USG MATH 1113 Emporium: Insights from an Online Precalculus Course
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1 Georgia Southern University Digital Southern Georgia Scholarship of STEM Teaching & Learning Conference Mar 6th, 1:50 PM - 2:35 PM USG MATH 1113 Emporium: Insights from an Online Precalculus Course Nathan W. Moon Dr. Georgia Institute of Technology - Main Campus, nathan.moon@cacp.gatech.edu Kris Biesinger Dr. University of Georgia, krisb@uga.edu Chuck Kutal Dr. University of Georgia, ckutal@uga.edu Follow this and additional works at: Recommended Citation Nathan W. Moon Dr., Kris Biesinger Dr., and Chuck Kutal Dr., "USG MATH 1113 Emporium: Insights from an Online Precalculus Course" (March 6, 2015). Georgia Scholarship of STEM Teaching & Learning Conference. Paper This event is brought to you for free and open access by the Programs and Conferences at Digital Commons@Georgia Southern. It has been accepted for inclusion in Georgia Scholarship of STEM Teaching & Learning Conference by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact digitalcommons@georgiasouthern.edu.
2 PRECALCULUS EMPORIUM USG MATH1113 EMPORIUM: INSIGHTS FROM AN ONLINE PRECALCULUS COURSE Georgia Scholarship of STEM Teaching and Learning Conference March 2015
3 Presenters KRIS BIESINGER PROJECT MANAGER, ONLINE PRECALCULUS EMPORIUM UNIVERSITY OF GEORGIA CHARLES KUTAL PROJECT LEAD DIRECTOR, OFFICE OF STEM EDUCATION ASSOCIATE DEAN & CHEMISTRY PROFESSOR UNIVERSITY OF GEORGIA NATHAN MOON PROJECT EVALUATOR ASSOCIATE DIRECTOR FOR RESEARCH CENTER FOR ADVANCED COMMUNICATIONS POLICY GEORGIA INSTITUTE OF TECHNOLOGY 2
4 AGENDA WHY PRECALCULUS? THE EMPORIUM MODEL THE EVOLVING DESIGN NEXT STEPS 3
5 STEM Challenges 48 PERCENT OF BACHELOR S DEGREE STUDENTS AND 69 PERCENT OF ASSOCIATE S DEGREE STUDENTS WHO ENTERED STEM FIELDS BETWEEN 2003 AND 2009 HAD LEFT THESE FIELDS BY SPRING STEM Attrition: College Students Paths Into and Out of STEM Fields Statistical Analysis Report, NOVEMBER, 2013, National Center for Educational Statistics 4
6 USG STEM Initiative THE USG STEM INITIATIVE WORKS WITH USG INSTITUTIONS AND P-12 PARTNERS TO INCREASE: 1. THE NUMBER OF P-12 STUDENTS WHO PREPARE FOR AND ARE INTERESTED IN MAJORING IN STEM IN COLLEGE, 2. THE SUCCESS RATES (RETENTION, PROGRESSION, AND GRADUATION) AND NUMBER OF STUDENTS IN COLLEGE WHO PURSUE THE STEM DISCIPLINES, AND 3. THE NUMBER OF TEACHERS WHO ARE PREPARED IN SCIENCE AND MATHEMATICS. 5
7 Why Precalculus? Georgia Perimeter College Kennesaw State University University of Georgia University of North Georgia Georgia State University University of West Georgia Georgia Gwinnett College Georgia Highlands College Armstrong Atlantic State University Savannah State University Georgia Regents College East Georgia College Georgia College & State University Gordon College Albany State University Columbus State University Middle Georgia State College Dalton State College Georgia Southern University Fort Valley State University Valdosta State University South Georgia State College Georgia Southwestern State University Atlanta Metropolitan College Bainbridge College Georgia Institute of Technology Clayton State University College of Coastal Georgia Darton College Abraham Baldwin Agricultural College USG MATH 1113 (2012) Enrollments ,000+ Annual Enrollments 6
8 Why Precalculus? Georgia Perimeter College 3172 Kennesaw State University 2546 University of Georgia 2354 University of North Georgia 1770 Georgia State University 1223 University of West Georgia 969 Georgia Gwinnett College 843 Georgia Highlands College 764 Armstrong Atlantic State University 741 Savannah State University 726 Georgia Regents College 718 East Georgia College 622 Georgia College & State University 605 Gordon College 464 Albany State University 453 Columbus State University 434 Middle Georgia State College 421 Dalton State College 420 Georgia Southern University 389 Fort Valley State University 381 Valdosta State University 313 South Georgia State College 303 Georgia Southwestern State University 296 Atlanta Metropolitan College 206 Bainbridge College 120 Georgia Institute of Technology 107 Clayton State University 100 College of Coastal Georgia 91 Darton College 82 Abraham Baldwin Agricultural College 29 USG MATH
9 Complete College Georgia Mandate to increase postsecondary attainment to 60% by 2025 Precalculus as Area A and Area D requirements Efforts at Transforming Remediation New Learning Models (NLM) Initiative 8
10 Goals Access High Quality Affordability Performance
11 Precalculus Emporium THE EMPORIUM MODEL 10
12 Math Emporium THE EMPORIUM MODEL IS AS CLOSE TO A SILVER BULLET AS ONE CAN GET IN THE COMPLEX WORLD OF TEACHING AND LEARNING. (The Math Emporium: Higher Education s Silver Bullet, Twigg, 2011) 11
13 Online Emporium LIVE STUDY HALLS CONTENT CONTEXT GUIDED PRACTICE DISCUSSION FORUMS SI TUTORIALS & TUTORS PROCTORED TESTING 12
14 Precalculus Emporium EVOLVING DESIGN 13
15 Course Timeline FA 2013 SP 2014 SU 2014 FA 2014 SP 2015 DESIGN Discussion Forum Online Study Hall Homework Quizzes & Tests Online Proctoring PILOT I REDESIGN PILOT II PILOT III 5 Institutions 212 Students 6 Instructors 2 GTAs Orientation Module Gated Progress Module Balancing Weekly Pacing New Videos Adjusted Scoring Practice Tests 3 Proctored Tests Group Engagement 1 Institution 74 Students 1 Instructor 2 GTAs 2 Peer Mentors 3 Institutions 150 Students 3 Instructors 2 GTAs 6 Peer Mentors Supplemental Instruction Study Groups
16 Evaluation and Evolution Project Evaluation Activities Course Performance Data Module and End-of Term Surveys Analysis of Student Demographic and Participation Data Faculty Interviews to Inform Refinement Key Findings Variations in Institutional Performance Challenges of Withdrawal and Non-Participation Use/Non-Use of Instructional Materials and Pedagogical Elements Correlation between Experiential Elements (Homework, Quizzes) and Overall Course Performance Issues of Student Engagement and Involvement 15
17 Course Elements NEW ORIENTATION MODULE 1. Welcome Letter from the Instructor 2. Fall Syllabus 2014 Clarifications 3. Course Nav Overview Video 4. Myths and Facts 5. Time Management Plan Activity 6. Academic Honesty etc. Activity 7. Orientation Quiz Gatekeeper 16
18 Course Elements MODULE BALANCING New Module 1: Chapters , Test September (Proctored) New Module 2: Chapters , Test October 8-9 New Module 3: Chapters , Test November 5-6 (Proctored) New Module 4: Chapters , Test December 4-5 Chapters , Final Exam Dec (Proctored) No Midterm 3 Proctored Exams Practice Test before Mod 1 Test Spring 2014 Fall
19 Course Elements WEEKLY PACING & STRUCTURE Content arranged by week Due Date every Monday night Time Management plan submitted during Orientation Progress monitoring and communication as needed Administrative Withdrawal 18
20 Course Elements NEW CONTENT 175 Instructor-made Videos 2 10 minutes in Length All Captioned Hosted on YouTube Embedded in GoVIEW 19
21 Course Elements GROUP ENGAGEMENT Fall 2014: Small Discussion Groups Monitored by Peer Mentors Non-threatening environment Spring 2015 Supplemental Instruction via Digital Study Groups Led by peer mentors on Blackboard Collaborate 20
22 Course Elements COURSE LAYOUT IMPROVEMENTS 21
23 Reducing Costs Faculty Graduate Assistants Peer Student Mentors Students MATERIALS INSTRUCTIONAL DELIVERY 22
24 Lessons Learned Higher ABC rates; lower DF rates Improvements to Course Navigation and Orientation have been important Continuing Challenges Student Engagement Non-Participation Student Interaction and Community Withdrawals Pedagogy Emphasizing experiential learning Support for various learner types 23
25 Moving the Needle Access High Quality Affordability Performance
26 Next Steps YOU NEVER CHANGE THINGS BY FIGHTING THE EXISTING REALITY. TO CHANGE SOMETHING, BUILD A NEW MODEL THAT MAKES THE EXISTING MODEL OBSOLETE. Buckminster Fuller 25
27 Content Delivery MATH1113 Precalculus Emporium Traditional Adaptive Assessments Supplemental Instruction Discussions MATCHING STUDENT CHARACTERISTICS WITH FORMAT 26
28 Ongoing Improvements Partnerships Outside Review Participating Institutions Challenges Institutional Differences (schedules, academic policies, etc.) Enrollment Procedures Communication and Engagement 27
29 Acknowledgements The presenters acknowledge the support of the Office of Educational Access and Success (OEAS), University System of Georgia (UGS), including Myk Garn, Asst. Vice Chancellor for New Learning Models. The presenters wish to acknowledgement support from the development and design team, including Cole Causey, Lisa Townsley, and Malcolm Adams, as well as support from institutional partners at UGA, GSU, MGSC, VSU, GPC, and KSU and all course instructors, TAs, and peer leaders, including Allison Arnold, Sharon Evans, Ana-Maria Croicu, Peggy Moch, Kevin Yeomans, Barry Monk, Sutandra Sarkar, and Andrea Hendricks. 28
30 Discussion 29
31 Feedback I definitely think it is an effective way of teaching and definitely working for me! I have not made below a 97 on any assignment :) 30
32 Design Team UNIVERSITY OF GEORGIA GEORGIA STATE UNIVERSITY GEORGIA PERIMETER COLLEGE MIDDLE GEORGIA STATE COLLEGE VALDOSTA STATE UNIVERSITY KENNESAW STATE UNIVERSITY UNIVERSITY OF NORTH GEORGIA GEORGIA INSTITUTE OF TECHNOLOGY THE BEST WAY TO PREDICT THE FUTURE IS TO INVENT IT. 31
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