USING MAPLE T.A. TO AND COURSE ALIGNMENT · G. MICHAEL GUY 2015 MAPLE T.A. USER SUMMIT / JUNE 17,...

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USING MAPLE T.A. TO IMPROVE STUDENT SUCCESS AND COURSE ALIGNMENT G. Michael Guy 2015 Maple T.A. User Summit

2015 MAPLE T.A. USER SUMMIT / JUNE 17, 2015 G. MICHAEL GUY

Joint Work 2

¨  Joint work with Jonathan Cornick and Karan Puri ¨  Lots of inspiration from the Community College

Research Center at Teachers College, Columbia University

¨  Funding from Offices of Academic Affairs ¨  Thanks to the organizers of this summit

Demographics 3

¨  The City University of New York (CUNY) ¤ 269,000 degree students ¤ 247,000 continuing & professional education students ¤ 24 campuses across NYC

¨  Elementary Algebra (Remedial/Developmental) ¤ ≈15,000 students enroll each semester ¤ Pass rate is ≈42%

CUNY Elementary Algebra Final Exam 4

CUNY has administered more than 83,000 final exams on Maple T.A.

(not including spring 2015)

But this is not what I’m going to talk about.

Comprehensive Course Redesign 5

¨  New textbook, My Math GPS: Elementary Algebra Guided Problem Solving, is an Open Educational Resource. It is inexpensive to students, and the authors receive no royalties.

¨  It is aligned to the CUNY Elementary Algebra Learning Objectives. ¨  It includes contextualized support for arithmetic. The aim is for

students to practice their arithmetic while learning algebra. ¨  It is structured to encourage active problem-solving during class.

Instructors are only asked to complete one or two guiding examples in each section, and students spend the remaining time working on the problems in the textbook.

¨  Quizzes and tests are designed to help students progress toward mastery of the material by the end of the term. Two quizzes in between each of four tests.

Overview of Results 6

Students using the My Math GPS textbook and accompanying pedagogy ¨  scored more than 10 points higher on the CUNY

Elementary Algebra Final Exam, ¨  were more than twice as likely to take the final exam,

and ¨  were almost three times more likely to pass the course.

(N=569, NGPS=148) Guy, G. M., Cornick, J., & Puri, K. (to appear). Contextualizing Arithmetic into Developmental Elementary Algebra using Guided Problem Solving. Accepted for publication in PRIMUS.

Main Character (Today) 7

The course redesign is enhanced by Maple T.A.

We used Maple T.A. to encourage our students to ¤  independently master course techniques, ¤ prepare for upcoming assessments, and ¤  learn from mistakes after assessments.

Assessment Schedule Handout 8

Assignment Names Align to Assessments 9

Additional Problems Available 10

Book/Online Alignment 11

Online

Learning Continues After Assessments 12

Opportunity to Self-Remediate 13

On the Assessment On Maple T.A. Afterwards

Assessment Strategy 14

¨  Quizzes ¤ Design each quiz to require 20 minutes to complete. ¤ Give each quiz during a 50 minute class period with Maple

T.A. available. ¨  Tests

¤ Design each test to require 50 minutes to complete. ¤ Give test during a 100 minute class period with Maple T.A.

available. ¨  Immediately after a student finishes each assessment,

they immediately complete the online version. If they finish, then they simply start preparing for the next assessment.

Questions 15

USING MAPLE T.A. TO AND COURSE ALIGNMENT · G. MICHAEL GUY 2015 MAPLE T.A. USER SUMMIT / JUNE 17,...

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