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Case StudyThe UA Experience
The University of AlabamaTuscaloosa, AL
Courses Before RedesignIssues
• Courses were teacher centered
• Smaller sections would increase costs
• Students have different learning styles
• Instruction was inconsistent among sections
• No flexibility in instructional pace• Lack of student success (D/F/W rates as high as 60%)
• The University was losing students due to this lack of success
The Beginning of Redesign
• Fall 1999--UA visited Virginia Tech’s Math Emporium
• Spring 2000-- piloted 3 sections of Math 100 (Intermediate Algebra) using Interactive Math (PHIM) with approximately 100 students.
• Math Technology Learning Center (MTLC) with 70 computers was established in the summer of 2000
Course Descriptions
Math 005 (Beginning Algebra)Math 100 (Intermediate Algebra)Math 110 (Finite Mathematics)Math 112 (Pre-Calculus Algebra)Math 113 (Trigonometry)Math 115 (Pre-Calculus and Trig
Combo)Math 121 (Business Calculus)
Growth of MTLCFall 2000 – Fall 2010
2000 2002 2005 2008 2010Math 005 Sp 2001
283 256 491 663
Math 100 Fa 2000
1140 983 1326 1424 1788
Math 110 Sp 2003
60*** 416 477 556
Math112 Fa 2003
553*** 1201 1610 1652
Math113 Fa 2009
72*** 328
Math115 Fa 2009
29*** 276
Math121 Sp 2006
123*** 663 636
Success RatesFall Semesters
1999 2001 2002 2004 2006 2008 2010
005 51.4 54.6 60.9 73.6 67.8 67.5
100 40.6 50 62.9 76 73.8 78.1 73.2
110 71.6 67Half 69.9 70.3 65.5 73.9
112
47.5** 61.5Half 72 66 67.1 69.1
113 63.8 68.2 68.1 45.1 61.2 68.7
115 62.9 78.5 80 80.6 83.7 85.8
121 64 54.3 49.9 60.4 68.6 67.8
Outcomes (Subsequent Courses Beyond Math 100)
Math 112 – PrecalculusMath 112 – PrecalculusCohortCohort Pass RatePass Rate OverallOverall F98-Sp99 57.4% 44.3% F99-Sp00 54.6% 40.0%F00-Sp01 58.0% 44.5%F01-Sp02 74.6% 53.8%F02-Sp03 81.4% 46.6%
OrganizationPersonnel
Chairman
Lab Coordinator Introductory Math Director Data Manager
Course Leaders (FTTI’s)
GTA’S(Teaching & Non-teaching), PTTIs
Undergraduate Tutors,Monitors
CTL SI’s
OrganizationCourses
Master Courses
Math005 Math100 Math110 005 Members 100 Members 110 Members
Math112 Math113 Math115 Math121 112 Members 113 Members 115 Members 121
Members
Responsibilities Course Leaders
Responsibilities:• Prepare syllabus • Build math course on website• Hold course meetings• Communicate information with instructors of
courses• Make sure instructors are performing their duties• Organize course email account (campus email
box)
Responsibilities Instructors
Course Responsibilities:• Class Meetings – work session or lecture• “Floor” hours each week (# hours per week depends on # of meetings with the class)• Assist students with any questions on mathematical concepts.• Assist students with technical problems.• Assist with any other MTLC work if needed• Work additional hours during testing weeks and final exam
week Administrative Responsibilities: prepare for classes, attend
course meetings, email students on a regular basis, update class attendance file
Class & Lab Attendance PoliciesClass Lab Attendance
005 Twice per week (50 min)In lab – work sessions
2 additional hours – total of 4 hours/week
100 Once a week (50 min)In lab – work session
3 additional hours – total of 4 hours/week
110 Twice a week (50 min)In classroom
2 hours per week
112 Once a week (75 min)In classroom
3 hours per week
113 - 121 Traditional Lectures (Total 150 minutes)
No lab attendance requirement
Intermediate Algebra - Cost Savings2001-2002 Academic Year
1480 studentsTraditional
43 Sections of 35 Students Each
2 FTTI (16 sections) @ $36,250 $72,500
5 GTAs (20 sections) @ $17,565 $87,825
7 PTTI (7 sections) @ $1,655 $11,585
Total Cost $171,910
Cost Per Student $116
Savings:
Redesigned
14 Sections of 110 Students Each
2 FTTI @ $36,250 $72,500
6 PTTI @ $1,650 $9,930
UG Tutors 5760 hrs @ $7/hr $40,320
Total Cost $122,750
Cost Per Student $83
$33/student (28%)
What we have learned
• Be flexible. Computer systems do not always work smoothly.
• Students need structure in the course.• Students can be independent. • Communication is a key component.• Teamwork • Positive Attitude
Student Behavior•Students resist change.•Students became active learners rather than
passive learners.•Students realize that if work is done they
experience success.•Students take ownership of their learning and
of the grade they earn.•Policies are put in place to try to modify
student behavior.
Other Policies• Class attendance is mandatory• Lab Attendance – Students can receive full credit
for lab attendance and not spend the time if they continue to make a 75 or higher on all assignments due in the week
• Students are allowed to petition to make up work.
• One lowest homework and one lowest quiz is dropped each test period (4 test periods)
• Final exam score replaces the zero for any missed tests (excused).
• Final exam score may replace the lowest test score if higher (no zeros unless petitioned)
Precalculus Algebra
• Redesign -Fully Implemented• Current Enrollment: Fa09-Sp10 = 3157• 37 sections: 50-55 students per section• 12 large sections: 100 students per section• All courses under Calculus I now have
some type of lab component
Intermediate Algebra - The Beginning
Problem Areas•Course was teacher centered•Smaller sections would increase costs •Students have different learning styles•Instruction was inconsistent among sections•No flexibility in instructional pace•Lack of student success (D/F/W rates as high as 60%)•The University was losing students due to this lack of success
Intermediate Algebra - The Beginning
Action Taken•Fall 1999 • UA visited Virginia Tech’s Math Emporium
•Spring 2000 • 3 sections of Intermediate Algebra were piloted
•Result • Increase in the student passing rate (40.6% to
53.5%)
Intermediate Algebra - Choices Made•Decided to use the Emporium Model •Moved to larger lab containing 70 computers•Included additional instructors•Emporium Model was only option for all students
taking Intermediate Algebra•Students had complete flexibility
• no mandatory lab attendance• no class meetings• due dates for assignments were right before each test
Intermediate Algebra - Lessons Learned•Students resist change.•Students had to become active learners rather
than passive learners.•Students realized that if they did their work
they would experience success in the course.•Students took ownership of their learning and
of the grade they earned.•Policies were put in place to try to modify
student behavior.
Intermediate Algebra - Current Policies
• Mandatory class meeting once a week (50 min.)• Mandatory Lab Attendance 4 hours per week• Includes class meeting time• Requirement waived if progress is acceptable
• 2 deadlines per week for assignments• Course is divided into MWF and TR classes with
different deadline days• Tests are somewhat flexible• Choose a test slot on a particular day
Intermediate Algebra Success
Intermediate Algebra - Cost Savings2001-2002 Academic Year
1480 studentsTraditional
43 Sections of 35 Students Each
2 FTTI (16 sections) @ $36,250 $72,500
5 GTAs (20 sections) @ $17,565 $87,825
7 PTTI (7 sections) @ $1,655 $11,585
Total Cost $171,910
Cost Per Student $116
Savings:
Redesigned
14 Sections of 110 Students Each
2 FTTI @ $36,250 $72,500
6 PTTI @ $1,650 $9,930
UG Tutors 5760 hrs @ $7/hr $40,320
Total Cost $122,750
Cost Per Student $83
$33/student (28%)
Precalculus Algebra
• Course Structure in the Beginning• Traditional, lecture-based classes taught by
instructors and GTAs• Rigid Format – common syllabus, presentation
schedule, and tests
• Goal of Redesign• To experience an increase in student success (as
we had with Intermediate Algebra) without increasing resource demand.
Precalculus Algebra - Pilot Stages• Fall 2001
• MTLC established – 240 computers• 4 sections of Precalculus Algebra used Emporium
model of instruction• 1 brief lecture per week (50 minutes) on upcoming
material • 2 different software packages
• Spring 2002• Half of the Precalculus Algebra classes used the
emporium model and the other half remained traditional.
• Same 2 software packages were used
Precalculus Algebra – Current Policies• One required class meeting per week (50-min. lecture)• Required lab attendance • 3 hours per week• Partial points are given on lab hours• Waived if > 70% on all assignments due that week
• 2 due dates per week• Usually 1-2 sections of material each due date• MWF and TR classes • Different due dates for each• Testing is somewhat flexible • Choose a particular time slot on a particular day
Precalculus Algebra - Passing Rates
Implementation Issues• “No Teacher” Syndrome• Student Engagement• Scheduling Deadlines, Tests, Etc.• Instructor Buy-In• Instructor Training• Detachment From Students• Staff Scheduling• Data Management
