ABOUT THE LUMBERJACK MATHEMATICS CENTER
Welcome to the Lumberjack Mathematics Center
The Department of Mathematics and Statistics has redesigned four of its first-year mathematics courses to help students master the
These courses will combine in-class instruction with time in
the Lumberjack Mathematics Center, where students have access to valuable
resources, including instructors and math tutors.
Read on for more information about the innovative methods we
are using and how they will affect individual courses, or go directly to the page that
interests you below.
Although all four of the new math courses involve both
instruction and time in the LMC, each class is unique.
MAT 100 students do mathematics in the Lumberjack
Mathematics Center using software with a variety of built-in help tools. At the
same time, they have immediate access to a course instructor and several
In MAT 108 students have one weekly meeting in a classroom
in which they explore some of the core concepts in groups through hands-on
activities. Students spend the rest of their required time using software in
the Lumberjack Mathematics Center. Instructors, tutors, and software help tools
are available to provide immediate assistance.
MAT 114 students meet once a week in a classroom to work on
activities. They visit the LMC to complete their mathematics problems with help
from instructors and tutors.
MAT 125 students spend their time in both the classroom and the lab, using the most current and innovative software combined with instructors and tutors to prepare themselves for higher math.
All students in the newly redesigned classes are required to
spend time in the Lumberjack Mathematics Center during open lab hours outside
of their regular scheduled class times. Instructors and tutors are available to
help students at all times.
The Lumberjack Mathematics Center has over 250 computers and
is located in the brand new Health and Learning Center. There are quiet study
rooms and comfortable seating areas for students to enjoy just outside of the
Lumberjack Mathematics Center.
Course design philosophy
Students in our newly designed courses learn by doing
mathematics – a lot of mathematics. Research has shown that the essence of
learning is doing, rather than passively listening. 
President Haeger has called for instructional
innovation to better address the way that today’s students learn. He
believes that effective use of technology is a key tool in increasing student
retention. In his September 14, 2011 Campus Address he announced a new project
for freshman mathematics courses: a mathematics
course redesign using an emporium model.
National Center for Academic Transformation (NCAT) characteristics and
The new course design is based guidelines from the National Center for Academic Transformation
(NCAT). The NCAT has worked with several universities nationwide on course
redesign. They estimate that over 160,000 students have participated in one of
the 120 redesigned courses. They report
that course redesign:
- improves student learning
- increases course completion
- improves retention
- improves students’ attitudes toward the subject
- increases student satisfaction with the mode of
NCAT characteristics and goals for a new course design,
which we follow, include:
- restructuring of the whole course, not just a
- emphasizing active learning – greater student
engagement with the material and one another
- relying heavily on readily available interactive
software, used independently and in teams
- mastery learning – it is not self-paced; there
- increasing on-demand, individualized assistance
from instructors, tutors, and software
- automating only components that can benefit from
automation (e.g., homework, quizzes, exams)
- replacing a single mode of instruction with
several different types
- enhancing quality by individualizing instruction
- assessing students’ knowledge in much smaller
- providing feedback and direction to allow
students to make up for specific deficiencies
- giving students help numerous hours per week
- improving the course as it proceeds
We would like to add our own goals to this list:
- improving mathematics learning
- helping students succeed in subsequent courses
In an era when students can easily grab material online,
including lectures by gifted speakers in every field, a learning environment
that avoids courses completely—or seriously reshapes them—might produce a very
effective new form of college.
 Thiel, Teresa; Peterman, Shahla; Brown, Monica.
Addressing the Crisis in College Mathematics: Designing Courses for Student
Success. Change, Jul/Aug2008, Vol. 40 Issue 4, p44-49, 6p