1. Students were basically satisfied with the lecture/lab format of the class.
2. Two students had difficulty with arrays, especially with the use of arrays in loops.
3. One student liked applets a lot.
4. As observed by the teacher, students had difficulty with recursion.
1. The lecture/lab format of the class should be retained.
2. Some simple cases of arrays and of arrays used in loops should be added.
3. Applets should be used more extensively.
4. Presentation of recursion should be changed.
1. The lecture/lab format of the class will be retained.
2. Some simple cases of arrays and of arrays used in loops will be added.
3. Time permitting, applets should be used more extensively.
4. Presentation of recursion will be changed. The presentation will be organized as follows:
4a. Mathematical recursion will be presented first in the lecture and in the labs.
4b. Each lab activity will require writing the recursive definition for the function as well as writing the corresponding code, before implementing the function.
4c. Simple non-mathematical examples will be added to the lecture and the lab.
Material covered in HEO 104 followed the set and stated objectives for the course in the course description. Assessment was measured through attendance; chapter tests (multiple choice, matching, true/false, fill-in-the-blank); projects/homework (research paper, individual presentation, group presentation, critical thinking short answer/essay questions); final exam (multiple-choice questions focused on course objectives) and a survey for Blackboard enhancement. Except for the survey, each assessment area had points assigned and then the points were converted to percents. The survey was assigned extra credit points and was on a volunteer basis. It was administered through Blackboard and the results are anonymous for the 21 students who responded.
Attached spreadsheet data includes: Overall Class Data for 03F with course objectives and Comparison of data for 03F, 02S, and 01S
With a class size of 28 the class averages were as follows: Attendance = 80%; Projects/HW = 78%; Average of all chapter tests = 76%; Final = 78%; Overall class average = 78%.
Compared to 02S class averages increased in all areas except attendance. Attendance percents dropped from both 02S and 01S; however this is the first time I have taught 104 during the fall semester. With having 60 class hours, in the spring the class met 2 days/week (R/F) and in the fall 3 days/week (MTW). I found it easier to cover the material more in-depth during the fall semester.
Overall the majority of students learned the concepts taught.
More time needed to thoroughly cover chapters 7,8,9
Improvement and revisions to teaching methods can always be made.
Better connect the at-distance students with the students in Trinidad
Incorporating critical thinking questions helped students connect the concepts and retain information
Using Blackboard helped students have access to study questions, pretests, and discussion board questions.
From survey results, students are overall satisfied with the course. They are more satisfied with the traditional classroom course vs. pictel and most dissatisfaction and frustration was with learning and using the technology side of Blackboard.
Make trips to Alamosa to teach from that site.
Revise the syllabus to have more time cover chapter 7,8,9 more in depth.
Continue to show videos and use more visuals corresponding to the chapters
Have students work on projects together or participate in-group discussions via Blackboard.
Have web resources available for study strategies, test taking tips, answering essay and short answer questions.
Using Blackboard to enhance the course was very successful. For me it was a useful tool especially in posting announcements, reminders, and grading exams. Bb was helpful in having the students take exams, practice tests, access to their grades, project/homework assignments, study questions, websites. From the survey response once students became comfortable with using Bb, overall the students were mostly satisfied with all Bb had to offer.
Completing a three-page research paper and give a short presentation to the class was successful in exposing them to the writing center, completing research and doing presentations.
Using the discussion board on Blackboard made it easier to engage students in discussions with me; however, they still didn't engage in discussions with each other.
1. Only one student completed the survey because it was given at final exam time and the remaining students had incompletes.
2. The student had trouble with equations and inequalities involving absolute value.
1. The survey should be completed earlier in the semester.
2. A handout on equations and inequalities involving absolute value should be completed.
1. The survey will be completed earlier in the semester.
2. Time permitting, a handout on equations and inequalities involving absolute value will be completed.
The first test score is usually low. Students are not allowed to use calculators on this test and they make mistakes in math.
Probability (chapter 7) is a difficult concept and students usually struggle on this chapter. However, this is a big improvement over previous semesters.
Students are not allowed to use calculator on chapter 8 (signed numbers), and therefore mistakes in math are made.
Algebra is always a difficult concept for these students.
This semester the class was taught in the technology room using PowerPoint presentation as well as lecture. I think it was a more comfortable environment for the students.
This semester we spent more time on Algebra, and as a result the test scores were a bit higher. There was improvement on the probability chapter as well.
1. One student wanted the course to be offered at more locations.
2. One student had trouble graphing with Maple.
3. In general students were satisfied with the lecture format.
4. One student found the material on exponents, radicals, and factoring to be difficult. By observation, this has been found to be the case in general.
1. Course should be offered on Pictel.
2. A help session should be added for Maple graphing.
3. Lecture format should be retained for this section of the course.
4. One day should be added to the study of exponents, radicals, and factoring.
1. A Pictel version of the course will be designed during the summer of 2003 and implemented during the Spring of 2004.
2. Time permitting, a help session for Maple will be added during Fall, 2003.
3. Lecture format will be retained. Students also have the choice of a lab format offered in many sections of the course.
4. One day will be added to the study of exponents, radicals, and factoring.
Chapters 1 and 2 remain the most challenging material for students. The number of attempts on chapter 1, part 2 tests is greatest of all tests at 57 tries to pass:
Scores on Chapter 1, part 1 tests range from 48-100% with an average score of 79%.
Scores on Chapter 1, part 2 tests range from 0-93% with an average score of 62%.
Scores on Chapter 2 range from 46-98% with an average score of 79%.
The scores for the remainder of the chapter tests and final exam are higher and the number of attempts to pass the tests decreases:
Scores on Chapter 3 range from 31-100% with an average score of 88%.
Scores on Chapter 4 range from 67-100% with an average score of 90%.
Scores on Chapter 5 range from 73-100% with an average score of 93%.
Scores on Chapter 6 range from 80-100% with an average score of 93%.
Scores on Chapter 8 range from 44-100% with an average score of 82%.
Scores on the final exam range from 63-97% with an average score of 83%.
Twenty-four (71%) of the students enrolled in the course completed the course while two students received "I" and eight withdrew.
1. Most students were satisfied with the self-paced nature of the course and with the help available during class.
2. Several students wanted to be able to take tests during class.
3. Several students found that they had trouble "keeping on track and keeping from falling behind.
1. The self-paced nature of the course should be retained.
2. Tests could be given during class, except that it is difficult to teach and monitor tests at the same time.
3. Students should have some deadline dates that allow for individual rates of completion.
1. The self-paced nature of the course will be retained.
2. The matter of taking tests in class will be brought up at the next math lab meeting.
3. The matter of implementing deadlines that allow for individual rates of completion will be brought up at the next math lab meeting.
Chap 1,2: n=18, 71+/-22%, low=32%, hi=98% - First test, maybe students didn't know what to expect.
Chap 3,4: n=18, 80+/-19%, low=39%, hi=100%
Chap 5: n=17, 64+/-18%, low=22%, hi=85% - This test was very long and several students did not have time to finish. I will try to give the test in two parts next semester to see if it helps.
Chap 6: n=17, 77+/-15%, low=45%, hi=100%
Chap 7,8: n=16, 78+/-14%, low=52%, hi=100%
Chap 9-10: n=16, 80+/-10%, low=60%, hi=97% - Some of these concepts are computer aided. These were the concepts most often used in the students' projects. I think that helped.
This is the first semester that I used the new text. I feel that the students were more engaged in the class, due to the inclusion of a required project.
The first test scores seemed low - perhaps the students just didn't know what to expect.
The chapter 5 test scores were very low. The students complained of the test being too long and that they did not have enough time to finish.
The hypothesis testing chapters test went well this semester.
The last chapters, which most students used in their projects, seemed to be better understood.
I will consider re-vamping the chapter 5 test, which the students complained was too long. I will probably give the test over two class days instead of one, or allow them to take the test in the math lab, where they may have additional time.
I will continue to require a project, but will allow students the option of working alone or forming teams of two or three students for group projects.
Overall, I am pleased with the performance of this class.
The biggest change was selecting a new text for the course. I really thought the new text was a big improvement, and, for the most part, was evident by the improved test scores. Also, with the inclusion of a project, the students applied some of the concepts learned in the later chapters, which improved those test scores as well.
Course-level assessment is based upon student performance on assigned homework problems, in-class participation, scores on chapter tests, and the score on a comprehensive final exam. Each component is weighted.
Homework is collected and evaluated throughout the semester. In-class performance is noted daily in a teacher's record book.
Each problem on the 03F final exam was matched to the course objectives as listed in the course syllabus. In addition, the scores assigned for each problem completed by the students on the 03F final exam were compared. The average of the scores were calculated.
Scores on all tests taken during the semester were averaged and compared.
Course homework is appropriate and completed in above average fashion for 85% of the students. Class participation is excellent for 100% of the students although they did not work well together in groups..
Each course objective was appropriately measured on the final exam except for objectives 13 and 14. Objective 13 refers to the completion of a project, which was not accomplished this semester. Objective 14 refers to the use of a computer algebra system, Maple, to solve problems. This objective was assessed throughout the semester but was not used during the final exam.
The average score on the final exam was 77%. The scores for the individual problems were above average to average. The final exam was administered in three parts on three separate days.
Class average chapter test scores ranged from 71% to 83% but scores for problems testing the understanding of important concepts, specifically integration, on both individual chapter tests and the final exam were below average.
Final Exam, short ans and standardized test
Final Exam, short ans and standardized test