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Ensuring Student Engagement and Equity with Personalized, Adaptive Learning

Session Overview

This video was part of the July 2020 REMOTE: The Connected Faculty Summit

The department of Mathematical Sciences at Lincoln University uses ALEKS for placement assessment (ALEKS PPL-Placement Preparation and Learning) and as a supplemental tool for classroom instruction in our entry level math courses. ALEKS is a user-friendly product that can easily be accessible remotely on any device including smart phones. This has improved student engagement and preparedness especially during this time of remote learning caused by the pandemic. It was challenging both for faculty and students to quickly switch to virtual environment when the pandemic hits in mid spring. However, adapting to the virtual environment was easier for the courses that were already using ALEKS as a supplemental tool. Besides providing smooth transition, ALEKS has also helped in ensuring test integrity by providing inbuilt test proctoring tool (lockdown browser with responds monitor) without additional cost during this pandemic. This talk will focus on the role of ALEKS in facilitating smooth transition, maintaining student engagement, and ensuring test integrity in such a way that maintains equity during this time of social distancing and virtual instruction.


Dr. Claude Tameze

Chairman & Director, Lincoln University
Dr. Claude Tameze has served as Director & Chairman of the Department of Mathematical Sciences at Lincoln University for the past five years. During this time, he and his colleagues have implemented the use of ALEKS, an innovative and adaptive learning tool, along with a new pedagogical approach to their math lab courses that focuses on mathematics applications and critical thinking skills. These innovations address the unique challenges faced by majority-minority institutions. With mathematics situated at the heart of STEM, minority student success in early mathematics courses is critical to increasing diversity across all STEM fields. The interventions implemented by Dr. Tameze and his colleagues have generated measurable improvements in student success in the department’s entry-level and STEM gatekeeper mathematics courses, along with a host of data that suggest promising avenues for further innovation