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Dunwoody LS Mathematics RedesignPresentersBlair Cohen Introduce RedesignIlene Grant Dunwoody RedesignRobert Pruvenok Software Sanda Manole Student Survey

GPC Math Conference February 17, 20121The National Center for Academic TransformationThe National Center for Academic Transformation (NCAT) is an independent, not-for-profit organization that provides leadership in using information technology to redesign learning environments to produce better learning outcomes for students at a reduced cost to the institution.

NCAT is headed by Dr. Carol A. Twiggs, an internationally recognized expert in the field.

Source: http://www.thencat.org

2Initial Proof of Concept. Dr. Twigg created the Program in Course Redesign (PCR) with the support of an $8.8 million grant from the Pew Charitable Trusts. From 1999 to 2004, NCAT worked with 30 diverse two- and four-year colleges (50,000 students annually) to prove that it is possible to improve quality and reduce cost in higher education. Course redesign using information technology is key to achieving both outcomes.

The results of the PCR were exceptional. 25 of 30course redesign projects showed significant increases in student learning; the other 5 showed learning equivalent to traditional formats. Of the 24 projects that measured retention, 18 reported a noticeable decrease in drop-failure-withdrawal rates, ranging from 10 to 20%, as well as higher course-completion rates. Most dramatically, all 30 institutions reduced their costs by 37% on average, ranging from 20% to 77%, and produced a collective annual savings of about $3 million. Other positive outcomes included better student attitudes toward the subject matter and increased student and faculty satisfaction with the new mode of instruction.

Source: http://www.thencat.org/whoweare.html3Recent StatisticsMany institutions face the problem of low student success rates in both developmental and college-level math courses. NCAT has 12 years of experience in conducting large-scale course redesign programs that improve learning while reducing costs. Math redesigns at NCAT partner institutions (both two-year and four-year) haveincreased the percentage of students successfully completing a developmental math course by 51% on average (ranging from 10% to 135%), while reducing the cost of instruction by 30% on average (ranging from 12% to 52%), andincreased the percentage of students successfully completing a college-level math course by 25% on average (ranging from 7% to 63%), while reducing the cost of instruction by 37% on average (ranging from 15% to 77%)

Source: February 10, 2012 e-mail from NCAT Announcing Spring Math Workshops

46 Models for Course RedesignThe Supplemental ModelThe Replacement ModelThe Emporium ModelThe Fully Online ModelThe Buffet ModelThe Linked Workshop Model

Source: http://www.thencat.org/PlanRes/R2R_ModCrsRed.htm

5The Emporium ModelEliminates all lectures and replaces them with a learning resource center model featuring interactive software and on-demand personalized assistance. Depends heavily on instructional software, including interactive tutorials, practice exercises, solutions to frequently asked questions, and online quizzes and tests. Allows students to choose what types of learning materials to use depending on their needs, and how quickly to work through the materials. Uses a staffing model that combines faculty, GTAs, peer tutors and others who respond directly to students specific needs and direct them to resources from which they can learn. May require a significant commitment of space and equipment. More than one course can be taught in an emporium, thus leveraging the initial investment.

Source: http://www.thencat.org/PlanRes/R2R_Model_Emp.htm

65 Principals of Successful Course RedesignPrinciple #1: Redesign the whole course.Principle #2: Encourage active learning.Principle #3: Provide students with individualized assistance.Principle #4: Build in ongoing assessment and prompt (automated) feedback.Principle #5: Ensure sufficient time on task and monitor student progress.

Source: http://www.thencat.org/PlanRes/R2R_PrinCR.htm7GPC Redesign2011Campus Pilots Grant ProposalsConferences (NCAT, AMATYC)Site Visits (GGC, CSCC)Spring 2012Vote February 20th on softwareCommittee will create standard course based on pilot feedback Fall 2012Full Implementation of standard course at all campuses8Dunwoody Redesign Lab

Dunwoody Redesign Lab

Dunwoody Redesign Lab

11Dunwoody LS Mathematics RedesignFacilitiesFall semesterSpring semester

Dunwoody LS Mathematics RedesignSyllabusInitial assessmentWork on pieMaster new materialAssistanceNotebookDunwoody LS Mathematics RedesignProgress in AleksIntermediate objectivesNumber of topics coveredMath 0097Math 0098Progress AssessmentsRequested AssessmentDunwoody LS Mathematics RedesignGradesExam25%Aleks60% or 65%Notebook5% or 0%Attendance10% ComparisonLecture Method to NCAT Mastery-based Redesign ModelLecture MethodMastery-based RedesignTeacher Lectures at predetermined time/placeVideos/Animations can be viewed at any time/place allowing for rewind, replay, etc.Topic of Daily Study determined by Teacher

ComparisonLecture Method to NCAT Mastery-based Redesign ModelLecture MethodMastery-based RedesignPoor Homework completion ratesMandatory Lab time set aside to do HomeworkStudents study course material right before ExamStudents study along in the LabUnderutilized space when holding small classes in larger classroomsMore than one class can share the same Lab roomStudents watching the clock for class to be overStudents come early, and ask to stay lateStudents life-schedule changes may require dropping course mid-semesterStudents life-schedule changes can be accommodated, and studies can be scheduled inExceptional Students are stuck in each course for a full semesterExceptional Students are able to move through Learning Support Sequence at their pace40% Pass Rates 20 students/section79-90% Pass Rates 30 students/section**Students ask What do I need to do to pass?Students ask What do I need to do to get an AStudents have test anxietyStudents gain test confidence because they test oftenPlease add faculty comments, questions here 17Dunwoody LS Mathematics RedesignBenefitsIndividualized helpInstant feedback from softwareOn demand help from AleksHelp from other studentsDunwoody LS Mathematics RedesignProblemsWireless networkStudents not buying codeDiscouragementMissing Classes Student View: ALEKS Pie

20 Choose a Topic to Learn

21 Practice

22 View an Explanation

23 View an Explanation

24 Practice

25 Practice (Incorrect Response)

26 Practice (Correct Response)

27 Assessment

28 Student Progress Report

29 Instructor View: Progress Report

30 Scheduled Assessment Report

31 Time and Topic Report

32 Time and Topic Report

33 Time and Topic Report

34 Pie Chart Report

35 Pie Chart Report

36 Pie Chart Report

37 Pie Chart Report

38What campus are you on?Count of What campus are you on?Column LabelsRow LabelsMath 97Math 98TotalClarkston11112Decatur33538Dunwoody433578Total8741128 Survey Results What campus are you on?Please add faculty comments, questions here 39Compared to a traditional lecture class, I believe I am learning:Count of Compared to a traditional lecture class, I believe I am learning:LessSameMoreTotalClarkston347Math 97336Math 9811Decatur10141438Math 978121333Math 982215Dunwoody25163778Math 979112343Math 981651435Total353355123 Survey Results Compare to a traditional lecture class, I believe I am learning Please add faculty comments, questions here 40 I would say my experience with this course so far has been: Count of Overall, I would say my experience with this course so far has been: Column LabelsRow LabelsExcellentGoodOkPoor TotalClarkston3216Math 972215Math 9811Decatur91411438Math 9781210333Math 9812115Dunwoody222821778Math 97161411243Math 9861410535 Total34443311122 Survey Results I would say my experience with this course so far has been:Please add faculty comments, questions here 41 Survey Results I would recommend this course to another student? I would recommend this course to another student?Count of I would recommend this course to another student?Column LabelsRow LabelsDefinitely yesMaybeDefinitely not(blank)Grand TotalClarkston437Math 97336Math 9811Decatur1617538Math 971416333Math 982125Dunwoody36291378Math 972516243Math 9811131135Grand Total564918123Please add faculty comments, questions here 42 Survey Results What do you like about the design of the ALEKS course? Math 0097I like how you can take your own pace with it. In a traditional class room setting for a math class its more like you have to get it a.s.a.p. and move on to the next one, but with ALEKS I can take my time so that I can understand what I am doing and retain it.

This is my second time taking Math 0097. My first attempt was stressful and confusing due to in-class lectures on top of the required work in MyMathLab. Many times the instructor would lecture on topics that I hadn't covered in MyMathLab and all of the information became overwhelming which hindered my learning and my grade suffered as a result. The change to learning support math being focused on ALEKS with additional support on student chosen topics in class was a smart move! Kudos to whomever made this decision. Please add faculty comments, questions here 43 Survey Results What do you like about the design of the ALEKS course? Math 0097-continuedI like that it's at your own pace I like how they won't add the problem to your pie until you master it, which means that you have to keep trying the problems until you fully understand them.I like the fact that its all up to the student and how the student can work at their own pace. That it is online and homework is not due on a certain day so it is more easy to complete it on time. I like the fact that Aleks makes sure the students know the material by constantly testing on it. I also like that it takes away from the pie if you get it wrong.I like how Aleks will not let me move forward if I'm not comfortable with a particular subject. You work at your own pace and it gives you plenty of examples to show you how to complete the work. Very user-friendly!!!

Please add faculty comments, questions here 44 Survey Results What do you like about the design of the ALEKS course? Math 0098I like how it doesn't let me move on when my answer is wrong! I like how they have an explanation for each question, and how they have the notes to be taken! I like the fact that students get to work at their own pace. While we are in the classroom, our teacher is always there, along with the tutor to help us with whatever we need. They are very helpful. This course is completely different than what I have been used to. Initially, I was not all excited about this class, but when I came to realize this class is based in INDIVIDUAL work I enjoyed it more knowing I don't have to wait on others to understand each topic. I basically work on my own task.It makes the class really easy and makes me fell better when im studying it :)

Please add faculty comments, questions here 45 Survey Results What advise would you give future students who are taking an ALEKS course? Math 0097great coursevery thorough and a different way of teaching that will help you remember the materialI would just say to give it a chance because it actually lets you learn.Use the teachers, that's why they are in the class with you. Also don't wait till the last minute to complete a module. Early is on time, on time is late and late is unacceptable.Make sure to really stick with the course and do your best to keep up with the subjects. It may seem difficult during the class but it is worth it in the end.Take notes, work at your own pace, take your time working out your problem's and study hard.So, as long you can read and understand, you will like. The best and only advice is to spend as much time as you can with ALEKS.

Please add faculty comments, questions here 46 Survey Results What advise would you give future students who are taking an ALEKS course?Math 0098ALEKS is a lot better than the traditional lecture class, because it is based on what each student knows and must learn.The advice I would give for future students using aleks is just work at a steady pace. There is always people there to help you. I would also tell them to just take their time.I would advise them not to fall behind, because topics are added on and there isn't enough time to complete them. Also to seek as much help as possible from a tutor and to revise their notes before an assessment.Don't cheat and use other website to answer questions ALEKS gives you. Allow ALEKS help you. ALEKS gives good explanations for each topics.at least do ALEKS three times a week.Please add faculty comments, questions here 47Challenge:Redefining Faculty RolesFaculty are now facilitators and evaluators of student learning.Faculty guide each students study through development math.Faculty lead small group instruction on difficult topics.Faculty serve as tutor. Please add faculty comments, questions here 48

One Last ThoughtWe are dealing with the Millennial Generation

Ask yourself: Is this for me or for them? Dont lose the winning point!

Its scary! Its different! Its necessary!Please add faculty comments, questions here 49