| Activity | Due | Status | |
|---|---|---|---|
| Year One | |||
| Activity One | |||
| 3.1.1 p45 p73A P79A |
Math Science Software Specialist recruited | 12/95 | Completed January 1996 |
| p79A | CAI programs reviewed / Design effective strategy for Computer assisted Math and Science | 3/96 | Completed March 1996. Decision was to go with a math laboratory approach were math lab
sections would be attached to existing courses. Math laboratory would use "math
engine" software as opposed to drill and practice software. Math engines encourage
the exploration of math and the asking of "What if?" questions by the students.
Structure will have to be provided by math laboratory sheets. A math lab model is not
unlike a science lab in which a student performs experiments. In a math lab the
experiments are experiments in mathematics. The known drawback of this approach is that
the student may depend on the math engine to do math. In research mathematics, however,
the math engine is seen as a fundamental tool for doing mathematics. Math engines are
calculators for algebra. This approach was subsequently revised as a result of changes in the faculty in the department. New members of the department expressed a desire for drill and practice software support for textbook based mathematics. New textbooks that had support software were identified, adopted, and put into use in 1997. Science design was deferred as the science software funding is in year five of the grant. |
| p79A | CAI program review reports recommendations accepted. | 4/96 | Completed April 1996 with the acceptance of Theorist 2.0 for use in structured support
laboratories for MS 098 Transition to Algebra through MS 152 Calculus. The decision was
also made to pursue alternative (non-computer based) experimental curriculum in MS 050
PreAlgebra. Theorist would later be renamed MathView and subsequently renamed LiveMath.
The adoption report is at: http://www.comfsm.fm/~dleeling/t3/livemathadopted.html In the Spring of 1997 a new textbook was adopted for MS 050 and MS 098. The single text included material that supports both courses and has associated drill and practice software. MS 050 was subsequently re-numbered MS 095. The experimental "Cognitive approach" curriculum piloted in MS 050 in the Fall of 1996 was utilized in the development of MS 090 Developmental mathematics. MS 090 has had three instructors since its inception in 1997: faculty education in the utilization of a proven successful model is an ongoing task due to high rates of turn-over at the College. |
| Activity Two | |||
| 3.1.2 p73a p79A |
Accommodation of testing program in relation to curriculum reviewed. Design effective strategy for computerized diagnostic and placement testing. | 3/96 | The decision was made to use exit results. Exit results were the major variable that
the department wanted to affect. The department wanted to see increased rates of student
success in math courses. See the report Five Year
Promotion Rates Study for details on success rates over the grant period in core math
courses at: http://www.comfsm.fm/~dleeling/t3/reports/fiveyearpromorate.html Diagnostic and placement testing was deferred. The inbound students were unfamiliar with computer technologies. A computer-based pretest would be as much a test of computer skills, or the lack thereof, as it would be test of actual math skills. A low placement, for example, could merely mean an inability to use the computer. Appropriate software for computer-based pre-testing was not found. In the Spring of 1997 the MS 098 courses used a department prepared test as a pretest and posttest. The instructors in MS 098 were not shown the contents of the test. The test was administered at the start of the term and at the end of the term. Classes that used computing technologies did not have a statistically significant different mean improvement pretest to posttest over classes that did not use computing technologies. The possibility of using computerized testing is revisited by the Department periodically. This option still does not look possible from logistical aspects. In the Spring of 2000 the Department began using paper based Mathematics Association of America placement tests. The chair of the Department was provided information on Accuplacer online testing during the Spring of 2000. |
| p79A | CAI testing programs reviewed through site visits. | 4/96 | Not included in the final budget. This item was a funded trip for the MSS and the activity coordinator to attend a major conference in the states in order to determine what computer based testing programs are available. |
| Activity Three | |||
| 3.1.3 p45 p79A |
Needs analysis completed using existing and proposed CAI facilities | 3/96 | Complete 1/96. Note that due to dual numeration of the grant application, there are parallel but not identical activity 3.1.3s, one on page 45 and one page 73A. The 73A 3.1.3 is handled further below. This duplication of numbers with differing actual individual actions to be done recurs in the grant application. |
| p45 p79A |
CAI networking configuration reviewed | 6/96 | Completed 5/96 with a review of NetWare and Windows NT. |
| p79B | CAI networking configuration adopted. | 7/96 | Complete 5/96 with the choice of NT server. Decision was made to utilize software that
operated in stand-alone mode. Modified in 1998 to Microsoft NT Small Business Server. 10 Base T network and an NT Server running on Micron Millennia with NetBEUI and TCP/IP protocols, completed and operational January 1999. Upgraded in March 1999 to Small Business Server running on a Micron NetFrame computer. Connected the laboratory via DHCP and Proxy Server to the Internet in April 1999. Reviewed and revised in 1999. Campus wide network setup based on a server running Linux. Apache web server and Squid proxy server utilized. Networking now based on TCP/IP protocol. |
| p45 | Test instructional software | 9/96 | Algorithmic Algebra Tutor for MS 095 and MS 098 tested in the Spring of 1997. CD-ROM based Interactive Algebra and Trigonometry package tested in the Fall of 1997. MathView first utilized in Spring 1997. MathView notebooks developed for MS 101 Algebra and Trigonometry developed in Spring 1998. |
| Activity Four | |||
| 3.1.4 p45 p79B |
Hardware selected | 6/96 | Completed 3/96 |
| 73A | Hardware procured | 6/96 1/97 1/99 3/99 |
Initially eight Micron computers were purchased: 2 Math software evaluation 1 CALL specialist 1 LSS specialist 1 Title III coordinator 3 Title III mini-laboratory for network & software testing In the Fall of 1996 fifteen more Micron computers were purchased. Four of the fifteen were intended as servers, the servers were exchanged for client computers in units that required servers. The units paid the price differential between a server and a client. The remaining eleven and four of the initial eight were combined with ten computers previously purchased by COM-FSM to create a math/science computer laboratory in A204. The result was a 28 computer laboratory with a single server. In the Spring of 1999 server duties were taken over by a Micron NetFrame unit. The previous server was demoted to a Backup Domain Controller and later reconfigured as a Linux server. In the Fall of 1999 the campus installed a server running Linux to handle campus-wide network needs. In March 1999 the laboratory received a Gateway Destination DVD computer which is being used by the faculty for group presentations in the laboratory. The laboratory added a second DVD equipped computer in late 1999. The laboratory will add a second DVD computer during the summer of 2000. The laboratory computers are slated to be replaced in 2003 under the current College plan. |
| 3.1.3 p45 p73A p79B |
CAI software selected | 5/96 | A team of math instructors looked at packages with input from students. Ease of use,
level of English, and applicability to the CAI plan were all considered. Programs reviewed
included Mathematica 2.2.3, Maple V R4, MathCad 6.0, Theorist 2.0, and ProSolve. Programs
were chosen both through catalogs and through online searches for software appropriate to
our needs. ProSolve proved incompatible with our equipment. MathCad, in its 1996 version, was difficult to use for the students primarily due to its free form scratchpad interface. Maple and Mathematica both required that our non-native English speaking students master a complex command line language. Both packages were designed to produce final solutions and were not usable in working through a problem in a step-by-step fashion. Theorist had a simple to use interface and uses standard math notation. Students were able to use it after five to ten minutes of basic instruction in the interface. Theorist, subsequently renamed MathView, and now called Livemath, was determined to be able to provide support from arithmetic up to calculus. Theorist/MathView/LiveMath was adopted in 4/96. http://www.comfsm.fm/~dleeling/t3/livemathadopted.html Although the initial evaluation team wanted software that could be used to custom build mathematical notebooks, new members of faculty who joined the department in subsequent years expressed a desire for prepackaged drill and practice software that would reflect the textbook. This led to the subsequent selection of the Algorithmic Algebra Tutor and the Interactive Algebra and Trigonometry CDROM. |
| p73A | CAI software procured | 6/96 | Theorist acquired 6/96 Algebra Tutor acquired 27 Jan 97. Interactive Algebra and Trigonometry CDROM acquired 6/97. |
| p45 | Suitable software installed | 7/96 | Theorist/MathView installed and first used in 27 January 97. Algebra Tutor installed and first used 27 January 97. Interactive Algebra and Trigonometry CDROM first used Fall 1997. |
| Activity Five | |||
| 3.1.5 p45 |
Develop faculty and staff training program in effective use of CAI technology | 3/96 | Program has involved training sessions in the computer laboratory, one-on-one
instruction, and just-in-time faculty support. Training in the drill and practice software
is done one-on-one as new members of faculty teach courses with such software available.
MathView training sessions were held in the Spring of 1997 and again in the Spring of
1999. Department turn-over guarantees that training will be an ongoing and continuous need within the department. |
| p45 p73A P79B |
Staff development program is implemented | 7/96 | Training is a continuously ongoing component of the MSS's daily workload. Training is being transitioned to a new departmental information technologies position in August 2000. |
| p79C | Staff development on intermediate CAI use is implemented | 7/96 | Training in Theorist/MathView was done Spring 97 and Spring 99. Training on the use of Interactive Algebra and Trigonometry CDROM is done one-on-one as needed. |
| p79C | Staff development on CAI testing is implemented | 8/96 | On computer testing of students is not presently under consideration. Even if appropriate software were to be identified, the laboratory does not provide sufficient capacity for the testing of all of the lower level math class students. |
| Year Two | |||
| Activity One | |||
| 3.2.1 p45 p79C |
Program to use CAI to supplement math instruction devised | 12/96 | Drill and practice software is being used to support MS 095 PreAlgebra. A trial to determine what mix of software would be most effective in MS 098 Transition to Algebra did not produce conclusive results. In 1997 some sections of MS 098 used both the Algebra Tutor and MathView notebooks. In 1998 an instructor opted to use only the Algebra Tutor. In 1999 a new instructor began using the MathView notebooks that had been developed in 1997. Students in MS 100 use the Interactive Algebra and Trigonometry CDROM outside of regular class time, during open computer laboratory time. MS 101 Algebra and Trigonometry is taught in the computer laboratory so that the students can utilize MathView during class. MS 101 is also supported by the Interactive Algebra and Trigonometry CDROM. MS 150 Statistics utilized Microsoft Excel in 1997. A change in instructors led to a shift to a dedicated statistics package in 1998. |
| p45 |
Course revisions implementing CAI adopted | 9/97 | The activity coordinator in 1996 indicated that revised course outlines had been
presented to the curriculum committee. In 1998 the third activity coordinator determined
that the outlines had not been updated. The outlines are being re-developed in 1999. The only outline submitted by the MSS directly was an outline for the "Cognitive Approach" MS 050 that was run in the Fall of 1996. This outline was approved on a pilot run basis. The second activity coordinator used this outline to prepare the MS 090 Developmental Math outline. |
| Activity Two | |||
| 3.2.2 p46 P73A p79C |
Faculty/staff training program for use in CAI software devised. Prototype and test faculty/staff training program | 12/96 | The program has involved trainings done in the laboratory, one-on-one instruction, and "just-in-time" direct instructor support. Trainings have been run in MathView and Excel. The "Cognitive Approach" developed in the Fall of 1996 has been communicated using a series of lunch hour sessions. |
| p46 p79C |
Faculty/staff training program for use in CAI software devised | 9/97 | First training implemented in Spring 1997. Training continued in the Spring of 1999. |
| Activity Three | |||
| 3.2.3 p46 p73B |
Review commercial packages for Algebra and Trigonometry | 3/97 | 4/96 Theorist/MathView/LiveMath was adopted for use in Algebra and Trigonometry <http://www.comfsm.fm/~dleeling/t3/livemathadopted.html>. In the Fall of 1996 a decision was made to change textbooks in MS 100 and MS 101. A new textbook was identified that had associated CDROM based CAI software. This book was first used in the Fall of 1997 and continues to see use in 1999. Rates of student success, however, remain low, and the department is once again, in 1999, seeking texts with alternative approaches to mathematics. |
| p79C | Implement pilot test of software. Prototype and test pilot project CAI for Algebra and Trigonometry math courses | 6/97 | Software for courses was adopted and supported on the following schedule: Spring 97 MS 098 Transition to Algebra MathView & Alg. Tutor Fall 97 MS 095 PreAlgebra Algebra Tutor Fall 97 MS 100 Algebra MathView & IAT CDROM Fall 97 MS 150 Statistics Excel Fall 97 MS 152 Calculus MathView Spring 98 MS 101 Alg. and Trig. MathView & IAT CDROM Fall 98 MS 150 Statistics Computer Statistics |
| p79D | Evaluate remedial and general math project | 9/97 | MS 050 Cognitive Approach was found to have a statistically significant impact on the
rate at which those who successfully completed MS 050 went on to successfully complete MS
098. A report is at: http://www.comfsm.fm/comfsm/concapp.html In the Spring of 1997 differentials on a pretest and posttest indicated no statistically significant impact of computing technologies on student performance. Four groups of students and one group of students at the Pohnpei state campus took the pretest and posttest. Five different instructors were involved in this study. At the national campus one group never used computers, a second group had the option of using computers on their own time, a third group used the computers and CAI software daily in class, a fourth group used the computers occasionally during class and were given multiple assignments to complete in the computer lab outside of class time. The fifth group was in an Intensive English as a Second Language Program with a math content component. The fifth group met five days a week in a low teacher to student ratio environment. The fifth group was statistically separated, but the results were confounded by the difference in contact hours and environment. This study is at: http://www.comfsm.fm/comfsm/ms098.html As five instructors were used in the Spring 1997 study, the decision was made to control for the instructor variable in an MS 100 study to be run in the Fall of 1997. The subsequent study using a pretest and posttest in MS 100 utilized the same instructor. One section used the computers every week to complete assignments. The other section never used the computers. The two groups were not statistically separated at the end of the term. The students, however, self-reported that they thought the computers had helped them learn the material. http://www.comfsm.fm/comfsm/ms100.html |
| Year Three | |||
| Activity One | |||
| p79D | Review status of hardware for state campus systems | 12/97 | Completed. In 1996 the national campus moved twenty computers to the Pohnpei campus. No other state campus received computers from the national campus. As a result the decision was made to provide computers only to the Chuuk, Kosrae, and Yap state campuses in 1998 using the FY 98 state computer budget allotment. In FY 99 the MSS provided two computers to every campus including the national campus. The MSS equipped each campus with hardware that will support continuous Internet connectivity and that support future educational releases in DVD format. For all campuses the FY 99 computers were the first to support DVD materials. |
| p79D | Procure hardware and software for state campuses | 3/98 | Procured and installed by 8/98. Training conducted in Chuuk, Kosrae, and Yap. Pohnpei campus was deemed to be self-sufficient due to the presence of full-time computer support personnel. |
| p79D | Install and test systems at state campuses | 3/98 | Installed and tested during campus visits in July and August of 1998. Further
hardware installed and tested during the summer of 1999. Reports on these activities
are at: http://www.comfsm.fm/~dleeling/t3/msssum98.html http://www.comfsm.fm/~dleeling/t3/msssum99.html |
| Activity Two | |||
| p46 | Develop CAI training program | 6/98 | Training has been an ongoing component of the work of the MSS. Formal training in both productivity software such as Microsoft Excel and Microsoft Word has been run in the Spring of 1997 and again in the Spring of 1999. High rates of faculty turn-over demand that training be an ongoing component of the MSS's work. Training in the use of MathView has been conducted formally in the Spring of 1997 and again in the Spring of 1999. Ongoing help desk and user support work is done by MSS within the department. Much of the training done by the MSS has been one-on-one on a as-useful just-in-time basis. |
| p46 | Perform staff and faculty training at state campuses | 9/98 | Trained Yap campus computer laboratory supervisor in the use of the Algebra Tutor and
the Interactive Algebra and Trigonometry CDROM. There is no permanent math instructor at
the Yap campus. Trained the fiscal officer in Yap in the use of Excel. Ran a set of
evening Excel workshops in Chuuk. Demonstrated the use of math software to math instructor
in Chuuk. Worked extensively with the math instructor at the Kosrae campus in Internet
technologies. Also demonstrated math software usage in Kosrae. Ran training at all three
state campuses on policy editor usage to secure computers against accidental tampering. Further training was attempted in the summer of 1999. Faculty turn-over complicated training attempts. Work with whomever is teaching mathematics courses in the state campuses will continue beyond the end of the grant. The new departmental information technologies coordinator will assume responsibility for ongoing training and support of state campus faculty. Structural changes in the College made in June 2000 regarding the responsibilities of national campus chair persons should facilitate this work in the future. |
| Activity Three | |||
| 3.3.3 | Test remedial and general math software at state campuses | 8/98 | Completed in summer 1998. Math software was installed on Title III computers. Further work was done in the summer of 1999. |
| Evaluate remedial and general software at state campuses | 9/98 | Constraints of time on location at remote sites prevented evaluation during the summer of 1998. A return trip was accomplished in the summer 1999. Determining the impact of the software was not accomplished at this time,nor does it appear an impact study could be done. Math students in the state campuses do not have regular access to a sufficient number of computers. Determining whether computers were impacting the mathematics classes at the national campus was difficult at best, undeterminable in many cases. The number of confounding factors is exponentially greater on the state campuses. | |
| Activity Four | |||
| 3.3.4 | Evaluate CAI-based statistics and calculus software. | 9/98 | MS 150 Statistics utilized Microsoft Excel in 1997. A change in instructors led to a
desire to shift to a dedicated statistics package in 1998. The dedicated statistics
package is an ancillary to a statistics text that was adopted in the Spring of 1998 and
first used in the summer of 1998. New texts were examined in 1999 that utilize Excel.
The new instructor for statistics opted to use an alternate proprietary statistics
package in the Fall of 1999. The original evaluation team decided in 1996 to use LiveMath for Calculus support. |
| Year Four | |||
| Activity One | |||
| p79E | Prototype and test algebra and trigonometry software at state campuses. | 2/99 | This activity depends on whether the state campuses will continue to teach upper level math courses. CAI support is already in place in the form of Interactive Algebra and Trigonometry CDROMs at each of the state campuses. |
| p46 p79E |
Evaluate and revise algebra and trigonometry CAI software | 3/99 | MathView continues to be used in the upper level math courses. In May 1999 MathView's
owner, Maplesoft, negotiated with the original author of Theorist the sale of Theorist to
the author. This sale occurred and an upgrade to MathView was released called
LiveMath. This upgrade presented new opportunities for use of the software. In the Spring of 1999 the MSS also became aware that the plug-in for MathView had been greatly improved over the version of two years earlier. A tremendous opportunity to extend the notebooks developed at the national campus to the state campuses exists now that the national campus is fully connected to the Internet with its own web server. This connectivity occurred in the Fall of 1999. The MathView plug-in, while much improved, still had some serious stability problems with large notebooks. A new plug-in was released in June 2000 with the first production version of LiveMath. With this release the notebooks were finally converted and posted on the College web server. During the Spring of 1998 the Math Science Software specialist (MSS) designed support notebooks for MS 101 Algebra and Trigonometry. During this term the MSS developed seven MathView notebooks and an Excel assignment. These materials were used during the Spring 1998 term with one section of MS 101 students.
The MathView notebooks consist of information material, graphs, animated graphs, questions, and student explorations. LiveMath notebooks can be used on the Internet, see: During the Spring of 1998 there were two instructors teaching MS 101 one of whom was the Math Science Software specialist. The other instructor was familiar with MathView and was using MathView in his classes. The MSS provided his own MathView developments to the then MS 101 instructor. In the Fall of 1998 these materials were turned over to a new MS 101 instructor for his use. Turn-over and churn are a constant at the College. Training is an on-going requirement if materials that are developed are to be used, modified, and extended upon. In the Spring of 1999 the MSS began again MathView training (training in MathView had occurred in 1997). The students in the section using MathView also used the Houghton Mifflin Interactive Algebra and Trigonometry Tutor (IAT). The students were required to use both software packages by specific assignments. The use of required laboratory assignments was demonstrated necessary by the MS 098 study done by Title III in the Spring of 1997. Although no pre-test to post-test measurements were made, there was a difference in grade distributions. Grades, it must be noted up front, are a particularly slippery slope on which to stand. Grades can be subject to inflationary forces. Using grades as a measure depends on the professionalism and integrity of the instructor. Yet grades are ultimately what decides the success rate of students in courses. MS 101 is a terminal mathematics course for the vast majority of the students at the College. In the Spring of 1998 the MS 101 section taught by the MSS using MathView and the Interactive Algebra and Trigonometry tutor, experienced strong success in the course relative to their peers in other sections. Whether the technology was part of this impact is undeterminable. Classes often vary in basic skill level among the students in the class. One class might be inherently stronger or weaker. The MS 101 section using MathView and the Interactive Algebra and Trigonometry tutor had a greater learning load as tests were given both using "pencil and paper" and using MathView. Students had to perform mathematics in both environments. This added load did not decrease success versus their peers. A survey in the Fall of 1998 suggested that students are excited by the use of computer technologies. Earlier surveys had also documented this effect among students. Students here are excited when they use technology and they believe the technology is helping them to learn. Thus the computers are having an affective domain impact and may contribute to student motivation. |
| Activity Two | |||
| p47 p79E |
Identified modules and software revised and replaced | 6/99 | Funding does not exist for a major change in software. Some revision of the MS 098 LiveMath notebooks has been requested by the present instructor. |
| p79E | Review of computer hardware | 8/99 | The final batch of computers that the MSS purchased was budgeted for in year four. As
a result specifications for hardware that can help carry all the campuses into the next
millennium were developed in the Spring of 1999. will be acquiring computers. This would also likely be the last year in which the A204 computer laboratory could receive new computers for the next three to five years. The A204 laboratory is slated to turn-over its computers last, operating off of "hand-me" downs until after the other laboratories are turned over. The departmental budget is not capable of putting computers into A204.
Some of the current hardware is approaching four and half years old. As expected, rates of floppy drive and hard drive failure are on the upswing. |
| p79E | Report on computer hardware submitted | 9/99 | Report on configuration of last batch of computers to be ordered completed 4/99. |
| Year Five | |||
| Activity One | |||
| p79E | Prototype and test CAI science training for science faculty | 12/99 | Training is proceeding primarily via direct one-on-one work with individual faculty members. Software differs between disciplines, and in many cases computers are used as a tool specific to the course <http://www.comfsm.fm/~dleeling/t3/computertool.html>. Courses are supported by software specific to that course <e.g. http://www.comfsm.fm/~dleeling/t3/chemistry.html>. In a physical science the computers were used to explore the nature of the colors of light <http://www.comfsm.fm/~dleeling/physics/rgblab.html>. |
| Activity Two | |||
| p47 p79F |
Implement and test CAI science software | 6/00 | In 1996 the Title III coordinator was told at a Title III conference that Title III at
the College of Micronesia-FSM might run for only one year and to re-program money as
necessary to accomplish as many of the five year missions as possible in a single year. As
a result the MSS moved rapidly to acquire software for all levels of mathematics in the
first year. Thus software support for mathematics was in place by the end of the third year. The activity schedule had been accelerated and the program was ahead of its own schedule, including the budget schedule. The MSS decided to utilize the fourth year, which had its math component moved forward into the prior years, on technical support for science. With a minimal budget ruling out the acquisition of CAI CD-ROM libraries, the MSS instead acquired tools for student use. The tools would be used to enhance existing courses and to have the students generate material for their use and for the use of future students. Out of this grew the MicroneScience cyberlibrary project <http://www.comfsm.fm/~dleeling/t3/micronescience.html>. In the Fall of 1998 the MSS piloted the project in SC 250 botany. The student reports of increased interest in the target course led to a shift towards using the computer as a tool as opposed to using the computer as a tutorial device <http://www.comfsm.fm/~dleeling/proj98/annrep98.html#Micronescience First Fruits>. This work was continued in the Fall of 1999. Hardware and software tools for science courses are being adopted and supported on the following schedule: Fall 98 SC 250 Botany MicroneScience tools <http://www.comfsm.fm/~dleeling/botany.html> Spring 2000 Marine Science: Course support materials online <http://www.comfsm.fm/~brianl> Spring 2000 Weather and Climate: Course support materials online <http://www.comfsm.fm/~dleeling/weather/weather.html> Spring 2000 Physical Science: Course support materials online <http://www.comfsm.fm/~dleeling/physics/physics.html> Fall 2000 Life Sciences: Digital Microscopy capacity available <http://www.comfsm.fm/~dleeling/t3/micronesciencetwo.html> Fall 2000: Chemistry CDROM <http://www.comfsm.fm/~dleeling/t3/chemistry.html> |
| Activity Three | |||
| p79E | Review and evaluate all CAI math and science software | 9/00 | This activity will occur during the transition to the post-grant period. The new departmental information technologies coordinator will have this item as one of their tasks. This is envisioned as a ongoing process. |
| Activity Four | |||
| p47 p79F |
Evaluation of CAI program designed | 12/99 | Design is for ongoing analysis of and reporting on software components as they are
brought online and used in the courses at the College. In 1999 Waterloo Maple sold the Theorist/MathView program to Webprimitives LLC who renamed the software LiveMath. In consultation with the activity coordinator, the decision was to upgrade to the new version and to continue to use this software. Other CAI software that has been adopted has been associated with supporting a specific text. This software will likely be replaced when the department changes texts. Texts tend to change with turn-over in the instructional staff, this can mean a change in texts as often as every three years. |
| p47 p79F |
Evaluation instrument accepted by curriculum committee | 7/00 | |
| p47 p79F |
Evaluation implemented | 8/00 | |
| p47 p79F |
Evaluation analysis | 9/00 |