students per 1 computer in learning lab • Test in university testing center • Staggered due dates for all assignments • Staggered attendance week

  21. Final Grade Distribution 10% Participation (5% class and 5% lab) 10% Homework (drop lowest 2) 10% Quizzes (drop the lowest 2) 45% Tests (3 - 5 total) 25% Final (replaces lowest test score if higher)

  22. Assignment Settings Homework • Unlimited attempts prior to due date • Help, Examples, Videos, Textbook, and Tutors available • Practice Homework for each section without due dates Quizzes • Ten attempts for each quiz, 75 minute time limit • Restricted re-access • Keep best score • Not proctored or password protected • Tutorials available on review Tests • One attempt, 90 minute time limit • Non-restricted re-access • Proctored and password protected

  23. III. Learning Outcomes, Retention Rates, and Graduation Rates

  24. College Algebra Fall Results *Course rigor increased.

  25. TrigFall Results

  26. Precalculus Fall Results

  27. College Algebra, Trig, PrecalculusFall Participation Grades

  28. College Algebra Spring Results

  29. TrigSpring Results

  30. Precalculus Spring Results

  31. College Algebra, Trig, and PCSpring Participation Grades

  32. Retention RatesFall 2002 – Fall 2007

  33. Graduation RatesFall 2001 Cohort

  34. Graduation RatesFall 2002 Cohort

  35. IV. What It Takes

  36. Redesign Personnel Program Management • Overall program administrator • Course coordinators for each course • Tutor supervisor • Time clock manager Teaching • Instructors • Upper level math graduate students Lab Tutoring • Instructors • Upper level math graduate students • First-year math graduate students • Ugrad math majors Tech support • Ugrad students from LSU ITS

  37. Tutor and Teacher Training • Ugrad Tutor Training Program a. Hiring and screening b. Pre-semester workshop • First-Year-TA Tutor Training Program a. Pre-semester workshop b. Fall semester Comm Math course c. Spring semester Comm Math course • First-Time-Teaching-Redesign Teacher Workshop (R2R Manual) 4. Pre-semester Meeting for All Teaching

  38. CA and TrigonometryEarly Completion Sections • 1 section each of College Algebra and Trig • Sections capped at 200 students each • No class meetings • Optional lab hours • Due dates same as Wednesday classes • Option to work ahead

  39. CA and TrigonometrySummer Model • 2 sections of College Algebra and 2 sections of Trig • Enrollment per section capped at 100 • 8 class days and 16 lab days, cycling in order of class, lab, lab, and then repeating • 3 hours in lab required per cycle • 28 Homework Assignments, 8 Quizzes, 2 Tests, and a Final Exam

  40. Elements of a Sustained Redesign • Detailed course syllabus and individual daily schedules • Online assessments and carefully chosen assignment settings • Settings for individual students • Process for importing into and exporting from the gradebook • Precise password management • Allowance for open homework • Rotating lab and efficient time clock management • Well-trained teachers and tutors and constant tutor supervising • Attention to lessons learned

  41. Do’s and Don’ts • Do stagger student assignment deadlines to avoid an overloaded lab • Do set up homework and quizzes to be due before the new material is taught. • Do establish credit hour equivalencies prior to assigning teacher’s schedules. • Do increase administrator/coordinator release time to run program. • Do designate a person to manage data, a person to prepare the lab schedule for tutors and train them, and a person to become expert at using the time clock. • Do prepare for the unexpected. • Don’t give up!

  42. “Must Haves” for Redesign • The support of both the department administration and the upper administration • A strong-willed, thick-skinned program director • A core group of instructors and professors dedicated to working hard to make the redesign succeed • Space and computers for a learning lab • A willingness on the part of everyone involved to be flexible and CHANGE 6. A purpose and an overall plan for redesign

  43. Contact Information Phoebe Rouse Precalculus Mathematics Coordinator Louisiana State University Department of Mathematics Baton Rouge, LA 70803 rouse@math.lsu.edu NCAT Redesign Scholar MyMathLab Faculty Advocate

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