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Tammy MuhsAssistant Chair, MALL DirectorUniversity of Central FloridaNCAT Redesign Scholar
Course Redesign:
A Way To Increase Student Success
2nd largest university in U.S. 12 Colleges offering Bachelor’s, Master’s,
and Doctoral Programs 58,587 students (49,900 Undergraduate) 81% of Undergraduates receive financial
aid◦ 2nd largest amount of FL Bright Futures students
Students from 50 states and 145 countries Main campus 1,415 acres, 180 buildings 1,948 Faculty and 8,619 Staff
University of Central Florida (Founded in1963)
Annual enrollments – 4000+ students◦ Issues with course drift due to the many
different instructors Large lectures - 384 students per class (3
hours lecture, 1 hour recitation) Independent sections-49 students per
class (3 hours lecture) Mixed mode sections -21 students per
class (1 hour lecture with online component)◦ Withdrawal rate more than double traditional,
lower success rate, lower cost, less space
Traditional College Algebra:
• Success Rates: Pass rates were down, withdrawal rates were up
• Space: Too many students, not enough classrooms
• Budget: We needed to do more, with less
Motivation to Redesign College Algebra:
UCF Goal – “Fix” College Algebra
NCAT Goal - Increase learning outcomes and success rates while decreasing cost
Received the NCAT Grant in Spring 2008◦ Grant provided training and feedback
National Center for Academic Transformation
(NCAT):
Emporium (Lab) Model*** Replacement (Hybrid) Model*** Fully Online Model Supplemental Model Buffet Model
***Typically produces the best results in terms of student learning and cost for Mathematics courses
NCAT Redesign Models:
• Change the mix and number of faculty teaching the course
• Combine smaller sections into one larger section
Cost Reduction:
5
6
750
50
50
1350
50
50
4
31
50
1
2
50
Capacity - serve more students in same space
Reduction in repeated course attempts Coordinate all sections of the same course
◦ Benefits Remove redundancy resulting in improved productivity Prevent course drift resulting in consistency in course
content◦ Drawbacks
Faculty buy in Weak Coordinator may result in many sections with
issues as opposed to a single or couple of sections
Cost and Productivity Savings:
Course improvement or redesign Offering additional courses Serving more students Distance learning sections Reduction in teaching load Training Balance the budget
Ways to Spend the Savings:
Students meet one hour a week in a large auditorium
Students spend three hours per week in a designated computer facility working on their College Algebra coursework.◦ Watch videos◦ Complete homework◦ Complete quizzes◦ Work on their individualized Study Plan
UCF’s Redesigned College Algebra
Borrowed Space for Pilot:
Course Redesign Improved Success Rates AND Saved Money!
Fall 2005 Fall 2006 Fall 2007 Fall 2008
35%
51% 50%
74%
Percent-age of
Students Earning a
C or Higher
Renovated Space for the Mathematics Assistance and Learning Lab (MALL)
Provides funding for six faculty members committed to improving learning in General Education Program Mathematics
Provides funding for peer tutors and MALL expenses
Presidents Class Size Initiative (PCSI)-Internal Grant:
Mathematics Assistance and Learning Lab (MALL):
From Renovation to CompletionPhase I - 95 computers (Spring 2010)Phase II - 100 computers (Summer 2010)Phase III - 120 computers (Spring 2011)
Historical Success Rate:
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
35%
51% 50%
74%78% 79% 80%Percentage
of Students Earning a C or Higher
Course Grade Distribution
Summer 2009 Traditional Section n=226 students
Summer 2009 Redesigned Sections n=162 students
Fall 2009 Traditional Sections n=851 students
Fall 2009Redesigned Sections n=1174 students
A 11.9% 20.4% 28.7% 27.7%B 26.1% 36.4% 26.8% 33.7%
A & B 38.0% 56.8% 55.5% 61.4%
Summer 2009 Traditional
Summer 2009 Redesigned
Fall 2009 Tradi-tional
Fall 2009 Redesigned
62%
75% 72%78%
Student Success RateP
erce
ntag
e of
Stu
dent
s E
arni
ng
C o
r H
ighe
r
Students spend one hour in class ◦Review concepts from the previous week◦Highlight upcoming material◦Receive administrative information◦Classroom Response System (iClicker) is
used to keep students engaged◦When a holiday prevents the class from
meeting, we use media exercises for the class activity grade
Face to Face Class Hour:
Students register in sections of 19 students
Creates a learning community• In-class community• Virtual community
Between 15 and 18 of these 19 student sections meet together, at the same time, in a large lecture hall one hour each week
PCSI-Small Within Large:
Students spend a required three hours in the Mathematics Assistance and Learning Lab (MALL)• Weekly online hw and quiz assignments
• Students get unlimited attempts on hw due night before class
• Students get 7 attempts on associated quiz due day of class
• MALL staff provide on-demand assistance• Students are in a proctored environment
MALL Hours:
Test Scheduling System (Testing Cal)◦ Scheduling open for a week and students have
multiple time options available Testing is completed in a proctored
environment using a password system◦ Immediate feedback◦ Free response questions or multiple choice◦ Challenge week◦ ADA time accommodation adjustments◦ Integrity violations almost non-existent◦ Cost savings
Online Testing:
Faculty Students
Complete all assignments, become test proctors during testing weeks, and complete training about 14 hours a semester
College Reading & Learning Association International Tutor Program Certification
Peer tutors ($8.50-$9.00 per hour) Undergraduate and graduate mathematics
students ($8.50-$10.00 per hour) Graduate Teaching Assistants
MALL Staffing:
Top GTAs are called Mentors ◦ Meet with teaching team weekly◦ Communicate with students◦ Hold seminars and test reviews◦ Help with classroom management
Progress Monitoring◦ Students Progress is monitored weekly◦ Students receive weekly feedback via email
Communication has been shown to have an important role in learning and understanding mathematics (Knuth & Peressini, 2001)
Mentors and Progress Monitoring:
17%
83%
MAT1033
Not crossed over into MMLCrossed Over
Progress Monitoring catches students who might fall through the cracks!
8%
92%
MAC1105
Not crossed over into MMLCrossed Over
7%
93%
MAC1140
Not crossed over into MMLCrossed Over
Recent studies have found that successful completion of a math gatekeeper course is a milestone positively correlated with academically successful outcomes (still enrolled in institution, transferred to another institution, graduated)
In a study completed by FDOE, only 57% of the students in the community college system with a W in Fall 2004 re-enrolled in College Algebra within the next two years
Why is this important?
College Readiness-Is redesign “ok” for our non-traditional students?
FTIC STUDENT COLLEGE READINESS JUNE 2011, EDITION 2011-04
How much do you believe the Help me solve this feature helped you learn College Algebra? (Fall 2011; n=1266)◦ 92.1% of students replied with either very much or
somewhat How much do you believe the in-class questions
helped you learn College Algebra? (Fall 2011; n=1291) ◦ 50.1% of students replied with either very much or
somewhat During visits to the MALL, do you ask the tutors
questions every week? (Fall 2011; n=1313)◦ 39.8% of the students always ask questions
Learning Styles are Different
Anonymous student surveys in fall 2009, fall 2010, and fall 2011
78.6-90.79% of the students felt the redesigned course offered at least as much instructional interaction as their other courses
35.8%-60.97% indicated that there was considerably more interaction when compared to their other courses
Instructional Interaction:
Producing favorable results • Active learning has been shown to be an
effective method of improving learning outcomes (Prince, 2004, Twigg, 2003)
Increased course offerings• Intermediate Algebra fall 2010• Precalculus spring 2011• Trigonometry fall 2011
Results and Course Offerings:
Please feel free to contact me [email protected]
Questions: