Case Study
The UA Experience
The University of Alabama
Tuscaloosa, AL
Courses Before Redesign
Issues
• 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
Math 100
Math 110
Math 112
Math 113
Math 115
Math 121
(Beginning Algebra)
(Intermediate Algebra)
(Finite Mathematics)
(Pre-Calculus Algebra)
(Trigonometry)
(Pre-Calculus and Trig Combo)
(Business Calculus)
Growth of MTLC
Fall 2000 – Fall 2010
2000 2002 2005 2008 2010
Math 005
Sp 2001
283
256
491
663
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
663
636
Math 100
Fa 2000
Math121
Sp 2006
1140
123***
Success Rates
Fall Semesters
1999 2001
005
100
110
112
40.6
2002
2004
2006
2008
2010
51.4
54.6
60.9
73.6
67.8
67.5
50
62.9
76
73.8
78.1
73.2
69.9
70.3
65.5
73.9
72
66
67.1
69.1
67
71.6
Half
61.5
47.5**
Half
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 – Precalculus
Cohort
Pass Rate
Overall
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%
Organization
Personnel
Chairman
Lab Coordinator
Introductory Math Director
Data Manager
Course Leaders (FTTI’s)
GTA’S(Teaching &
Non-teaching), PTTIs
Undergraduate Tutors,
Monitors
CTL SI’s
Organization
Courses
Master Courses
Math005
005 Members
Math112
112 Members
Math100
100 Members
Math113
113 Members
Math115
115 Members
Math110
110 Members
Math121
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 Policies
Class
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
Traditional Lectures
(Total 150 minutes)
No lab attendance
requirement
113 - 121
Intermediate Algebra - Cost Savings
2001-2002 Academic Year
1480 students
Traditional
Redesigned
43 Sections of 35 Students Each
14 Sections of 110 Students Each
2 FTTI (16 sections)
@ $36,250
$72,500
2 FTTI @ $36,250
$72,500
5 GTAs (20 sections)
@ $17,565
$87,825
6 PTTI @ $1,650
$9,930
7 PTTI (7 sections)
@ $1,655
Total Cost
Cost Per Student
UG Tutors 5760 hrs
@ $7/hr
$40,320
$11,585
$171,910
$116
Savings:
Total Cost
Cost Per Student
$33/student (28%)
$122,750
$83
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)
Contact Information
Jamie Glass
MTLC Lab Coordinator
The University of Alabama
205 348-2592
jglass@bama.ua.edu
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 Savings
2001-2002 Academic Year
1480 students
Traditional
Redesigned
43 Sections of 35 Students Each
14 Sections of 110 Students Each
2 FTTI (16 sections)
@ $36,250
$72,500
2 FTTI @ $36,250
$72,500
5 GTAs (20 sections)
@ $17,565
$87,825
6 PTTI @ $1,650
$9,930
7 PTTI (7 sections)
@ $1,655
Total Cost
Cost Per Student
UG Tutors 5760 hrs
@ $7/hr
$40,320
$11,585
$171,910
$116
Savings:
Total Cost
Cost Per Student
$33/student (28%)
$122,750
$83
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