Course Redesign Our Story The University of Alabama Tuscaloosa, AL.

Course Redesign Our Story

The University of AlabamaTuscaloosa, AL

Intermediate Algebra – Before Redesign

Problem Areas

Intermediate Algebra – Before Redesign

Problem Areas•Course was teacher-centered•Instruction was inconsistent among sections•No flexibility in instructional pace•Students have different learning styles•Lack of student success (D/F/W rates as high as 60%)•Smaller sections would increase costs •The University was losing students due to this lack of success

Intermediate Algebra - The Beginning of Our Redesign

Intermediate Algebra - The Beginning of Our Redesign

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

Intermediate Algebra - Decisions Made

•Decided to use the Emporium Model •Started with 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

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 3 hours per week• Includes class meeting time

• 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 Success

Intermediate Algebra - Cost Savings

Intermediate Algebra - Cost Savings2001-2002 Academic Year

1480 studentsTraditional

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:

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%)

Precalculus Algebra - Present•Redesign -Fully Implemented since Fall 03•Current Enrollment: Fa11-Sp12 = 3314•31 sections: 60-70 students per section•14 large sections: 100 - 136 students per

section•All courses under Calculus I now have

some type of lab component

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 > 75% 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 Success

Implementation Issues

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

Contact Information

Jamie GlassMTLC Lab CoordinatorThe University of Alabama205 348-2592jglass@bama.ua.edu