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LSU Course Redesign
Phoebe Rouse
Louisiana State UniversityDEPARTMENT OF MATHEMATICS
Baton Rouge, LA
Redesign Program Goals and Keys
• R2R: Roadmap to Redesign (Fall 2004-Spring 2007)
• Goals of Redesign: To use technologyTo reduce personnel costs To continue/improve current success rates
• Pedagogical Keys of Redesign:Active Student Learning Experience Personalized, Individualized Instruction Immediate Feedback Repetition to Mastery
Courses and EnrollmentCollege Algebra (3 credit hours)• 1800 Fall• 400 Spring• 200 Summer
Trigonometry (3 credit hours)• 1000 Fall• 1000 Spring• 200 Summer
Precalculus (College Algebra and Trig, 5 credit hours)• 400 Fall• 50 Spring
A. Flexible Lab Model(Fall and Spring only)
Class at fixed time• CA – 1 hour per week – 40 students• Trig – 1 hour per week – 160 students• Precalculus – 2 hours per week – 40 students• Review and connecting of concepts, working
examples with most difficult skills
Lab at flexible times (open 60 hours each week)• CA – 3 hours minimum each week• Trig – 3 hours minimum each week• Precalculus – 5 hours minimum each week• Do homework, do quizzes, read ebook, watch videos
B. Early Completion Model(Fall and Spring only)
• 1 section each of College Algebra and Trig
• Sections capped at 200 students each
• No class meetings
• Optional lab hours – flexible times
• Rigid due dates
• Option to work ahead
C. Fixed Lab Model(Summer only)
• 2 sections of College Algebra and 2 sections of Trig
• Enrollment per section capped at 100
• 8 class days and 16 lab days cycling in order of class, lab, lab, and then repeating
• 3 fixed hours in lab required per cycle
• Lab open 8 hours each cycle
Assessments• All homework, quizzes, tests, and final exam
using MyMathLab
• Test in university testing center
• Grade Distribution(modified for EC and Su)
10% Participation (5% class and 5% lab)
10% Homework (drop lowest 2/3)
10% Quizzes (drop the lowest 2)
45% Tests (4/5)
25% Final (can replace lowest test score)
Pleasant Hall Math Lab
Fall 2005
PH Basement Math Lab Fall 2006
PH Basement Side Room Fall 2007
College Algebra Fall Results
# ofstudentsenrolled
ABCRate
Fall 2001 Traditional Sections 3115 66%
Fall 2002 Traditional Sections 3188 64%
Fall 2003 Traditional Sections 3211 68%
Fall 2004 Traditional & LL Sections with MML 3347 71%
Fall 2005 Trad, LL with MML, & R2R with MML 2506 54%
Fall 2006 R2R Sections with MML 1724 75%
Fall 2007 R2R Sections with MML 1739 67%
Fall 2008 R2R Sections with MML 1772 68%
Fall 2009 R2R Sections with MML 1556 72%
TrigFall Results
# of studentsenrolled
ABC Rate
Fall 2001 Traditional Sections 1277 59%
Fall 2002 Traditional Sections 1150 56%
Fall 2003 Traditional Sections 1015 62%
Fall 2004 XLg Lecture w/ MapleTA 892 61%
Fall 2005 XLg Lecture w/ MML 1350 55%
Fall 2006 XLg Lecture w/ MML 1234 63%
Fall 2007 R2R Sections with MML 1168 64%
Fall 2008 R2R Sections with MML 1231 69%
Fall 2009 R2R Sections with MML 1131 69%
College Algebra Spring Results
Exam Median
# of Studentsenrolled
ABC Rate
Spring 2001 Traditional Sections 68% 1223 50%
Spring 2002 Traditional Sections 69% 1191 54%
Spring 2003 Traditional Sections 68% 1066 53%
Spring 2004 Traditional Sections 68% 1025 64%
Spring 2005 Traditional Sections 71% 610 66%
Spring 2005 R2R Pilot with MML 61% 196 47%
Spring 2006 R2R Sections with MML 67% 567 59%
Spring 2007 R2R Sections with MML 71% 384 55%
Spring 2008 R2R Sections with MML 61% 418 53%
TrigSpring Results
Exam Median
# of Studentsenrolled
ABC Rate
Spring 2001 Traditional Sections 69% 1304 65%
Spring 2002 Traditional Sections * 1451 63%
Spring 2003 Traditional Sections 64% 1490 63%
Spring 2004 Traditional Sections * 1477 69%
Spring 2005 XLg Lecture w/ MapleTA * 1252 69%
Spring 2006 XLg Lecture w/ MML * 1030 57%
Spring 2007 R2R Sections with MML 60% 967 62%
Spring 2008 R2R Sections with MML 67% 791 60%
*No exam median recorded.
“Must Haves” for Redesign1. The support of both the department administration
and the upper administration
2. A strong-willed, thick-skinned program director
3. A core group of instructors and professors dedicated to working hard to make the redesign succeed
4. Space and computers for a learning lab
5. A willingness on the part of everyone involved to be flexible and CHANGE
6. A purpose and an overall plan for redesign
Do’s and Don’ts
• Do stagger student assignment deadlines to avoid an overloaded lab
• Do set up homework and quizzes to be due before the new material is taught.
• Do establish credit hour equivalencies prior to assigning teacher’s schedules.
• Do increase administrator/coordinator release time to run program.
• Do designate a person to manage data, a person to prepare the lab schedule for tutors and train them, and a person to become expert at using the time clock.
• Do prepare for the unexpected.
• Don’t give up!
Elements of a Sustained Redesign
• Detailed course syllabus and individual daily schedules
• Online assessments and carefully chosen assignment settings
• Settings for individual students
• Process for importing into and exporting from the gradebook
• Precise password management
• Allowance for open homework
• Rotating lab and efficient time clock management
• Well-trained teachers and tutors and constant tutor supervising
• Attention to DETAILS
Contact Info
Phoebe Rouse LSU
NCAT Redesign ScholarMyMathLab Faculty Advocate
Precalculus Fall Results
# of studentsenrolled
ABC
Rate
Fall 2001 Traditional Sections 342 71%
Fall 2002 Traditional Sections 443 74%
Fall 2003 Traditional Sections 556 76%
Fall 2004 Traditional Sections 598 79%
Fall 2005 Large Lecture 321 60%
Fall 2006 R2R Sections with MML 277 64%
Fall 2007 R2R Sections with MML 288 71%
Fall 2008 R2R Sections with MML 287 62%
Fall 2009 R2R Sections with MML 286 81%
Precalculus Spring Results
Exam Median
# of Studentsenrolled
ABC Rate
Spring 2001 Traditional Sections * 72 60%
Spring 2002 Traditional Sections * 56 54%
Spring 2003 Traditional Sections * 51 57%
Spring 2004 Traditional Sections * 41 47%
Spring 2005 Traditional Sections * 48 71%
Spring 2006 R2R Pilot with MML 64% 40 48%
Spring 2007 R2R Section with MML 79% 22 68%
Spring 2008 R2R Section with MML 73% 37 43%
*No exam median recorded.
Tutor and Teacher Training
1. Ugrad Tutor Training Programa. Hiring and screeningb. Pre-semester workshop
2. First-Year-TA Tutor Training Programa. Pre-semester workshopb. Fall semester Comm Math coursec. Spring semester Comm Math course
3. First-Time-Teaching-Redesign Teacher Workshop (R2R Manual)
4. Pre-semester Meeting for All Teaching
Redesign PersonnelProgram Management• Overall program administrator• Course coordinators for each course• Tutor supervisor• Time clock manager
Teaching• Instructors• Upper level math graduate students
Lab Tutoring• Instructors• Upper level math graduate students• First-year math graduate students• Ugrad math majors
Tech support• Ugrad students from LSU ITS