Poster presentation of the CSU Long Beach Math 115 Course Redesign project, presented in May 2014 at the CSU Board of Trustees meeting.

1. Improve Data Analytics Skills Through
Group Projects in a Hybrid Business Calculus Class
Jen-Mei Chang, Florence Newberger
CSU Long Beach
ABSTRACT
q Business Calculus at CSULB has been taught with an innovative
and technology-enhanced hybrid model since 2011.
q In Fall 2013, we re-oriented the SLOs to fit the renewed
expectations in the Business Program's curriculum through the
use of a new textbook that is rich in real-world data &
modeling along with the use of spreadsheet group projects.
q In these projects, students use spreadsheet software to
Ø produce graphs/charts/tables based on empirical data, and
Ø build mathematical models.
Afterwards, they use structured sentences to
Ø answer questions about the data based on the models, and
Ø use the mathematics learned in class to support their thesis
statements.
q Anecdotal feedback from selected students are in alignment with
the project learning outcomes mentioned above. That is,
students feel positive about their learning experiences with the
Excel Projects (EPs).
q The department serves ~ 1,100 Business-bound
students a year in 6 large lecture classes.
q For most of the Business-bound students, this is the
first of a sequence of 3 mathematics/statistics
courses they take.
q Many of these students come in with weak algebra
skills and have no working knowledge of spreadsheet
programs.
q The activity sessions are led by part-time instructors or
GTAs whose teaching assignments change every semester.
q Training instructional staff in when, where, why, and how
to use its accompanying resources.
q We need effective ways to:
1. prevent the activity instructors from “lecturing,”
2. ensure high-impact learning via ways of activity
worksheets, and
3. provide training and support to the activity
leaders.
NOW versus THEN
ONGOING CHALLENGESREDESIGN ACTIVITIES
STUDENT PROFILE
RESOURCES
Contact Info
Jen-Mei Chang & Florence Newberger
jen-mei.chang{florence.newberger}@csulb.edu
LESSONS LEARNED
v Well over 60% of entering freshmen lack the proficiency in math
to be successful in their first year of study in the university.
v This has a direct impact on the success rate of this course, since
it serves a large population of Business-bound freshmen.
Ø It was transformed completely between 2011 and 2013 as part of
The NGLC Hybrid Model Math Consortium Project.
Ø The Hybrid Model creates a supportive learning flow that
features engaging in-class interactive lectures, group work in
supplemental instruction (SI), “just-in-time” remediation of
prerequisites (ALEKS), online homework assignments with
instant grading and feedback capabilities.
Ø As part of this redesigned effort, we infused the course with
group Excel projects to enhance students’ meta-analytics
skills and prepare them to think critically in real-world
settings.
Syllabus (Newsletter Style)
We learned to effectively orchestrate group projects with
computer software in a 100-level non-major mathematics
course by
Ø providing ample tutorials (e.g., video, lecture
exposure, sample outputs, detailed instructions, and
detailed grading rubrics.),
Ø designing assignments that can be finished
individually when group members fail to
participate, and
Ø making the assignments relevant, flexible, and
practical.
Acknowledgements
This project was supported by the CSU Enrollment Bottleneck
Solution Course Redesign with Technology program.
Department of Mathematics & Statistics
For a detailed description about each course component as well
as sample materials, see the official Business Calculus website:
http://www.csulb.edu/~fnewberg/Business_Calculus/
Activity Worksheet
Excel Project Worksheet
Excel Project Instruction
Excel Project Data Output
Excel Project Grading Rubrics
OUTCOMES
Sample Student Work
“I haven't done this well in a math class in forever and it was extremely encouraging
for me to see myself do so well in a math class again. It has given me some new-found
confidence in my major and it has made me excited for what is in store for me the
next few years.” – a student of MATH 115, Spring 2014
19
30
27
10
2
6 6
0
76
20
23
29
14
4 3
6
1
72
26 28
24
5 6 7
2 0
78
0
10
20
30
40
50
60
70
80
90
A B C D F WU W WE (A+B+C)/n
Percentage
Fall '12 (n=198) Spring '13 (n=177) Fall '13 (n=201)
A consistent trend of pass rate > 70%
Figure: Final grade distribution across three semesters with the Hybrid learning model by a single
instructor.