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Four FT faculty paid hourly (selected by Dean and Dept. Head) Math Coordinator from Success Center Six tutors Aleks software (codes for 6 weeks $40)
Facility 160 station open computer lab with internet access (explorer, chrome or firefox)
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243 were accepted and contacted. 170 showed up first day (~10 arrived very late and were turned away) 156 students actively involved after first week. 141 actively involved week of midterm 3
A workshop style course with beginning and intermediate students in one area, with an emphasis on working IN CLASS using Aleks Aleks is a dynamic online system which is great for students with different baseline knowledge Constantly assesses and verifies its findings Very intuitive for students to use, takes about 30 minutes to learn Setup is easy. Faculty choose topics to include and design objectives if applicable. Has design creation tools and gradebook functionality Provides great report/data information about usage and achievement of students
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1 faculty member and tutors roaming the room Problem of the hour conducted by all (to get students used to writing things down!) Paper and pencil testing (midterm and final) Mandatory test-like review sessions before the exams.
Students attended if they wanted/needed Faculty could monitor students and let them know that they should attend a workshop
Baseline Comparison/Typical Outcomes: F2008 Students who did not successfully complete Beginning &Intermediate Algebra
80%
70% 60% 50% 40% 30% 20% 10% 18% 57%
48%
37% 40% 23%
0%
Re-Attempt Course Success Rate, among students that attempt Cohort Rate of Completion within 4 years
50%
40% 30% 20% 10% 0% Beginning Algebra (n=80)
Successfully complete and advance
61.3%
65.6%
50%
40% 30% 20% 10% 0%
Beginning Algebra Intermediate Algebra (n=981) (n=524)
37%
40%
20%
10% 0%
Math 110 (n=80) . Math 130 (n=61)
8
Winter Workshop
45% 43%
33% 29%
33%
23%
13% 6%
Beginning Intermediate Algebra (n=471) Algebra (n=300) Immediately Progress Success Rate
Winter Workshop
30% 25% 20% 15% 10% 15% 10%
4%
2%
5% 0%
Beginning Algebra (n=80) Intermediate Algebra (n=61)
10
50%
40% 30% 20% 10% 0%
Beginning Intermediate Algebra (n=80) Algebra (n=61)
20% 10% 0%
Beginning Algebra (n=10894) Intermediate Algebra (n=7920)
11
12
13
0%
1% 3%
14%
29%
65%
83%
Definitely not Maybe/maybe not Definitely Probably not Probably
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Free responses: What do you like about the ALEKS software? Please be specific.
Count
Structure of problem solving (e.g., That it goes back and makes us re-do things we dont understand.) Examples, detail, and depth of material (e.g., The explanations it gives about how to solve the math problems.) Personalized experience (e.g., I like how it explains how to do the problems and that you can go at your own pace.) Step-by-step instructions Easy to use Multiple locations (e.g., Its versatile, can be used at home.) No professor
35
34
27 23 8 4 1
15
0%
1%
2%
16%
21%
67% 82%
N/A Slightly useful Useful Not at all useful Somewhat useful Very useful
Free responses: What do you like about the faculty led workshops?
Count
Detailed explanations
Feels more personal; Like one-on-one interaction Working with a faculty member in person; being a classroom setting
47
19 17
15
1
17
1%
0%
6%
1%
2%
4%
17% 46%
92%
Not at all useful Somewhat useful Very useful Slightly useful Useful
31%
Math class much better. Math class was better. Both similarly beneficial. Winter Workshop was better. Winter Workshop was much better.
18
Summary
Students responded very positively to format
94% rated Aleks as useful or very useful 88% rated faculty workshops as very useful or useful 97% thought Aleks should definitely or probably be used in the future 98% thought faculty workshops definitely or probably be used in future 98% rated the entire workshop as useful or very useful 77% rated the workshop as better or much better than their last math class
19
Challenges
Facility with 160 computers and breakout/workshop rooms adjacent Faculty team had an impact (personalities worked well and they were willing to wing it and learn from one another) Registration policies/processes and waitlists Paper and pencil tests vs. computer tests Funding/appropriation (no credit? Vs. FTES) Advertising the method and not surprising students who enroll (what? This is a computer class! That is the only reason I am not doing well)
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What worked?
Computer enhanced/driven; the system worked well and the students liked it Students were motivated Students were sequestered and only had one class to concentrate on; they WORKED in class Intensive time period Real time assistance from faculty/tutor (Now!) Ability to monitor student progress
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Reflections
Importance of involvement of department (faculty created) Importance of tracking progress
How do they do in traditional classes after the workshop model
Any questions?
If you think of one later, we can be reached at:
Pablo Bert: pbert@lbcc.edu Paul Creason: pcreason@lbcc.edu
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Thank you!
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What do you NOT like about the ALEKS software? Again, please be specific.
Technical (e.g., It does not work in all browsers.) Count 17
Explanations (e.g., Lacks the teaching for formulas in most explanations.) Assessment (e.g., I dont like the random assessment tests that it makes you do once you finish a section of the pie.)
Flags small mistakes (e.g., I dont like that it will mark you wrong when your answer is still right but maybe you forgot to switch the sign.) Number of problems after a mistake Too many topics, feel rushed, too much work (e.g., some topics are repeated after i had finished that topic, and too many objectives.) Can't see all subjects/topics at once Different question after mistake Less instruction as you move on
16
12
10 9
9 7 3 1
27
Unclear explanations
Can't work at my own pace Too short Already knew the material covered in workshop More focus on ALEKS during workshop Prefer ALEKS
5
4 3 2 2 2
1
1 1 1
28