Student Success in Mathematics: Guiding Principles Teresa Thiel Monica Brown Shahla Peterman University of Missouri-St. Louis Math Technology Learning.

Student Success in Student Success in Mathematics: Guiding Mathematics: Guiding

PrinciplesPrinciples

Teresa ThielTeresa ThielMonica BrownMonica BrownShahla Peterman Shahla Peterman

University of Missouri-St. University of Missouri-St. LouisLouis

Math Technology Learning Center

The ProblemThe Problem

College Algebra is required for many College Algebra is required for many majors, including all the sciencesmajors, including all the sciences

Student success (a grade of C- or better) Student success (a grade of C- or better) was lowwas low

Drop-rate was highDrop-rate was high

Students hated math and procrastinated Students hated math and procrastinated as long as possibleas long as possible

Students had to retake College AlgebraStudents had to retake College Algebra

Concerns of the math facultyConcerns of the math faculty

High failure rateHigh failure rate

Effect on student Effect on student retentionretention

Sacrificing quality Sacrificing quality for quantityfor quantity

Lack of uniformity Lack of uniformity among course among course sectionssections

Our GoalsOur Goals Increase student Increase student understanding and understanding and success in math success in math Better prepare students Better prepare students for success in future for success in future courses courses Provide uniformity among Provide uniformity among all the sections of the all the sections of the coursecourseIncrease student retentionIncrease student retentionIncrease students’ Increase students’ confidence in their math confidence in their math ability ability

PrePrePostPost

Structure of the Redesigned Structure of the Redesigned CourseCourse

One 75 minute One 75 minute lecturelecture

Two 75 minute labs Two 75 minute labs in the Math in the Math Technology Learning Technology Learning Center (MTLC)Center (MTLC)

Homework online Homework online using software called using software called CourseCompassCourseCompass

Pre-Lecture PreparationsPre-Lecture Preparations

Weekend Prior to the Weekend Prior to the LectureLecture

““Task of the Week” Task of the Week” WorksheetWorksheet

Outline of materialOutline of material

CourseCompass CourseCompass homework – can be homework – can be done at home or in done at home or in MTLCMTLC

““Lecture”Lecture”Work all the Work all the problems from the problems from the lecture outline lecture outline

Answer questionsAnswer questions

Review for Review for upcoming testsupcoming tests

No formal lectureNo formal lecture

Structure of the Redesigned Structure of the Redesigned CourseCourse

One 75 minute lectureOne 75 minute lecture

Two 75 minute labs in Two 75 minute labs in the Math Technology the Math Technology Learning Center Learning Center (MTLC)(MTLC)

Homework online Homework online using the MyMathLabusing the MyMathLab

softwaresoftware

Math Technology Learning CenterMath Technology Learning Center

Complete Complete homeworkhomework

Individual Individual helphelp

Peer Peer tutoringtutoring

Take quizzes and exams Take quizzes and exams

AssessmentAssessment

Weekly online Weekly online homeworkhomework

Weekly online Weekly online quizzesquizzes

Four hourly Four hourly exams exams

Comprehensive Comprehensive final examfinal exam

What are the results?What are the results?

Increased passing rate in Increased passing rate in the coursethe course

Fewer repetitive Fewer repetitive questions in class questions in class

Fewer student Fewer student complaintscomplaints

Better prepared students Better prepared students for the futurefor the future

Why does it work?Why does it work?Guiding PrinciplesGuiding Principles

Principle 1: Provide a clear structure for Principle 1: Provide a clear structure for the course that helps the students the course that helps the students through the coursethrough the course

Principle 2: Provide sufficient time-on-Principle 2: Provide sufficient time-on-task and enforce deadlinestask and enforce deadlines

Principle 3: Reward students for their Principle 3: Reward students for their effortsefforts

Guiding PrinciplesGuiding Principles

Principle 4: Provide regular assessment of Principle 4: Provide regular assessment of progressprogress

Principle 5: Accommodate diverse styles Principle 5: Accommodate diverse styles of learningof learning

Principle 6: Stay in touchPrinciple 6: Stay in touch

Principle 1: Provide a clear structure for the Principle 1: Provide a clear structure for the course that guides the students through the course that guides the students through the

coursecourse

The lecture session provides an anchor and structure for The lecture session provides an anchor and structure for the course that helps the students to focus on the tasks the course that helps the students to focus on the tasks they need to complete that week.they need to complete that week.– Online, post lecture outlines, a worksheet, and the tasks for next Online, post lecture outlines, a worksheet, and the tasks for next

weekweek– Open homework for the next weekOpen homework for the next week– Since many of the students have already worked on the Since many of the students have already worked on the

homework at home before they come to the lecture class they homework at home before they come to the lecture class they are better prepared to ask questionsare better prepared to ask questions

The responsibility for learning is on the shoulders of the The responsibility for learning is on the shoulders of the students.students.The instructors are there to provide structure, guidance, The instructors are there to provide structure, guidance, and to help students in their learning.and to help students in their learning.

Principle 2: Provide sufficient time-on-task Principle 2: Provide sufficient time-on-task and enforce deadlinesand enforce deadlines

Use technology to provide sufficient information and Use technology to provide sufficient information and practice problems for students to learn at their own pace.practice problems for students to learn at their own pace.NotNot a self-paced course. Less interested and motivated a self-paced course. Less interested and motivated students require a high degree of structure to be students require a high degree of structure to be successful in courses they do not want to take. successful in courses they do not want to take. Use a rigid schedule, use technology to open and close Use a rigid schedule, use technology to open and close student access to assignments, to quizzes and exams. student access to assignments, to quizzes and exams. – Students must complete the assignments within a specified Students must complete the assignments within a specified

window of time or the opportunity is lost.window of time or the opportunity is lost.

Tutorials and problems are always available so students Tutorials and problems are always available so students who get behind can catch up, but they lose points if they who get behind can catch up, but they lose points if they do not complete an assignment on time. do not complete an assignment on time. When a new instructor complains that the homework When a new instructor complains that the homework system is not working, it is generally because homework system is not working, it is generally because homework deadlines are not enforced.deadlines are not enforced.

Principle 3: Reward students for their effortsPrinciple 3: Reward students for their efforts

Students can retry a homework problem multiple times, Students can retry a homework problem multiple times, and many will try until they get the correct answer. and many will try until they get the correct answer. The reward is a higher score if they succeed. The reward is a higher score if they succeed. The homework contributes one-eighth of their final grade The homework contributes one-eighth of their final grade and their homework score is entirely under their control. and their homework score is entirely under their control. More effort leads to a higher grade.More effort leads to a higher grade.The weekly quizzes have the same types of problems as The weekly quizzes have the same types of problems as the homework, so students who have practiced the the homework, so students who have practiced the problems to increase their homework scores also score problems to increase their homework scores also score better on the quizzes.better on the quizzes.Students who spend the time to improve their homework Students who spend the time to improve their homework scores actually understand the concepts, know how to scores actually understand the concepts, know how to work the problems, and therefore do well on the exams. work the problems, and therefore do well on the exams.

Principle 4: Provide regular assessment of Principle 4: Provide regular assessment of progressprogress

Online homework and quizzes with online Online homework and quizzes with online grading provide students with grading provide students with – immediate feedbackimmediate feedback– the opportunity to correct their homework mistakes the opportunity to correct their homework mistakes – ongoing assessment of their success in the courseongoing assessment of their success in the course

Students have both the responsibility for their Students have both the responsibility for their own learning and the means to be successful in own learning and the means to be successful in learning math. learning math. Online grade book - students know their grades, Online grade book - students know their grades, know when they need help and know where to know when they need help and know where to find it. find it.

Principle 5: Accommodate diverse styles of Principle 5: Accommodate diverse styles of learninglearning

Students seek and benefit from help that is available in a Students seek and benefit from help that is available in a variety of forms. variety of forms. Some successful students work individually using the Some successful students work individually using the tutorials and guided solutions that are available with the tutorials and guided solutions that are available with the software.software.Most students benefit from the resources provided in the Most students benefit from the resources provided in the MTLC where the instructor and several teaching MTLC where the instructor and several teaching assistants are available for individual assistance. assistants are available for individual assistance. The MTLC also allows students to collaborate, teaching The MTLC also allows students to collaborate, teaching each other and solving problems together. each other and solving problems together. The MTLC also has an area with tables and white-The MTLC also has an area with tables and white-boards for small group lectures and discussions. boards for small group lectures and discussions. Especially for students who are not comfortable with the Especially for students who are not comfortable with the subject, the availability of help in the MTLC is critical to subject, the availability of help in the MTLC is critical to their success.their success.

Principle 6: Stay in touchPrinciple 6: Stay in touch

Even with guidance, structure and help, some students Even with guidance, structure and help, some students fall behind. fall behind. Many students prefer anonymity; however the online Many students prefer anonymity; however the online grade book makes their progress easy to track. grade book makes their progress easy to track. A missed assignment triggers a quick message offering A missed assignment triggers a quick message offering help. help. Intervention must begin early and must be maintained Intervention must begin early and must be maintained with reluctant students. Once these students get off the with reluctant students. Once these students get off the right track it can be very difficult to get them back on. right track it can be very difficult to get them back on. The personal attention of the instructor often provides all The personal attention of the instructor often provides all the motivation a student needs to complete the the motivation a student needs to complete the assignments.assignments.

BenefitsBenefits

Uniformity in course contentUniformity in course content

Promotes active learningPromotes active learning

Provides students with individualized assistanceProvides students with individualized assistance

Promotes student collaboration and peer Promotes student collaboration and peer learninglearning

Builds in ongoing assessment and prompt Builds in ongoing assessment and prompt feedbackfeedback

Ensures sufficient time on task and monitors Ensures sufficient time on task and monitors student progressstudent progress

Applying These Principles Applying These Principles across the Curriculumacross the Curriculum

Less lecture time – more time in active learningLess lecture time – more time in active learning– Smaller classes - group discussion and presentation interspersed with Smaller classes - group discussion and presentation interspersed with

short lecturesshort lectures– Larger classes, personal response systems, keep students engaged Larger classes, personal response systems, keep students engaged – Points for active learning experiences within a lecture setting increases Points for active learning experiences within a lecture setting increases

student engagementstudent engagementDefined course structure with clear expectations for students Defined course structure with clear expectations for students – Many students overwhelmed by the amount of work expected of them in Many students overwhelmed by the amount of work expected of them in

college coursescollege courses– The less structure, the more likely students are to procrastinateThe less structure, the more likely students are to procrastinate– Homework assignments with a firm deadline can enhance student Homework assignments with a firm deadline can enhance student

success in many coursessuccess in many coursesTechnology can increase contact with students, personalizing Technology can increase contact with students, personalizing interactioninteraction– Communication by e-mail and instant messenger is not only normal for Communication by e-mail and instant messenger is not only normal for

most students, it is perceived as personal. most students, it is perceived as personal. – Small gestures such as using a student’s name in an e-mail can further Small gestures such as using a student’s name in an e-mail can further

the sense of connection and motivate students who often feel invisible. the sense of connection and motivate students who often feel invisible.

Cost issuesCost issues

Negative - Course reductions for the faculty who Negative - Course reductions for the faculty who were developing the redesign.were developing the redesign.Negative - $350,000 for the MTLC Negative - $350,000 for the MTLC Positive - increase in class size (35 to 70), Positive - increase in class size (35 to 70), which decreased instructional costs over the which decreased instructional costs over the longer term. Despite increase, more individual longer term. Despite increase, more individual student attention.student attention.Positive - cost savings from the increased Positive - cost savings from the increased student retention and progression to graduation. student retention and progression to graduation. Negative ($) and positive (success) - decline in Negative ($) and positive (success) - decline in enrollment because many students do not enrollment because many students do not retake the course. retake the course.

Cost of Shattered Cost of Shattered DreamsDreams

• Pre-pharmacy major

• Failed College Algebra twice

• Changed major to Communication

• Took College Algebra in MTLC – earned an A

• Took Calculus in MTLC- earned an A

• Changed major back to pre-pharmacy

Facilitating ChangeFacilitating Change

Maintain flexibility, make incremental changes, remember that slow Maintain flexibility, make incremental changes, remember that slow progress is better than no progress, and keep both a sense of progress is better than no progress, and keep both a sense of perspective and a sense of humor. perspective and a sense of humor. Faculty resist change. Faculty resist change. – Be respectful but insistent that technology, used appropriately, not only Be respectful but insistent that technology, used appropriately, not only

enhances student learning but also frees their time to work individually enhances student learning but also frees their time to work individually with studentswith students

Provide adequate training in the guiding principles, the techniques Provide adequate training in the guiding principles, the techniques for implementation of these principles, and in the technology. for implementation of these principles, and in the technology. Students resist change. Students resist change. – They are accustomed to having a passive role in their learning and often They are accustomed to having a passive role in their learning and often

object when the responsibility is placed on their shoulders. object when the responsibility is placed on their shoulders. – Many of them do not want to use technology as a major tool for Many of them do not want to use technology as a major tool for

learning. learning. – Be respectful but insistent that they learn best when they are actively Be respectful but insistent that they learn best when they are actively

engaged in the process of learning and that help is available.engaged in the process of learning and that help is available.

AcknowledgementsAcknowledgements

Roadmap to Redesign Program – Carol TwiggRoadmap to Redesign Program – Carol TwiggMark Burkholder, Dean of the College of Arts Mark Burkholder, Dean of the College of Arts and Sciencesand SciencesPrabhakar Rao, Chair of MathematicsPrabhakar Rao, Chair of MathematicsJim Tom, Jim Tom, Associate Vice Chancellor

for Information Technology ServicesGlen Cope, Provost and Vice Glen Cope, Provost and Vice

Chancellor for Academic AffairsChancellor for Academic AffairsMany math faculty who Many math faculty who

worked on the redesignworked on the redesign