Funding Source: NSF (proposal #0816685) DUE-CCLI-Phase 2: Expansion
Title: Technology-Enriched Remedial Mathematics: Developing Faculty Expertise in the Implementation and Assessment of Algebraic Learning Modules
Principal Investigators: Jennifer Kosiak, University of Wisconsin – La Crosse, Robert Hoar, University of Wisconsin – La Crosse, Rebecca LeDocq, University of Wisconsin – La Crosse and Sherrie Serros, University of Wisconsin – Eau Claire.
Submitted: January 10, 2008 for a 2-year project starting August 1, 2008
Status: Under Review
The Technology-Enriched Remedial Mathematics (TERM) Project seeks to improve the overall quality of teaching and learning in remedial mathematics courses by increasing faculty expertise in the development, implementation, and assessment of technology-enriched, interactive, student-centered learning materials. The TERM Project is an expansion project building upon several small-scale regional initiatives that developed a collection of technology- enhanced mathematics learning materials for use by pre-service teachers. During the two-year TERM project, ten faculty-led Student Content Teams will capitalize on this existing databank of learning objects. Individual online applications will be clustered and sequenced into larger, more meaningful Algebraic Learning Modules designed to help students develop algebraic skills, remediate misconceptions, and understand key concepts aligned with remedial coursework.
These Modules will be methodically tested for their effectiveness at improving the mathematics preparedness of all students, especially those from underrepresented groups, in diverse postsecondary settings at the Western Wisconsin Mathematics Collaborative [WWMC] institutions. This collaborative network consists of faculty from the University of Wisconsin comprehensive campuses and two-year colleges and Wisconsin Technical Colleges, and is coordinated through the UW System’s Institute for Innovations in Undergraduate Research and Learning (IIURL).
The TERM project will be characterized by:
Development of a reusable collection of ten digital Learning Modules, each containing an introduction to the mathematical concepts, pre- and post-tests with diagnostic feedback, structured sequencing, and a glossary of terms, providing students with a venue for active engagement with a variety of instructional styles.
Sustained faculty professional development through multi-institutional workshops and teleconferences focused on pedagogy, technology training, curricular modification, and assessment practices, as new pedagogical methods will require many mathematics faculty to alter their current style of instruction. WWMC faculty will examine a range of research-based pedagogical methods for implementing Modules in existing remedial coursework.
Broad-Based Adaptation and Implementation through a series of implementation projects in remedial mathematics in WWMC’s diverse educational settings to obtain information on the practicality, limitations, and fidelity criteria of these materials.
Institutionalization of the Modules through use in remedial courses at WWMC institutions and dissemination to a broader audience via the National Science Digital Library and other venues.
Assessment of Student Learning Outcomes through a systematic evaluation protocol that will collect, synthesize, and interpret the effects of Module implementation on student achievement, attitudes towards math, and subsequent enrollment in entry-level STEM courses.