Grant basics:

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Grant basics

• U.S. Department of Education
• Fund for the Improvement of Post-secondary
  Education (FIPSE)
• Project Title Combining Technology with
  Traditional Approaches to Improve Student
  Outcomes in Introductory Algebra Courses
• Grant period 3 years (10/06 9/09)
• Total funding 450,000

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Project Personnel

• P.I. Jeanne Foley
• Associate Professor, MSCS/CAS
• Director, Math Teaching and Learning Center
• Co-I (all from MSCS/CAS)
• Eileen Zito, Professor, former dept. chair
• Deborah Kruschwitz-List, Senior Lecturer
• Laura Schmidt, Assistant Professor
• External Evaluator to be named
• (?) Carolyn Hopp, UW-EC

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Project Objectives

• Goal 1 Assessment of long-term impact of Math
  010 and 110 reforms on subsequent course outcomes
  and retention in school.
• Aim 1 Track subsequent math course outcomes for
  each academic year cohort since inception of the
  Math TLC program (Fall 2004) and compare these
  outcomes with the two most recent pre-Math TLC
  cohorts .
• Aim 2 Track cohort retention trends.
• Aim 3 Track cohort graduation trends.
• Aim 4 Re-test Math 010/110 students in Grant
  Year 1, 2 and 3 cohorts on the standard UW System
  Math Placement Test (MPT) at the end of Math
  010/110, and compare post-test scores with (a)
  pre-test scores, (b) grade earned in Math
  010/110, and (c) grade earned in the subsequent
  math course.

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• Goal 2 Expansion of the TLC concept of required
  online work, daily class sessions and
  course-focused tutoring to higher level math
  courses at UW-Stout.
• Aim 1 Promote and facilitate the incorporation
  of the MyMathLab system for required online
  assignments in on-campus sections of MPT Level 2,
  3 and 4 General Education mathematics courses.
• Aim 2 Provide teaching tips and course-specific
  training for tutors employed in the general math
  department tutor lab.

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• Goal 3 Adaptation of the Math TLC program to a
  summer pre-college preparatory program for
  incoming at-risk students.
• Aim 1 Develop a five-week, on campus version of
  the existing Math TLC Math 110 course format.
• Aim 2 Promote the summer session Math 010 and
  110 courses to at-risk students admitted or being
  considered for admission to UW-Stout.

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• Goal 4 Development of workshops to foster
  adoption and adaptation of the approach by other
  universities and colleges in the University of
  Wisconsin system.
• Aim 1 Develop, advertise and carry out an annual
  week-long training workshop to provide materials
  and training for math teaching staff from other
  institutions to develop fully functional
  Beginning and/or Intermediate Algebra courses
  based on the UW-Stout Math TLC format.
• Aim 2 Provide ongoing support as workshop
  participants put the new course format into
  action on their campuses.

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The new approach

• Since Fall 2004, for all sections of Math
  010/110
• Homework is graded daily by computer
• and counts towards course grade.
• Daily lectures complement online work,
• attendance is taken and earns credit points.
• Instructors hold office hours in classroom.
• Tutor lab next to classroom is geared
• specifically to these two classes.

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Results to date - 010
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New data analysis outcomes
Percent of first-year students taking a math
class in fall semester of first year
Trends in math ACT scores

• 010 to 110 grade difference -.85 pre vs. -.90
  post

• 010 to 118 grade correlation .026 pre vs.
  .340 post

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--------------------------------------------------
---------2006 AMSLC Conference Student
Registration-------------------------------------
---------

• Name Bor Vang
• Gender Female
• Year in College/University Senior
• Race/Ethnicity Southeast Asian
• Mentor Dr. Jeanne Foley
• Abstract Title
• Math TLC for Multicultural Students

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Results to date - 110
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Observation Most years there is an increase in
F/W rate in spring semester
With Math TLC Spring 2005 F/W rate 27.8 vs.
Spring 2006 F/W rate 14.7 Changes made Laptops
closed during lecture
Increased tutor lab staffing to 2 per hour at
busiest times