The ? Department of Mathematics and Statistics Northern Arizona University

Most of the following slides are from an NCAT workshop, hosted by UCF 3/24/2012Dr Barbara BoschmansThe ?Department of Mathematics and StatisticsNorthern Arizona UniversityTRADITIONAL INSTRUCTION

SeminarsLectures

WHATS WRONG WITH THE LECTURE?Treats all students as if they are the same Ineffective in engaging students Inadequate individual assistancePoor attendance and success ratesStudents fail to retain learning

WHATS WRONG WITH MULTIPLE SECTIONS?In theory: greater interactionIn practice: large class sizeIn practice: dominated by the same presentation techniquesLack of coordinationInconsistent outcomes

WHAT DOES NCAT MEAN BY COURSE REDESIGN?Course redesign is the process of redesigning whole courses (rather than individual classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology.

We know that it is possible to . . . WHY REDESIGN?Look for courses where redesign will have a high impact lets make a difference:High withdrawal/failure ratesStudents on waiting listsStudents turned away graduation bottleneckOver enrollment of courses leading to multiple majors Inconsistency of preparation Difficulty getting qualified adjunctsDifficulty in subsequent courses

TEAM EFFORT IS KEYEach team includedAdministratorFaculty expertsTechnology expertiseAssessment assistance

Header modified. The point to make is that the Pew Program institutions engaged a variety of people. You might point out that this does NOT mean that every person involved was paid with Pew funds. WITHOUT implying/suggesting that all these people will/should be funded through Rounds 2004.

All institutions are trying to solve a problem that impacts student performance such asHigh DFW ratesDifficulty getting qualified adjunctsStudents on waiting listsStudents turned away graduation bottleneckOver enrollment of courses leading to multiple majors consistency of preparation

120 REDESIGNED COURSES160,000 students nationwide Improved student learning: 72% Equivalent student learning: 28%Cost reduction: 37% (9% to 77%) Annual savings: ~$9.5 millionOther outcomesIncreased course-completion ratesImproved retentionBetter student attitudes toward the subjectIncreased student satisfaction with the mode of instruction

WHY DO STUDENTS FAIL MATH?The primary reason many students do not succeed in traditional math courses is that they do not actually do the problems. They generally do not spend enough time with the material, and this is why they fail at a very high rate.

REDESIGN CHARACTERISTICS Redesign the whole coursenot just a single classEmphasize active learninggreater student engagement with the material and with one anotherRely heavily on readily available interactive softwareused independently and in teamsMastery learningnot self-pacedIncrease on-demand, individualized assistance Automate only those course components that can benefit from automatione.g., homework, quizzes, examsReplace single mode instruction with differentiated personnel strategiesTechnology enables good pedagogy with large #s of students.

THE MATH EMPORIUM:ACADEMIC GOALSEnhance quality by individualizing instructionAssess students knowledge in much smaller subject-matter chunksProvide feedback and direction to allow students to make up for specific deficienciesProvide help 75 - 80 hours per weekIncorporate examples and information from other disciplinesMake changes in the course as it proceeds; continuous improvement as a built-in feature

THE MATH EMPORIUM:CHARACTERISTICSMove classes to a lab settingPermit the use of multiple kinds of personnelAllow students to work as long as they need to master the contentCan be adapted for the kinds of students at a particular institutionAllow multiple courses the same timeInclude multiple examples in math

WHY DOES THE EMPORIUM INCREASE SUCCESS?Active learning: Students spend the bulk of their course time doing math problems. On-demand help: Students get assistance when they encounter problems in doing math. Modularization: Students spend more time on things they dont understand and less time on things they have already mastered.

1) active learning rather than lecturing2) required labs working with software and on-demand help3) modularizationWHY MODULARIZATION?Currently, all students spend the same amount of class time working on course elements.The traditional model does not allow for variances in skills areas or learning differences. Modularization will target skills areas for each student, thus speeding up student learning.The learning environment should give more time to deficient skills and less time to those skills at which they are already competent.

"Students learn math by doing math, not by listening to someone talk about doing math."

The more the faculty stopped talking, the more the students spent working.These outcomes are consistent with other NCAT projects.WHAT HAVE WE LEARNED?The Emporium Model works and the Linked Workshop Model works.Modularization works.Its possible to improve quality while radically reducing costs in developmental and college-level math. Math students at all levels will flourish by using technology appropriately.

ASSIGNMENT

What are the obstacles to starting a redesign of developmental or college-level math at your campus?What issues do you need to consider?What evidence would help you overcome the obstacles?What information do you need to gather?What process, if any, might help overcome the obstacles?Choose one person to make note of any specific questions.

NAU Courses Phase 1 MAT 100Course Coordinator: Shanna Manny. Fall 2012 will have 800-900 students. It is a 2-credit hour course and students will spend 2 scheduled hours in the ? and one extra hour (required) in the ?. Who will guide these students? TAs?What text will be used? Trigsted?Will there be assessments before the exam?Other questions?

NAU Courses Phase 1 MAT 108Course Coordinator: Katie Louchart. Fall 2012 will have 350 students. It is a 3-credit hour course and students will spend 1 hour in class (in HLC), 2 scheduled hours (required) in the ?, and one extra hour (required) in the ?. What text will be used? Trigsted?Should we have a TA/undergrad tutor in class and then have them be in the lab?Should there be mastery of homework before taking quizzes, mastery of quizzes before taking tests?Benchmark questions on MAT 108 final this spring.

Students spend one hour in class Review concepts from the previous weekHighlight upcoming materialReceive administrative informationClassroom Response System (iClicker) is used to keep students engagedWhen a holiday prevents the class from meeting, we use media exercises for the class activity grade

UCF Face to Face Class Hour:

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 classStudents get 7 attempts on associated quiz due day of classMALL staff provide on-demand assistanceStudents are in a proctored environment

UCF MALL Hours:

21Test Scheduling System (Testing Cal)Scheduling open for a week and students have multiple time options availableTesting is completed in a proctored environment using a password systemImmediate feedbackFree response questions or multiple choiceChallenge weekADA time accommodation adjustmentsIntegrity violations almost non-existentCost savings

UCF Online Testing:

22Faculty StudentsComplete all assignments, become test proctors during testing weeks, and complete training about 14 hours a semester College Reading & Learning Association International Tutor Program CertificationPeer tutors ($8.50-$9.00 per hour)Undergraduate and graduate mathematics students ($8.50-$10.00 per hour)Graduate Teaching Assistants

UCF MALL Staffing:

23Top GTAs are called Mentors Meet with teaching team weeklyCommunicate with studentsHold seminars and test reviewsHelp with classroom managementProgress MonitoringStudents Progress is monitored weeklyStudents receive weekly feedback via emailCommunication has been shown to have an important role in learning and understanding mathematics (Knuth & Peressini, 2001)

UCF Mentors and Progress Monitoring:

24NAU Courses Phase 1 MAT 114Course Coordinator: Matt Fahy. Fall 2012 will have 900 students. It is a 3-credit hour hybrid course and students will spend 1 hour in class (in AMB), 2 (or 3?) scheduled hours (required) in the ?. Big change: instructors will teach one day then be in the lab the other day.Testing will be done in AMB.Can the quizzes be put online?Other questions?

NAU Courses Phase 2 MAT 125Course Coordinator: Amy Rushall. Fall 2013 or 2014? We need a new space before adding more courses!Other questions?

Other People InvolvedTA Coordinator: Matt FahyPlacement Coordinator: Katie LouchartPeak Performance: Amy Rushall/Katie LouchartFYLI Liaison: Amy RushallAssessment Coordinator: Brian BeaudrieITLab Manager: to be hiredTutor/Undergraduate Tutor Supervisor: to be hired

Fall 2012 Open Lab HoursM-Th 2:00-9:00F 2:00-5:00Su 5:00-9:00Can be adjusted if needed!

Emporium names at other placesCentral Florida - The MALL (Mathematics Assistance and Learning Lab)Idaho - Polya Math Learning CenterAlabama - Math Technology Learning CenterWeber State - The HubLSU - The Math LabJackson State SMART (Survive, Master, Achieve, Review, Transfer)

We need a name (right now)!Mathematics Achievement Center, a.k.a. the MACLCM: Learning Center for MathematicsACM: Achievement Center for MathematicsMathematics Emporium (Classroom) ME or MECT-SMiLE: Technology-Supported Mathematics (not sure what the i can stand for?) Learning EmporiumCenter for Mathematics Learning and ActivityMathematics Active Learning CenterCenter for Actively Learning Mathematics (CALM)Center for Actively Learning Mathematics-Using Technology (CALM-UT)Center for Actively Learning Mathematics-Integrating Technology (CALM-IT)The Summit OR TrailheadEMPIRE: The mathematics emporium integrating technology redefining educationMathSpaceCAMP : Center for Accelerating Math Performance or Computer Aided Math ProficiencyMath Activity Galleria (MAG)Lumberjack Math Center (LMC)Just-in-Time Math Center (JIT-MC)

WORDS MathematicsLearningCenterLumberjackJust-in-TimeEducationalEmporiumSpaceGalleriaAchieve(ment)EngageTechnologyActive/Activities/Actively

Contact Information:Carolyn Jarmoncjarmon@theNCAT.org

Barbara BoschmansBarbara.Boschmans@nau.edu

Tammy MuhsTammy.Muhs@ucf.edu