MML R2R LSU Precalculus Redesign October 2003 – May 2006 Phoebe Rouse.

MML R2R LSU

Precalculus Redesign

October 2003 – May 2006

Phoebe Rouse

Why redesign?

The LSU Flagship Agenda

Objective 1. Increase research productivity in support of long-term economic

development.

Actions:

1. Add a minimum of 150 faculty, provide for appropriate support staff, and compensate all faculty and staff competitively with LSU peers.

LSU Precalculus ProgramFall 2003

• College Algebra (3 cr. hr.)4700 students per year

• Precalculus (5 cr. hr.)750 students per year

• All courses taught in sections of 40 students each with 3 hours per week or 5 hours per week of lecture and paper assessments…

• Cost per student = $110

Purpose of MathematicsRedesign at LSU

Fall 2003 To redesign large-enrollment courses to allow for reduced personnel by using appropriate technology while maintaining positive student attitudesand continuing current success rates.

Formulating a plan.

Redesigning College AlgebraSpring 2004

• Formed a committee of interested people• Examined redesign models and programs at

other universities• Analyzed our students and their needs• Analyzed our resources, both personnel and

physical• Began searching for outside funding sources• Attempted to equalized fall and spring course

enrollments

MTLC at the University of Alabama

Polya at the University of Idaho

R2R Membership Roadmap to Redesign

Summer 2004

Piloting MyMathLab.

MyMathLab/Large Lecture Pilot Fall 2004

• 4 sections of 175 students each

• 3 lectures/wk for 50 minutes each

• Experienced instructors

• MML quizzes (10 attempts), 4 paper tests, and paper final exam

• No lab

MyMathLab Screen ShotFall 2004


Student AttitudesFall 2004 Student Survey in MML Sections

(397 responses) %

Question Yes No

1. Did using MyMathLab help you to learn the mathematics? 82% 18%

2. Did the online quizzes improve your average? 94% 6%

3. Did you use the Study Plan regularly in MML? 49% 51%

4. Did you get help to work the quizzes in MyMathLab? 41% 59%


Success Rates

ABC Rate # of Students

Fall 2001 66% 3115

Fall 2002 64% 3188

Fall 2003 68% 3211

Fall 2004 Traditional sections 72% 2605

Fall 2004 Large Lecture MML sections 66% 742


Final Exam MediansExam Median # of Students

(out of 200)

Fall 2001 145 3115

Fall 2002 140 3188

Fall 2003 143 3211

Fall 2004 Traditional Sections 151 2605

Fall 2004 Large Lecture Sections 162 742

Piloting the R2R redesign.

R2R Pilot Spring 2005

• 7 sections -- 196 students

• 1 required hour a week in a Focus Group (FG) of 40 students

• 2 required hours a week in a 40-seat Learning Lab (LL) • Instructor or TA to present and review main ideas and provide overall

guidance for students

• MyMathLab (MML) for tutorials and assessment

• Lab staffed with instructors, math TAs, and undergraduate math majors for 20 hours each week

• University testing center for proctored, CBTs with no partial credit

• Paper final exam

R2R PilotSpring 2005

Personnel/Cost Reduction

• 2 FG and 4 hours in LL = 3 cr. hr. • One instructor can teach twice as many students. • Administrative costs increase – redesign

coordinator, data manager, and undergraduate tutors …

C(x) = .5x + RC + DM + UT• Cost per student = $194


Student Attitudes

Spring 2005 Student Survey in Redesigned Sections (95 responses)%

QuestionYes No

7. Did using MyMathLab help you to learn the mathematics?

96 4

16. Given a choice, would you recommend the focus group classes - math learning lab delivery system over a traditional delivery system for Math 1021?

92 8


Success RatesABC Rate # of Students

Spring 2001 50% 1223

Spring 2002 54% 1191

Spring 2003 53% 1066

Spring 2004 64% 1025

Spring 2005 Traditional sections 66% 610

Spring 2005 R2R sections 47% 196


Final Exam MediansExam Median # of Students

(out of 200)

Spring 2001 136 1223

Spring 2002 138 1191

Spring 2003 135 1066

Spring 2004 136 1025

Spring 2005 Traditional sections 142 610

Spring 2005 R2R sections 122 196


Math ACT and Final GradesABC Rate # of Students

Spring 2001, 2002, 2003, 2004

MACT 25-36 (SAT 590-800) 72% 527

MACT 20-24 (SAT 500-580) 59% 1415

MACT 11-19 (SAT 250-490) 50% 2070

Other (no placement score recorded) 45% 500

Spring 2005 Traditional sections

MACT 25-36 76% 108

MACT 20-24 70% 234

MACT 11-19 60% 218

Other 50% 50

Spring 2005 R2R sections

MACT 25-36 47% 19

MACT 20-24 42% 84

MACT 11-19 52% 75

Other 53% 17


Participation GradesSpring 2005 Redesigned Sections

Participation % --- Final Course Grade A B C D F W Total

90-100% 7 14 9 2 0 0 32

80-89% 5 9 7 0 1 0 22

70-79% 1 4 5 0 0 0 10

60-69% 2 2 4 1 3 0 12

50-59% 0 1 2 4 3 3 13

0-49% 2 5 13 4 19 64 107

Total 17 35 40 11 26 67 196


Lessons Learned• Continue to use rolling deadlines but change quiz due date to be due the

night before the FG rather than the night of the FG.

• Prepare Task Lists by testing units rather than by sections.

• Schedule fixed make-up date for major tests two days after the end of the testing cycle rather than one day.

• Make participation grade 5% of final grade rather than bonus.

• Prepare students for paper final exam at each FG by giving old exam question for participation grade.

• Assign partial credit for multipart problems on tests and quizzes.

• Weight individual items on tests to reflect difficulty level of questions.

The 3-way transition phase

and a new learning lab.

3-Way Transition PhaseGroup 1 Fall 2005

R2R Redesigned Sections

• 22 sections of 40 students meeting 1 hour in class and 2 flexible hours in 116-seat learning lab open 60 hours/wk

• Using MyMathLab for homework, quizzes, and tests

• Common group paper final exam

3-Way Transition PhaseGroup 2

Fall 2005

Large Lecture Sections

• 5 sections of 175 students meeting 3 hours in class per week with experienced instructor

• Using MyMathLab for homework, quizzes, and tests


3-Way Transition PhaseGroup 3

Fall 2005

Traditional Lecture Sections

• 14 sections of 40 students meeting 3 hours in class per week taught by TAs

• Paper quizzes and tests


The LSU Math LabFall 2005

3-Way Transition PhaseFall 2005

Student AttitudesFall 2005 Student Survey in Redesigned and Large Lecture

Sections (815 responses)

%

QuestionYes No

7. Did using MyMathLab help you to learn the mathematics?

89 11

16. Given a choice, would you recommend the focus group classes - math learning lab delivery system over a traditional delivery system for Math 1021?

88 12


Success Rates

ABC Rate # of Students

Fall 2005 Traditional sections 49% 743

Fall 2005 R2R Redesigned sections with MML 49% 922

Fall 2005 Large Lecture MML sections 66% 841


Final Exam Medians

Exam Median # of Students

(out of 200)

Fall 2005 Traditional Sections 128 743

Fall 2005 R2R Redesigned Sections 146 922

Fall 2005 Large Lecture Sections 152 841


Math ACT and Final GradesABCRate

# of Students

Fall 2001, 2002, 2003, 2004

MACT 25-36 (SAT 590-800) 85% 2195

MACT 20-24 (SAT 500-580) 73% 6730

MACT 11-19 (SAT 250-490) 54% 3255

Other 42% 522

Fall 2005 R2R sections

MACT 25-36 45% 47

MACT 20-24 60% 554

MACT 11-19 34% 223

Other 22% 98


Math ACT and Final GradesABC Rate

# of Students

Fall 2005 Traditional sections

MACT 25-36 79% 47

MACT 20-24 64% 376

MACT 11-19 34% 138

Other 23% 182

Fall 2005 Large Lecture with MML

MACT 25-36 59% 37

MACT 20-24 73% 553

MACT 11-19 56% 204

Other 23% 47


Participation GradesFall 2005 R2R Redesigned Sections

Participation % --- Final Course Grade A B C D F W Total

90-100% 58 85 39 25 5 0 212

80-89% 10 39 31 15 10 0 105

70-79% 10 16 24 14 7 0 71

60-69% 3 13 27 12 7 0 62

50-59% 1 4 6 12 10 8 41

0-49% 0 7 6 15 58 117 203

Total 82 164 133 93 97 125 694

Adding a new course.

Full Implementation Spring 2006

• 16 sections of 40 students each for College Algebra and Precalculus meeting each week for 1 hour in class and 2 flexible hours in lab or 2 hours in class and 4 hours in lab

• 116-seat learning lab open 48 hours/wk

• Anticipated cost = $83/student

The LSU Math LabSpring 06

MyMathLab Tech SupportSpring 2006

We just wanted to say "Congratulations!" to your LSU Tigers for defeating #1seed Duke! I have to be honest though, I had Duke beating you in my bracket- LSU has killed my shot at winning the Tournament office bracket! Butcongratulations just the same!

Thanks,

Bobby McCarthyTechnical AnalystPearson Math Media Group888.695.6577 ext. 6141****************************************************************************

Opening a second lab.

Final Implementation Fall 2006

• 65 sections of 40 students each for College Algebra and Precalculus meeting each week for 1 hour in class and 2 flexible hours in lab or 2 hours in class and 4 hours in lab

• 248-seat learning lab open 60 hours/wk

• Anticipated cost = $67/student

The Basement LSU Math Lab

Fall 06

“Must haves” for redesign.

“Must Haves” for Redesign1. The support of both the department administration and

the upper administration

2. A strong-willed director/course coordinator

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

Thank you for allowing methe opportunityto talk to you.

Any questions?

MML R2R LSU Precalculus Redesign October 2003 – May 2006 Phoebe Rouse.

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