College Algebra Redesign Oklahoma State University College Algebra

College Algebra Redesign Oklahoma State University College Algebra is the lowest level OSU math course. Required for many non-science majors. Annual enrollment: 2000 (static) Traditional delivery: section size 100 taught by a lecturer in three 50 -minute meetings per week Goals of Redesign: Increase success rate (C or better), decrease drops, control costs. Pilot: 400 students in focus groups of 25, one 50 minute meeting per week, 3 hours required lab.

Reaction of Colleagues Regular faculty rarely teach College Algebra. Lecturers were dissatisfied with 100 student section traditional delivery. Groundwork: I presented an overview of the redesign at LSU using materials supplied by Phoebe Rouse. Graduate director concerned about TA workload Some TA's were concerned about reduced interaction with students and flexibility.

Some instructors were concerned about lack of flexibility in determining grades. Tutoring staff assigned to the pilot had to adjust to a mixed role of software use facilitator and mathematics tutor. Instructors needed to develop new strategies to effectively use the focus groups and to encourage different study and learning habits. Some instructors missed lecturing.

Institutional Support Computer lab space – 28 seats dedicated plus spillover into general purpose lab Software plugin installation and maintenance Registrar modified sections for pilot Extra technology funds were provided to support extra costs of running pilot and traditional sections Informational meetings with student services directors and advisors were arranged.

Institutional Needs Full implementation will require approximately 120 dedicated computer lab seats. Space has been identified but renovation funding and a firm timetable have not been set. Administrative software needs to be written or acquired. This software would allow asynchronous exam scheduling, monitor student lab use, provide real time instructor and student access to student activity and progress, etc.

Student Reactions Sections in the pilot were identified in the online schedule but some students were surprised. Different = Bad Flexibility and logistics required more individual responsibility. Missed deadlines and confusion over required lab time and test scheduling resulted in complaints. No one is teaching me!

Some students liked the lab time flexibility. Some students liked being able to do large numbers of problems repeatedly, work at their own pace, view videos and examples, etc. Some students wanted paper and pencil homework. Many students attempted to optimize by starting homework without reading or viewing explanations. Some students complained about the required lab time. 68% felt My. Math. Lab provided enough resources. 63% felt the lab staff provided enough help.