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 Program
Fall 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 Mathematics
Redesign at LSU
Fall 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.
Formulating a plan.
Redesigning College Algebra
Spring 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 Shot
Fall 2004
MyMathLab/Large Lecture Pilot
Fall 2004
Student 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%
MyMathLab/Large Lecture Pilot
Fall 2004
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
MyMathLab/Large Lecture Pilot
Fall 2004
Final 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
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 Pilot
Spring 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
R2R Pilot
Spring 2005
Student Attitudes
Spring 2005 Student Survey in Redesigned Sections (95 responses)
%
Question
Yes
No
96
4
92
8
7. Did using MyMathLab help you to learn the mathematics?
16. Given a choice, would you recommend the focus group classes - math learning
lab delivery system over a traditional delivery system for Math 1021?
R2R Pilot
Spring 2005
Success 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
R2R Pilot
Spring 2005
Final 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
R2R Pilot
Spring 2005
Math 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
MACT 25-36
76%
108
MACT 20-24
70%
234
MACT 11-19
60%
218
Other
50%
50
MACT 25-36
47%
19
MACT 20-24
42%
84
MACT 11-19
52%
75
Other
53%
17
Spring 2005 Traditional sections
Spring 2005 R2R sections
R2R Pilot
Spring 2005
Participation 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
R2R Pilot
Spring 2005
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 Phase
Group 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 Phase
Group 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
3-Way Transition Phase
Group 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
The LSU Math Lab
Fall 2005
3-Way Transition Phase
Fall 2005
Student Attitudes
Fall 2005 Student Survey in Redesigned and Large Lecture
Sections
(815 responses)
%
Question
Yes
No
89
11
88
12
7. Did using MyMathLab help you to learn the mathematics?
16. Given a choice, would you recommend the focus group
classes - math learning lab delivery system over a
traditional delivery system for Math 1021?
3-Way Transition Phase
Fall 2005
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
3-Way Transition Phase
Fall 2005
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
3-Way Transition Phase
Fall 2005
Math 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
MACT 25-36
45%
47
MACT 20-24
60%
554
MACT 11-19
34%
223
Other
22%
98
Fall 2005 R2R sections
3-Way Transition Phase
Fall 2005
Math 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
MACT 25-36
59%
37
MACT 20-24
73%
553
MACT 11-19
56%
204
Other
23%
47
Fall 2005 Large Lecture with MML
3-Way Transition Phase
Fall 2005
Participation 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
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 Lab
Spring 06
MyMathLab Tech Support
Spring 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
****************************************************************************
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 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
Thank you for allowing me
the opportunity
to talk to you.
Any questions?