student success in mathematics: guiding principles teresa thiel shahla peterman university of...

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Student Success in Student Success in Mathematics: Guiding Mathematics: Guiding Principles Principles Teresa Thiel Teresa Thiel Shahla Shahla Peterman Peterman University of Missouri- University of Missouri- St. Louis St. Louis Math Technology Learning Center

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Student Success in Student Success in Mathematics: Guiding Mathematics: Guiding

PrinciplesPrinciples

Teresa ThielTeresa ThielShahla Peterman Shahla Peterman

University of Missouri-St. University of Missouri-St. LouisLouis

Math Technology Learning Center

The ProblemThe Problem

College Algebra is required for many College Algebra is required for many majors, including all the sciencesmajors, including all the sciences

Student success (a grade of C- or better) Student success (a grade of C- or better) was lowwas low

Drop-rate was highDrop-rate was high

Students hated math and procrastinated Students hated math and procrastinated as long as possibleas long as possible

Students had to retake College AlgebraStudents had to retake College Algebra

Concerns of the math facultyConcerns of the math faculty

High failure rateHigh failure rate

Effect on student Effect on student retentionretention

Sacrificing quality Sacrificing quality for quantityfor quantity

Lack of uniformity Lack of uniformity among course among course sectionssections

Our GoalsOur Goals Increase student Increase student understanding and understanding and success in math success in math Better prepare students Better prepare students for success in future for success in future courses courses Provide uniformity among Provide uniformity among all the sections of the all the sections of the coursecourseIncrease student retentionIncrease student retentionIncrease students’ Increase students’ confidence in their math confidence in their math ability ability

Increase in Student SuccessIncrease in Student Success

Structure of the Redesigned Structure of the Redesigned CourseCourse

One 75 minute One 75 minute lecturelecture

Two 75 minute labs Two 75 minute labs in the Math in the Math Technology Learning Technology Learning Center (MTLC)Center (MTLC)

Homework online Homework online using software called using software called CourseCompassCourseCompass

Pre-Lecture PreparationsPre-Lecture Preparations

Weekend Prior to the Weekend Prior to the LectureLecture

““Task of the Week” Task of the Week” WorksheetWorksheet

Outline of materialOutline of material

CourseCompass CourseCompass homework – can be homework – can be done at home or in done at home or in MTLCMTLC

““Lecture”Lecture”Present overview Present overview of new topicsof new topics

Answer questionsAnswer questions

Review for Review for upcoming testsupcoming tests

No formal lectureNo formal lecture

Sample problems Sample problems worked for worked for studentsstudents

Sources of Student HelpSources of Student Help

Online tutorials and Online tutorials and guided solutions guided solutions

““Ask My Instructor” online Ask My Instructor” online helphelp

Peer tutoringPeer tutoring

TA and facultyTA and faculty

Math Technology Learning CenterMath Technology Learning CenterComplete Complete homeworkhomework

Individual Individual help from help from instructors instructors and tutorsand tutors

Peer Peer tutoringtutoring

Take Take quizzes and quizzes and exams exams

AssessmentAssessment

Weekly online Weekly online homeworkhomework

Weekly online Weekly online quizzesquizzes

Four hourly Four hourly exams exams

Comprehensive Comprehensive final examfinal exam

What are the results?What are the results?

Increased passing rate in Increased passing rate in the coursethe course

Fewer repetitive Fewer repetitive questions in class questions in class

Fewer student Fewer student complaintscomplaints

Better prepared students Better prepared students for the futurefor the future

Why does it work?Why does it work?Guiding PrinciplesGuiding Principles

Principle 1: Provide a clear structure for Principle 1: Provide a clear structure for the course that helps the students the course that helps the students through the coursethrough the course

Principle 2: Provide sufficient time-on-Principle 2: Provide sufficient time-on-task and enforce deadlinestask and enforce deadlines

Principle 3: Reward students for their Principle 3: Reward students for their effortsefforts

Guiding PrinciplesGuiding Principles

Principle 4: Provide regular assessment of Principle 4: Provide regular assessment of progressprogress

Principle 5: Accommodate diverse styles Principle 5: Accommodate diverse styles of learningof learning

Principle 6: Stay in touchPrinciple 6: Stay in touch

Principle 1: Provide a clear structure for the Principle 1: Provide a clear structure for the course that guides the students through the course that guides the students through the

coursecourseThe lecture session provides an anchor and The lecture session provides an anchor and structure for the course that helps the students structure for the course that helps the students to focus on the tasks they need to complete that to focus on the tasks they need to complete that week.week.– Online, we post lecture outlines, a worksheet, Online, we post lecture outlines, a worksheet,

and the tasks for next weekand the tasks for next week– Before the lecture we open homework for the Before the lecture we open homework for the

next weeknext week– Since many of the students have already Since many of the students have already

worked on the homework at home before they worked on the homework at home before they come to the lecture class they are better come to the lecture class they are better prepared to ask questionsprepared to ask questions

Principle 1: Provide a clear structure for the Principle 1: Provide a clear structure for the course that guides the students through the course that guides the students through the

coursecourse

The responsibility for learning is on the The responsibility for learning is on the shoulders of the students.shoulders of the students.

The instructors are there to provide structure, The instructors are there to provide structure, guidance, and to help students in their guidance, and to help students in their learning.learning.

Principle 2: Provide sufficient time-on-task Principle 2: Provide sufficient time-on-task and enforce deadlinesand enforce deadlines

Use technology to provide sufficient information Use technology to provide sufficient information and practice problems for students to learn at and practice problems for students to learn at their own pace.their own pace.

NotNot a self-paced course. Less interested and a self-paced course. Less interested and motivated students require a high degree of motivated students require a high degree of structure to be successful in courses they do not structure to be successful in courses they do not want to take. want to take.

Principle 2: Provide sufficient time-on-task Principle 2: Provide sufficient time-on-task and enforce deadlinesand enforce deadlines

Use a rigid schedule, use technology to open Use a rigid schedule, use technology to open and close student access to assignments, to and close student access to assignments, to quizzes and exams. quizzes and exams. – Students must complete the assignments Students must complete the assignments

within a specified window of time or the within a specified window of time or the opportunity is lost.opportunity is lost.

Tutorials and problems are always available so Tutorials and problems are always available so students who get behind can catch up, but they students who get behind can catch up, but they lose points if they do not complete an lose points if they do not complete an assignment on time. assignment on time. When a new instructor complains that the When a new instructor complains that the homework system is not working, it is generally homework system is not working, it is generally because homework deadlines are because homework deadlines are not enforcednot enforced..

Principle 3: Reward students for their effortsPrinciple 3: Reward students for their efforts

Students can retry a homework problem multiple Students can retry a homework problem multiple times, and many will try until they get the correct times, and many will try until they get the correct answer. answer.

The reward is a higher score if they succeed.The reward is a higher score if they succeed.

The homework contributes one-eighth of their The homework contributes one-eighth of their final grade and their homework score is entirely final grade and their homework score is entirely under their control. More effort leads to a higher under their control. More effort leads to a higher grade.grade.

Principle 3: Reward students for their effortsPrinciple 3: Reward students for their efforts

The weekly quizzes have the same types of The weekly quizzes have the same types of problems as the homework, so students who problems as the homework, so students who have practiced the problems to increase their have practiced the problems to increase their homework scores also score better on the homework scores also score better on the quizzes.quizzes.

Students who spend the time to improve their Students who spend the time to improve their homework scores actually understand the homework scores actually understand the concepts, know how to work the problems, and concepts, know how to work the problems, and therefore do well on the exams. therefore do well on the exams.

Principle 4: Provide regular assessment of Principle 4: Provide regular assessment of progressprogress

Online homework and quizzes with online grading Online homework and quizzes with online grading provide students with provide students with – immediate feedbackimmediate feedback– the opportunity to correct their homework mistakes the opportunity to correct their homework mistakes – ongoing assessment of their success in the courseongoing assessment of their success in the course

Students have both the responsibility for their own Students have both the responsibility for their own learning and the means to be successful in learning learning and the means to be successful in learning math. math.

Online grade book - students know their grades, Online grade book - students know their grades, know when they need help and know where to find know when they need help and know where to find it. it.

Principle 5: Accommodate diverse styles of Principle 5: Accommodate diverse styles of learninglearning

Students seek and benefit from help that is Students seek and benefit from help that is available in a variety of forms.available in a variety of forms.

Some successful students work individually Some successful students work individually using the tutorials and guided solutions that are using the tutorials and guided solutions that are available with the software.available with the software.

Most students benefit from the resources Most students benefit from the resources provided in the MTLC where the instructor and provided in the MTLC where the instructor and several teaching assistants are available for several teaching assistants are available for individual assistance. individual assistance.

Principle 5: Accommodate diverse styles of Principle 5: Accommodate diverse styles of learninglearning

The MTLC also allows students to collaborate, The MTLC also allows students to collaborate, teaching each other and solving problems teaching each other and solving problems together. together.

The MTLC also has an area with tables and The MTLC also has an area with tables and white-boards for small group lectures and white-boards for small group lectures and discussions. discussions.

Especially for students who are not comfortable Especially for students who are not comfortable with the subject, the availability of help in the with the subject, the availability of help in the MTLC is critical to their success.MTLC is critical to their success.

Principle 6: Stay in touchPrinciple 6: Stay in touch

Even with guidance, structure and help, some Even with guidance, structure and help, some students fall behind.students fall behind.

Many students prefer anonymity; however the Many students prefer anonymity; however the online grade book makes their progress easy to online grade book makes their progress easy to track. track.

A missed assignment triggers a quick message A missed assignment triggers a quick message offering help. offering help.

Principle 6: Stay in touchPrinciple 6: Stay in touch

Intervention must begin early and must be Intervention must begin early and must be maintained with reluctant students. Once these maintained with reluctant students. Once these students get off the right track it can be very students get off the right track it can be very difficult to get them back on.difficult to get them back on.

The personal attention of the instructor often The personal attention of the instructor often provides all the motivation a student needs to provides all the motivation a student needs to complete the assignments.complete the assignments.

BenefitsBenefits

Uniformity in course contentUniformity in course content

Promotes active learningPromotes active learning

Provides students with individualized assistanceProvides students with individualized assistance

Promotes student collaboration and peer Promotes student collaboration and peer learninglearning

Builds in ongoing assessment and prompt Builds in ongoing assessment and prompt feedbackfeedback

Ensures sufficient time on task and monitors Ensures sufficient time on task and monitors student progressstudent progress

Less lecture time – more time in active learningLess lecture time – more time in active learning– Smaller classes - group discussion and Smaller classes - group discussion and

presentation interspersed with short lecturespresentation interspersed with short lectures– Larger classes - use personal response Larger classes - use personal response

systems to keep students engaged systems to keep students engaged – Giving points for active learning experiences Giving points for active learning experiences

within a lecture setting increases student within a lecture setting increases student engagement and keeps them involved in the engagement and keeps them involved in the classclass

Applying These Principles across the Applying These Principles across the CurriculumCurriculum

Defined course structure with clear expectations Defined course structure with clear expectations for students for students – Many students are overwhelmed by the Many students are overwhelmed by the

amount of work expected of them in college amount of work expected of them in college coursescourses

– The less structure, the more likely students The less structure, the more likely students are to procrastinateare to procrastinate

– Homework assignments with a firm deadline Homework assignments with a firm deadline can enhance student success in many can enhance student success in many coursescourses

Applying These Principles across the Applying These Principles across the CurriculumCurriculum

Technology can increase contact with students, Technology can increase contact with students, personalizing interactionpersonalizing interaction– Communication by e-mail and instant Communication by e-mail and instant

messenger is not only normal for most messenger is not only normal for most students, it is perceived as personal. students, it is perceived as personal.

– Small gestures such as using a student’s Small gestures such as using a student’s name in an e-mail can further the sense of name in an e-mail can further the sense of connection and motivate students who often connection and motivate students who often feel invisible. feel invisible.

Applying These Principles across the Applying These Principles across the CurriculumCurriculum

Cost issuesCost issues

Negative – We gave course reductions for the Negative – We gave course reductions for the faculty who were developing the redesign.faculty who were developing the redesign.Negative - $350,000 for the MTLC Negative - $350,000 for the MTLC Positive - increase in class size (35 to 70), Positive - increase in class size (35 to 70), which decreased instructional costs over the which decreased instructional costs over the longer term. Despite increase, more individual longer term. Despite increase, more individual student attention.student attention.Positive - cost savings from the increased Positive - cost savings from the increased student retention and progression to graduation. student retention and progression to graduation. Negative ($) and positive (success) - decline in Negative ($) and positive (success) - decline in enrollment because many students do not enrollment because many students do not retake the course. retake the course.

Cost of Shattered Cost of Shattered DreamsDreams

• Pre-pharmacy major

• Failed College Algebra twice

• Changed major to Communication

• Took College Algebra in MTLC – earned an A

• Took Calculus in MTLC- earned an A

• Changed major back to pre-pharmacy

Facilitating ChangeFacilitating ChangeMaintain flexibility, make incremental changes, Maintain flexibility, make incremental changes, remember that slow progress is better than no remember that slow progress is better than no progress, and keep both a sense of perspective progress, and keep both a sense of perspective and a sense of humor. and a sense of humor.

Faculty resist change! Faculty resist change! – Be respectful but insistent that technology, Be respectful but insistent that technology,

used appropriately, not only enhances student used appropriately, not only enhances student learning but also frees their time to work learning but also frees their time to work individually with studentsindividually with students

– Provide adequate training in the guiding Provide adequate training in the guiding principles, the techniques for implementation principles, the techniques for implementation of these principles, and in the technologyof these principles, and in the technology

Facilitating ChangeFacilitating Change

Students resist change. Students resist change. – They are accustomed to having a passive role They are accustomed to having a passive role

in their learning and often object when the in their learning and often object when the responsibility is placed on their shoulders. responsibility is placed on their shoulders.

– Many of them do not want to use technology Many of them do not want to use technology as a major tool for learning. as a major tool for learning.

– Be respectful but insistent that they learn best Be respectful but insistent that they learn best when they are actively engaged in the when they are actively engaged in the process of learning and that help is available.process of learning and that help is available.

AcknowledgementsAcknowledgements

Shahla Peterman who did all the workShahla Peterman who did all the workRoadmap to Redesign Program – Carol TwiggRoadmap to Redesign Program – Carol TwiggMark Burkholder, Dean of the College of Arts Mark Burkholder, Dean of the College of Arts

and Sciencesand SciencesPrabhakar Rao, Chair of MathematicsPrabhakar Rao, Chair of MathematicsJim Tom, Jim Tom, Associate Vice Chancellor for Information Technology ServicesGlen Cope, Provost and Vice Glen Cope, Provost and Vice Chancellor for Academic AffairsChancellor for Academic AffairsMany math faculty who Many math faculty who worked on the redesignworked on the redesign