Getting Students to Do the Math Through Course Redesign

Getting Students to “Do the Getting Students to “Do the Math” Through Course Math” Through Course

RedesignRedesign

• Established in 1999 as a university Established in 1999 as a university Center at RPI funded by the Pew Center at RPI funded by the Pew Charitable TrustsCharitable Trusts

• Became an independent non-profit Became an independent non-profit organization in 2003organization in 2003

• Mission: help colleges and Mission: help colleges and universities learn how to use universities learn how to use technology to improve student technology to improve student learning outcomes and reduce their learning outcomes and reduce their instructional costsinstructional costs

WHAT DOES COURSE WHAT DOES COURSE REDESIGN MEAN?REDESIGN MEAN?

Course redesign is the Course redesign is the process of redesigning process of redesigning whole courseswhole courses (rather (rather than individual classes or than individual classes or sections) to achieve sections) to achieve better learning outcomes better learning outcomes at a lower cost by taking at a lower cost by taking advantage of the advantage of the capabilities of capabilities of information technology. information technology.

WHAT DOES COURSE WHAT DOES COURSE REDESIGN MEAN?REDESIGN MEAN?

• Course redesign is not Course redesign is not just about putting just about putting courses online. courses online.

• It is about rethinking It is about rethinking the way we deliver the way we deliver instruction in light of instruction in light of the possibilities that the possibilities that new technology offers.new technology offers.

WHY REDESIGN?WHY REDESIGN?

• Poor economy/higher Poor economy/higher enrollmentsenrollments• High withdrawal/failure ratesHigh withdrawal/failure rates• Students turned away – Students turned away –

graduation bottleneckgraduation bottleneck• Inconsistency of preparationInconsistency of preparation• Course “drift” Course “drift” • Difficulty getting qualified Difficulty getting qualified

adjunctsadjuncts• Difficulty in subsequent coursesDifficulty in subsequent courses

NCAT PROGRAMSNCAT PROGRAMS• Program in Course Redesign (PCR)Program in Course Redesign (PCR)

30 institutions30 institutions• Roadmap to Redesign (R2R)Roadmap to Redesign (R2R)

20 institutions20 institutions• Colleagues Committed to Redesign Colleagues Committed to Redesign

(C(C22R)R) 60 institutions60 institutions

• Changing the Equation (CTE)Changing the Equation (CTE) 38 institutions38 institutions

• State and System-based ProgramsState and System-based Programs 50+ institutions50+ institutions

PCR MATH/STAT PCR MATH/STAT REDESIGNSREDESIGNS

• MathematicsMathematics Iowa State UniversityIowa State University Northern Arizona Northern Arizona

UniversityUniversity Rio Salado CollegeRio Salado College Riverside CCRiverside CC University of University of

AlabamaAlabama University of IdahoUniversity of Idaho Virginia TechVirginia Tech

• StatisticsStatistics Carnegie Mellon Carnegie Mellon

UniversityUniversity Ohio State UniversityOhio State University Penn StatePenn State U of Illinois-Urbana U of Illinois-Urbana

ChampaignChampaign

R2R MATH/STAT R2R MATH/STAT REDESIGNSREDESIGNS

• MathematicsMathematics Georgia State Georgia State

UniversityUniversity Louisiana State Louisiana State

UniversityUniversity Seton Hall UniversitySeton Hall University University of Missouri University of Missouri

St-LouisSt-Louis The University of North The University of North

Carolina at Chapel HillCarolina at Chapel Hill The University of North The University of North

Carolina at GreensboroCarolina at Greensboro Wayne State UniversityWayne State University

• StatisticsStatistics Calhoun Community Calhoun Community

CollegeCollege The University of The University of

North Carolina at North Carolina at GreensboroGreensboro

Penn StatePenn State

CC22R MATH/STAT R MATH/STAT REDESIGNSREDESIGNS

• MathematicsMathematics Cosumnes River Cosumnes River

CollegeCollege DePaul UniversityDePaul University Hagerstown Hagerstown

Community CollegeCommunity College Harry S. Truman Harry S. Truman

CollegeCollege Auburn UniversityAuburn University Oklahoma State Oklahoma State

UniversityUniversity Southeastern Southeastern

Louisiana UniversityLouisiana University University of Central University of Central

FloridaFlorida

• MathematicsMathematics El Paso Community El Paso Community

CollegeCollege Sante Fe CollegeSante Fe College

• StatisticsStatistics University of West University of West

FloridaFlorida The University of The University of

North Carolina at North Carolina at GreensboroGreensboro

Penn StatePenn State

Changing The Equation Changing The Equation (CTE)(CTE)

-Program funded by the Gates Foundation.-Program funded by the Gates Foundation.

- Goal is to improve student learning- Goal is to improve student learning outcomes in remedial/developmental outcomes in remedial/developmental math while reducing costs. math while reducing costs.

- Program is for community colleges only.- Program is for community colleges only.

- Institutions awarded $40K and - Institutions awarded $40K and given direction and support. given direction and support.


• Anne Arundel Community Anne Arundel Community College College

• Bowling Green Technical Bowling Green Technical College College

• Cecil College Cecil College • Cochise College Cochise College • College of Central Florida College of Central Florida • Cossatot Community College Cossatot Community College

of the University of of the University of Arkansas Arkansas

• Cumberland County College Cumberland County College • Dakota College at Bottineau Dakota College at Bottineau • Delgado Community College Delgado Community College • Genesee Community College Genesee Community College

• Guilford Technical Guilford Technical Community CollegeCommunity College

• Hazard Community and Hazard Community and Technical CollegeTechnical College

• Heartland Community Heartland Community CollegeCollege

• Henderson Community Henderson Community CollegeCollege

• Iowa Western Community Iowa Western Community College College

• Laramie County Laramie County Community College Community College

• Leeward Community Leeward Community College College

• Lurleen B. Wallace Lurleen B. Wallace Community CollegeCommunity College

• Manchester Community Manchester Community CollegeCollege


• Mercer County Mercer County Community College Community College

• Mesabi Range Community Mesabi Range Community and Technical Collegeand Technical College

• Miami Dade CollegeMiami Dade College• Mid-State Technical Mid-State Technical

CollegeCollege• Mountwest Community & Mountwest Community &

Technical CollegeTechnical College• Nashville State Nashville State

Community CollegeCommunity College• Northern Virginia Northern Virginia

Community CollegeCommunity College• Northwest-Shoals Northwest-Shoals

Community CollegeCommunity College• Northwest State Northwest State

Community CollegeCommunity College

• Oakton Community CollegeOakton Community College• Pearl River Community Pearl River Community

CollegeCollege• Robeson Community Robeson Community

CollegeCollege• Somerset Community Somerset Community

CollegeCollege• Stark State College of Stark State College of

TechnologyTechnology• Volunteer State Volunteer State

Community CollegeCommunity College• Washington State Washington State

Community College Community College • West Kentucky Community West Kentucky Community

and Technical Collegeand Technical College• West Virginia University at West Virginia University at

Parkersburg Parkersburg • Wilbur Wright College Wilbur Wright College

STATE AND SYSTEM STATE AND SYSTEM COURSE REDESIGNSCOURSE REDESIGNS

• Arizona Board of RegentsArizona Board of Regents

• The Mississippi Institutions of The Mississippi Institutions of Higher LearningHigher Learning

• State University of New YorkState University of New York

• Tennessee Board of RegentsTennessee Board of Regents

• University System of MarylandUniversity System of Maryland

• Minnesota Colleges and Minnesota Colleges and UniversitiesUniversities

• Ohio Learning NetworkOhio Learning Network

• University of Hawaii SystemUniversity of Hawaii System

FIVE REDESIGN MODELSFIVE REDESIGN MODELS• SupplementalSupplemental – Add to the current structure – Add to the current structure

and/or change the content and/or change the content

• ReplacementReplacement – Reduce number of in-class – Reduce number of in-class meetings and replace in-class time with meetings and replace in-class time with alternative learning activitiesalternative learning activities

• EmporiumEmporium – Teach all content in a lab – Teach all content in a lab settingsetting

FIVE REDESIGN MODELSFIVE REDESIGN MODELS

• Fully onlineFully online – Conduct all (most) – Conduct all (most)

learning activities onlinelearning activities online

• BuffetBuffet – Mix and match according – Mix and match according

to student preferencesto student preferences

PEDAGOGICAL PEDAGOGICAL KEYS TO KEYS TO MATH REDESIGN USING MATH REDESIGN USING

TECHNOLOGYTECHNOLOGY• Active Learning ExperienceActive Learning Experience

• Individualized InstructionIndividualized Instruction

• Immediate FeedbackImmediate Feedback

• Repetition to MasteryRepetition to Mastery

WHY DID WE REDESIGN AT WHY DID WE REDESIGN AT THE UNIVERSITY OF IDAHOTHE UNIVERSITY OF IDAHO??

• Increase student performanceIncrease student performance

• Save classroom spaceSave classroom space

• Traditional lecture format made Traditional lecture format made for an inappropriate learning for an inappropriate learning environmentenvironment

• Lower costsLower costs

• Our president told us we had to!Our president told us we had to!

PRE-REDESIGNED (TRADITIONAL) PRE-REDESIGNED (TRADITIONAL) COURSESCOURSES

Intermediate Algebra & College Intermediate Algebra & College AlgebraAlgebra

• Traditional lecture format (Class Traditional lecture format (Class met 3 days/week for 50 minutes)met 3 days/week for 50 minutes)

• Paper and pencil homework Paper and pencil homework assigned from textbook and assigned from textbook and graded by instructorsgraded by instructors

• Homework/3-4 exams/common Homework/3-4 exams/common Final examFinal exam

• Drop-in math labDrop-in math lab

REDESIGN FEATURESREDESIGN FEATURES

REDESIGN FEATURESREDESIGN FEATURESStudents Attend Class Students Attend Class

Once/WeekOnce/Week

REDESIGN FEATURESREDESIGN FEATURESStudents Attend The Polya Students Attend The Polya

Lab 150 Min/WeekLab 150 Min/Week

REDESIGN FEATURESREDESIGN FEATURESStudents navigate through their e-book Students navigate through their e-book

in MML and work through their in MML and work through their notebooks (watch videos, write down notebooks (watch videos, write down

definitions, etc)definitions, etc)

… … And Receive “Just-In-Time” And Receive “Just-In-Time” AssistanceAssistance

REDESIGN FEATURESREDESIGN FEATURESStudents May Attend Optional Live Students May Attend Optional Live

LecturesLectures


LecturesLectures


LecturesLectures


LecturLectureses

THINGS WE QUICKLY LEARNEDTHINGS WE QUICKLY LEARNED

1.1. Students Need Structure And GuidanceStudents Need Structure And Guidance- Focus Groups - Focus Groups - Course Notebooks- Course Notebooks

2.2. Faculty/Graduate Students/Undergraduate Students Faculty/Graduate Students/Undergraduate Students Need Ongoing Training.Need Ongoing Training.

3. 3. Freshman Don’t Do Optional…Freshman Don’t Do Optional… … …Neither Do Sophomores, Juniors or Seniors…Neither Do Sophomores, Juniors or Seniors…

……Or Faculty!Or Faculty!

4.4. We MUST Stagger DeadlinesWe MUST Stagger Deadlines

5. We Had To Find A Way To Reduce Lab-Time For “Good 5. We Had To Find A Way To Reduce Lab-Time For “Good Students.”Students.”

THINGS WE QUICKLY THINGS WE QUICKLY LEARNEDLEARNED

1.1. Students Need Structure And GuidanceStudents Need Structure And Guidance- Focus Groups - Focus Groups - Course Notebooks- Course Notebooks

2.2. Faculty/Graduate Students/Undergraduate Students Faculty/Graduate Students/Undergraduate Students Need Ongoing Training.Need Ongoing Training.

3. 3. Freshman Don’t Do OptionalFreshman Don’t Do Optional

4.4. We MUST Stagger DeadlinesWe MUST Stagger Deadlines

5. We Had To Find A Way To Reduce Lab-Time For “Good 5. We Had To Find A Way To Reduce Lab-Time For “Good Students.”Students.”

6. Do NOT Have Classes That Meet on Mondays!6. Do NOT Have Classes That Meet on Mondays!

7.7. Have homework due the day BEFORE the class meeting.Have homework due the day BEFORE the class meeting.

SNAP-SHOT OF OUR SNAP-SHOT OF OUR REDESIGNREDESIGN

• Students attend a 50 minute Focus Group each Students attend a 50 minute Focus Group each weekweek

• Students attend the Polya Mathematics Center Students attend the Polya Mathematics Center 150 min/wk150 min/wk

• Students learn the material by reading their e-Students learn the material by reading their e-book, watching videos and animations and by book, watching videos and animations and by taking notes in their course notebookstaking notes in their course notebooks

• Students may also attend optional live lectures Students may also attend optional live lectures • One MML HW assignment each week (up to 100 One MML HW assignment each week (up to 100

exercises)exercises)• One MML Quiz each week (10 problems) One MML Quiz each week (10 problems)

Quizzes can be taken up to 10 timesQuizzes can be taken up to 10 times• 3-4 MML Exams3-4 MML Exams

Exams can be taken up to 3 timesExams can be taken up to 3 times• Common Final Exam (Paper and Pencil)Common Final Exam (Paper and Pencil)

Course Notebook

ENGAGING STUDENTSENGAGING STUDENTS

• Students must register for Students must register for MyMathLab within 48 hours of MyMathLab within 48 hours of class or they are dropped from class or they are dropped from the course!the course!

• Providing students with structure Providing students with structure and enforcing the 3-W’s.and enforcing the 3-W’s.

• Students must meet Students must meet prerequisites before they can prerequisites before they can start certain assignments.start certain assignments.

ENGAGING STUDENTSENGAGING STUDENTS

• Homework problems can be Homework problems can be worked infinitely many times.worked infinitely many times.

• Quizzes can be taken up to 10 Quizzes can be taken up to 10 times.times.

• All tests (except the final) can All tests (except the final) can be taken up to 3 times.be taken up to 3 times.

• Lab time is decreased for Lab time is decreased for “successful students.”“successful students.”

OUTCOMESOUTCOMES

• Although hours in the classroom has Although hours in the classroom has decreased for teachers, the number decreased for teachers, the number of student contact hours has of student contact hours has increased!increased!• 40-50 students finish the course early 40-50 students finish the course early

each semester. each semester. • Classroom space has decreased by Classroom space has decreased by

2/3.2/3.• Cost per student has decreased.Cost per student has decreased.• The creation of a dual enrollment The creation of a dual enrollment

program.program.

OutcomesOutcomes

Intermediate AlgebraIntermediate Algebra

College Algebra Final Exams College Algebra Final Exams ResultsResults

OutcomesOutcomes

OUTCOMESOUTCOMES

STUDENTS WHO “TRY”STUDENTS WHO “TRY” A student who tries is a student A student who tries is a student

who:who:• Earns notebook quiz points each weekEarns notebook quiz points each week• Fulfills their lab time requirement Fulfills their lab time requirement

each weekeach week• Attempts all homework and quizzesAttempts all homework and quizzes• Takes each test 3 times Takes each test 3 times

Last Fall, 100% of students who “tried” Last Fall, 100% of students who “tried” earned an A, B, or C!earned an A, B, or C!

““MUST HAVES” FOR A MUST HAVES” FOR A SUCCESSFUL REDESIGNSUCCESSFUL REDESIGN

1.1.The support of both the department The support of both the department and upper administrationand upper administration

2.2.A strong-willed, thick-skinned A strong-willed, thick-skinned program directorprogram director

3.3.A core group of instructors and A core group of instructors and professors dedicated to working hard professors dedicated to working hard to make the redesign succeedto make the redesign succeed

4.4.A willingness on the part of everyone A willingness on the part of everyone involved to be flexible and CHANGEinvolved to be flexible and CHANGE

5.5.A purpose and an overall plan for A purpose and an overall plan for redesign redesign

DO’S AND DON’TSDO’S AND DON’TS• Do stagger student assignment Do stagger student assignment

deadlines to avoid an overloaded lab.deadlines to avoid an overloaded lab.

• Do set up homework and quizzes to be Do set up homework and quizzes to be due before the new material is taught.due before the new material is taught.

• Do establish credit hour equivalencies Do establish credit hour equivalencies prior to assigning teacher’s schedules.prior to assigning teacher’s schedules.

• Do increase administrator/coordinator Do increase administrator/coordinator release time to run program.release time to run program.

DO’S AND DON’TSDO’S AND DON’TS• Do designate a person to manage Do designate a person to manage

data, a person to prepare the lab data, a person to prepare the lab schedule for tutors and train schedule for tutors and train them, and a person to become them, and a person to become expert at using the time clock.expert at using the time clock.

• Do prepare for the unexpected.Do prepare for the unexpected.

• Don’t ever stop trying to Don’t ever stop trying to improve.improve.

• Don’t ever give up!Don’t ever give up!

Thank You!Thank You!

www.sci.uidaho.edu/polyawww.sci.uidaho.edu/polya

www.theNCAT.orgwww.theNCAT.org

www.pearsonhighered.com/www.pearsonhighered.com/trigstedinfo/trigstedinfo/

Documents

Getting Students to Do the Math Through Course Redesign