A Redesign of Intermediate Algebra
using the Hawkes Learning System
Dr. Latonya Garner
March 29, 2010
Mississippi Valley State University
Department of Mathematics, Computer and Information Sciences
Mississippi Institutions of Higher Learning (IHL)
• Mississippi Course Redesign Initiative (2007–
2010)
• Partnership with the National Center for
Academic Transformation
• Involves 7 Mississippi state institutions
• Redesign projects focus on large-enrollment,
introductory courses
MVSU/Intermediate Algebra Placement
Mississippi Valley State University
• Current annual enrollment: 2800
• Located in Itta Bena, MS (the heart of the
Mississippi Delta)
Students who enroll in Intermediate Algebra :
• Score less that 20 on the Mathematics portion of
the ACT
• Were enrolled in the summer developmental
program
• 88% of our entering freshmen enroll in MA100B
Redesign Motivation
• Transform learning environment
• Increase passing rate
• Decrease cost
• Decrease faculty labor intensive activities
• Increase learning and performance
Cost Savings
• Reduced the cost-per-student from $183 to $139,
a 24% savings
• Decreased the number of sections from 17 to 8
annually
• Increased section size from 27 or 32 to 60
• Number of faculty reduced from 13 to 6
Traditional Model
• Traditional lecture format (Class met 2 hours and
40 minutes weekly)
• Paper and Pencil Homework assigned from
textbook and graded by instructors
• Hawkes assignments are assigned by some
instructors but no mandatory lab hours
• Homework/Quizzes/3-4 Exams/Common Final
Exam
Redesign Model – Emporium (Full Implementation)
• 3 sections per semester containing up to 60 students.
• The class will meet once per week for lecture for 1 ¼
hour
• Three hours of laboratory work will be mandatory
• Laboratory hours will be from 8 am - 5 pm, Monday
through Friday.
• A faculty member will serve as the coordinator for the
course and supervise all laboratory personnel
• Common Final Exam
• Technology – Hawkes Learning Systems
Results from Spring/Fall 2008 – Course Grade
• 35% of students received passing (A-C) grades
Results from Spring/Fall 2009 – Course Grade
• 49% of students received passing (A-C) grades
Comparison of Course Grades
• There was a 14% increase in the # of students
who received a passing (A-C) grade.
Challenges
• Adequate coverage of course content
• Student population at the University might need a
slightly different treatment as it relates to the
number of hours of lecture received
• Time required to master software
• Students need structure and guidance
• Freshman don’t do Optional…Neither do
Sophomores, Juniors and Seniors
• Must figure out ways to focus our energy on
students who NEED to be in the lab
Outcomes
• Student contact hours has increased
• Students are more accountable
• Student can see their progress at any point
• Less papers to grade for faculty
• DFW rate dropped from 65% to 51%.
Recommendations
• Faculty, staff, undergraduate tutors need ongoing
training
• Evenly distribute the number of assignment due
dates by day of the week and have “rolling
deadlines.”
• Faculty should accompany students to the lab for
5 – 10 minutes. Students seem to attempt work if
faculty is coming to “check” on them.