Chris Schroeder Morehead State University Morehead Kentucky The

Overview of College Algebra Redesign • Traditional: MWF 1 (or TTh. F 2) for

Learning Materials Hawkes Learning Systems § Have been using HLS since 2004 § Consistency:

Learning Materials • Approximately 30 computers in Math Tutoring Lab • This serves College

Student Reactions Different classes produce different reactions – One section had almost no complaints

Student Reactions • In Class Activities Make a Difference • Students want to feel

Alternate Staffing • Faculty lab requirement: 90 minutes per week for every redesign course

Alternate Staffing Problems with Student Tutors: • Keeping them moving around the lab •

Final Grade Distribution Fall 2009: 3 Redesign vs. 3 Traditional Redesign Count Percent A

Slides: 9

Download presentation

Chris Schroeder Morehead State University Morehead, Kentucky The National Center for Academic Transformation Redesign Alliance Fourth Annual Conference March 29, 2010

Overview of College Algebra Redesign • Traditional: MWF 1 (or TTh. F 2) for 60 minute lectures (averages to 150 min. /week) • Redesign: One (60 min. ) hour of lecture + 3 (60 min. ) hours of lab time for students • Fall 2009: Pilot semester. Each of three professors taught Traditional and Redesign sections.

Learning Materials Hawkes Learning Systems § Have been using HLS since 2004 § Consistency: Used from Beginning Algebra (Math 090) through College Algebra § Mastery Learning: 80% to get credit § Instruct and Practice sections § Testing is in the same format as homework § Customer service and technical support § Students can work offline § Easy interface for students and instructors

Learning Materials • Approximately 30 computers in Math Tutoring Lab • This serves College Algebra and Developmental courses • Graphing calculators are allowed on homework and exams

Student Reactions Different classes produce different reactions – One section had almost no complaints – Another section had 3 or 4 students complaining to the Dean Different times in semester produce different reactions – Early: “We need more lecture time. ” – Late: “Why don’t we cancel lecture and go to the lab? ”

Student Reactions • In Class Activities Make a Difference • Students want to feel like their time in lecture is not being wasted • Refining the lecture will greatly help students • Started with more group work • Moved to more lecture/examples

Alternate Staffing • Faculty lab requirement: 90 minutes per week for every redesign course taught • Approximately 12 -15 Student Tutors working per semester • Goal: 2 -3 Student Tutors + 1 Faculty at all times • Some individualized tutoring is offered

Alternate Staffing Problems with Student Tutors: • Keeping them moving around the lab • Abilities: Some can handle Developmental, but struggle with certain topics in Coll. Alg. • Hesitant to confront fellow students Effective Student Tutor training and monitoring is essential!

Final Grade Distribution Fall 2009: 3 Redesign vs. 3 Traditional Redesign Count Percent A 15 25. 86 B 15 25. 86 C 15 25. 86 D 4 6. 90 E 3 5. 17 I 1 1. 72 U 5 8. 62 C or better: 77. 6% Traditional Count Percent A 21 26. 25 B 17 21. 25 C 15 18. 75 D 10 12. 50 E 3 3. 75 I 1 1. 25 U 13 16. 25 C or better: 66. 3%