College Algebra
Redesign
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Patricia Pacitti
NCAT Redesign Alliance Conference
Orlando, FL
March 23, 2009
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State University of New York at Oswego
College Algebra Redesign
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• Four-year comprehensive public university
• First credit bearing course in the Algebra sequence
• Current annual enrollment - 200 per year
– 5 sections in the Fall; 4 in the Spring; typically 28 per section
• Traditional course structure
– Primarily lecture
– Three 55-minute or two 80-minute classes per week
– Usually weekly quiz; Homework not collected
• Project Goals
– increase quality of student learning
– increase accessibility without increase in cost
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• Currently in Pilot phase using modified Emporium model
– One hour face to face with instructor & 3 hours required computer
lab time
Learning Materials
Software with Accompanying Text
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Obtained initial information from this conference in 2007
Invited software vendors to Oswego
Familiarized ourselves with various software products
Read NCAT project summaries
Gathered information at joint meetings of MAA/AMS
• Decision evolved over time
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– Field narrowed to two products, MyMathlab and Hawkes Learning
Systems
– Consensus reached despite prior experiences
• Final decision - Hawkes Learning Systems
– Mastery requirement
– Error-specific feedback
– Specialization in mathematics software
Alternate staffing
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Learning
Assistants
(LAs)
– Three graduate students in Education and two undergraduates
– Faculty and LAs staff lab during required and optional lab times
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Assist with making full use of the software
Answer content questions
Keep students on schedule and on task
Proctor online quizzes and take attendance
Function as course police - Enforce course rules (have been conflicts)
• Course Assistant
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– Record-keeping; email communication with students; data compilation
• Selection of Learning Assistants
– Recommendations from faculty in education, math and sciences
– Reviewed applications & references
– Conducted interviews
Alternate staffing (continued)
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• Training
– Equivalent of two days prior to the semester
• Orientation to redesign philosophy and course content
• Hawkes representative conducted training on the software
– Weekly staff meeting
• preview material and troubleshoot lab issues
• Supervision
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Overall responsibility of Course Coordinator
Faculty presence in some labs
Regular interaction among all involved
Mid-semester student survey
Evaluation at end
Student Reactions to Redesign
• Initial resistance
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– Being more responsible for their own learning
• more active role
• keeping to deadlines
– Role of teacher as facilitator of learning
• Late arrival and early exit from lab
– Policy in syllabus
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Redesign model viewed as a “temporary format”
Decreased partial credit on online quizzes
Mathematical naivety more obvious
Significant withdrawal from course
Student Reactions to Redesign (continued)
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• Mid-semester survey results
– The instruction given by the Hawkes software is
adequate and thorough. 2.23
– I benefit from using the Practice mode. 3.02
– The homework prepares me for quizzes and
exams. 2.88
– Based on my experience thus far, I would prefer a
computer-based math course over one taught in a
traditional lecture format. 1.95
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Scale of 0 (strongly disagree) to 4 (strongly agree)