MML R2R LSU Precalculus Redesign October 2003

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MML R2R LSUPrecalculus
RedesignOctober 2003 May 2006Phoebe Rouse
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Why redesign?

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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.

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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

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Purpose of MathematicsRedesign at LSUFall 2003

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

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Formulating a plan.
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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

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MTLC at the University of Alabama
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Polya at the University of Idaho
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R2R Membership Roadmap to Redesign Summer 2004
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Piloting MyMathLab.
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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

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MyMathLab Screen ShotFall 2004
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MyMathLab/Large Lecture Pilot Fall 2004Student
Attitudes
Fall 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
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MyMathLab/Large Lecture Pilot Fall 2004Success
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
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MyMathLab/Large Lecture Pilot Fall 2004Final
Exam Medians
Exam 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

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Piloting the R2R redesign.
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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

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R2R PilotSpring 2005Personnel/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

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R2R PilotSpring 2005Student Attitudes
Spring 2005 Student Survey in Redesigned Sections  (95 responses)
Question Yes 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
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R2R PilotSpring 2005Success Rates
ABC 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
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R2R PilotSpring 2005Final Exam Medians
Exam 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
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R2R PilotSpring 2005Math ACT and Final Grades
ABC 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
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R2R PilotSpring 2005Participation Grades
Spring 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
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R2R PilotSpring 2005Lessons 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.

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The 3-way transition phaseand a new learning
lab.
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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

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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
• Common group paper final exam

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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
• Common group paper final exam

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The LSU Math LabFall 2005

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3-Way Transition PhaseFall 2005Student
Attitudes
Fall 2005 Student Survey in Redesigned and Large Lecture Sections  (815 responses)
Question Yes 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
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3-Way Transition PhaseFall 2005Success 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

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3-Way Transition PhaseFall 2005Final 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



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3-Way Transition PhaseFall 2005Math ACT and
Final Grades
ABC Rate 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
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3-Way Transition PhaseFall 2005Math ACT and
Final Grades
ABC 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
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3-Way Transition PhaseFall 2005Participation
Grades
Fall 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
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Adding a new course.
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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

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The LSU Math LabSpring 06
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MyMathLab Tech SupportSpring 2006

• We just wanted to say "Congratulations!" to your
  LSU Tigers for defeating 1
• seed 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! But
• congratulations just the same!
• Thanks,
• Bobby McCarthy
• Technical Analyst
• Pearson Math Media Group
• 888.695.6577 ext. 6141
• 
  

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Opening a second lab.
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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

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The Basement LSU Math LabFall 06
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Must haves for redesign.
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Must Haves for Redesign

• 1. 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

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Thank you for allowing methe opportunityto talk
to you.Any questions?