About the Lumberjack Mathematics Center (LMC)
LMC Policy FAQs for Fall 2020
Can I still come to the LMC for in-person help? Accordion Closed
What if I need help with other math courses? Accordion Closed
Tutoring for other math courses including MAT 121, MAT 136, MAT 137, STA 270, etc. is provided by the Academic Success Centers.
Is coming to the LMC Lab in person the only way to get tutoring help? Accordion Closed
No! You can access our Collaborate Ultra Remote Support Room through your BbLearn course shell. Current operating hours are listed on our Hours and Location page.
Is the LMC Testing Room Open? Accordion Closed
What are my in-person attendance requirements for LMC courses? Accordion Closed
All LMC courses are following the NAUFlex model. Please contact your instructor regarding specific attendance questions.
What about Lab time and attendance minutes? Accordion Closed
Lab time for LMC courses is not required for the Fall 2020 semester.
How can I get help for my LMC course? Accordion Closed
You can come in to the LMC Lab for in-person tutoring and support.
You can attend your instructor’s office hours or schedule a meeting with them outside of office hours.
You can visit the online Collaborate Ultra Remote Support Room linked in your BbLearn course shell.
You can contact the Academic Success Centers to schedule a one-on-one appointment.
LMC math course details
The Department of Mathematics and Statistics has redesigned four of its first-year mathematics courses to help students master course content. These courses will combine in-class instruction with lab time in the Lumberjack Mathematics Center, where students have access to valuable resources, including instructors and math tutors.
MAT 100 Accordion Closed
In MAT 100 students have one required weekly meeting in the lab room using the most current and innovative software. Students spend the rest of their required time in the Lumberjack Mathematics Center. Instructors, tutors, and software help tools are available to provide immediate assistance.
MAT 108 Accordion Closed
In MAT 108 students have one required weekly meeting in a classroom in which they explore some of the core concepts in groups through lessons and hands-on activities. Students spend the rest of their required time using the most current and innovative software in the Lumberjack Mathematics Center. Instructors, tutors, and software help tools are available to provide immediate assistance.
MAT 114 Accordion Closed
MAT 114 students meet once a week in a classroom. They spend the rest of their required time in the Lumberjack Mathematics Center to complete their mathematics problems and projects with help from their instructor and tutors.
MAT 125 Accordion Closed
In MAT 125 students have two required weekly meetings in a classroom in which they explore some of the core concepts in groups through lessons and hands-on activities. Students spend the rest of their required time using the most current and innovative software in the Lumberjack Mathematics Center. Instructors, tutors, and software help tools are available to provide immediate assistance.
More information Accordion Closed
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 300 computers and is located in the brand new Student and Academic Services building. There are quiet study rooms and comfortable seating areas for students to enjoy just outside of the classrooms and lab.
Course design philosophy Accordion Closed
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. 
Former President Haeger 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 and success. 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 goals Accordion Closed
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 instruction
NCAT characteristics and goals for a new course design, which we follow, include:
- restructuring of the whole course, not just a single class
- 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 are deadlines
- 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 units
- 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
 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
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.