Pew Grant Equals Innovative Approach to Math at UA

TUSCALOOSA, Ala. – The University of Alabama has abandoned traditional classrooms and blackboard instruction in a basic math course this fall, in favor of computer software and one-on-one tutorial assistance.

The result is a math lab where students get individual attention and progress at their own speed, moving right ahead when they understand a concept and calling on a tutor for assistance as needed.

The innovative redesign of Math 100, an intermediate algebra course that has long been a stumbling block for some students, is funded by a $200,000 grant awarded by the Pew Learning and Technology Program at the Center for Academic Transformation as a part of Pew Grant Program in Course Redesign. UA’s proposal was one of only 10 selected nationwide for funding by the prestigious grant program in 2000, following a competitive process that began with 155 proposals.

Beginning this fall, the 1,500 students who take Math 100 each year will take the course through the new Math Technology Learning Center, a large computer facility dedicated exclusively to intermediate algebra students.

“This is a student-centered model that is technology driven,” said Dr. Hank Lazer, assistant vice president for undergraduate programs and services and a member of the project team that developed the course. “Students work at their own pace, with tutors available for assistance whenever they encounter difficulty.”

The lab will be open 65-70 hours a week, and students will also be able to access learning materials from their own computers. An instructor will staff the lab at all times. Graduate teaching assistants and undergraduate tutors will also be available for assistance. Dr. Tsun-Zee Mai, associate professor of mathematics, is heading up the course.

“Ideally, the lab will be staffed by at least three individuals: an instructor, a GTA and an undergraduate tutor whenever it is open. We are also trying to schedule instructors and other tutors for the same times each day, so that students can get to know their tutors and expect them to be available at certain times,” said Dr. Joe Benson, associate dean of the College of Arts and Sciences and also a project team member.

“The course covers a lot of material and instructors have little flexibility in a traditional classroom setting,” Benson said. “The instructional pace necessary to cover the material is too fast for some individuals and too slow for others. If a student misses a class because of illness, they would be behind and find it difficult to catch up. This new program gives students the flexibility to learn at their own pace.”

The math department piloted the new program in the spring semester and both summer sessions with positive results. “In all cases, the student success rate in the computer-assisted courses was higher than in the traditional classes,” Benson said.

While the course is self-paced, safeguards are in place to assure that students make progress throughout the semester. Certain weeks are designated as “test” weeks, and students are required to take tests during those weeks if they have not already done so. Even if they prefer to do most of their work from their own computers, students must spend a minimum amount of time each week in the lab, and they must come to the lab to take tests.

“We are concerned that some students will tend to procrastinate, but we are able to monitor their progress through the computer program, and we will communicate with students if they get behind in their work,” Benson said.

The new approach is good for both students and for the University, Lazer said. “This program will simultaneously cut costs and improve quality. We hope to create a much more positive environment for both our students and our faculty,” he said.

In addition to Lazer, Benson and Mai, Pew Grant project team members included Dr. Priscilla Hancock, associate vice president for information technology; Dr. Zhijian Wu, chair of the mathematics department, and Larry Bowen, associate director of the Center for Teaching and Learning. The team dedicated about two years to developing the program. After submitting the original proposal for the Pew Grant, UA’s team was selected as one of 40 invited to participate in workshops. From there, the proposals were whittled down to 20 and finally to the 10 finalists.