Creating a College-Wide Mathematics Experience for
Description: Creating a College-Wide Mathematics Experience for Students Getting Everyone in the Room: Sherry-Anne McLean July 24, 2024 Session objectives During the session we will address the following questions: What would a college-wide integrated
Related Topics
Download Presentation
"Creating a College-Wide Mathematics Experience for" is the property of its rightful owner. Permission is granted to download and print the materials on this website for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentation Transcript
slide1. Creating a College-Wide Mathematics Experience for Students Getting Everyone in the Room: Sherry-Anne McLean
July 24, 2024<br>
slide2. Session objectives During the session we will address the following questions:
What would a college-wide integrated approach to math education look like?
What steps need to be taken to implement this type of change?
What roadblocks should I watch out for?
What best practices should I implement?<br>
slide3. Audience question Who do you consider part of the Mathematics Team at your college?<br>
slide4. Roles and responsibilities Instructors (BEdA, I-Best, High School, Developmental Math, College-Level Math)
Administrators (Program Directors, Deans, Student Services Leads, HS Counselors)
Logistics (Enrollment Services, IT, Curriculum Review, Testing Center Staff)
Student Support (Tutoring, Financial Aid, Advisors, Admissions Coach, Veterans)<br>
slide5. Audience question What processes do your students go through before registering for a first math class?
How different is that intake process for various student populations?<br>
slide6. Let’s talk placement Single place for all students to start
Give credit and recognition for prior learning
Guide students to make informed choices
Avoid unnecessary math anxiety
Plan with the end in mind
Keep data analysis in mind when coding placement<br>
slide7. Simplifying the course map Identify (or create) guided pathways (BEdA, high school programs, adult high school, non-STEM pathways, STEM pathways) using existing courses
Collect all State/Federal requirements for Funding and Graduation (ELL/CASAS, BEdA, high school diplomas)
Match-up length/general skills of pathways
Keep paths as short and simple as possible<br>
slide8. Consolidating objectives List mandated credits/course outcomes for HS classes to apply to graduation
Use Dev-Ed pathways as the compromise course (not as subject to restrictions)
Use applications to bridge concepts
Geometry is always going to be weird<br>
slide9. Cautions and compromises Be Intentional with Class Names and Catalog Numbers
Label for clarity
Cluster for convenience
Check on Pre-Requisite Skills
100-Level Math Course Needs
100-Level Courses with Math Prerequisites
Technical Program Needs
Check State and Federal Requirements for Special Populations<br>
slide10. GETTING EVERYONE ON BOARD Refer to a common goal (i.e. get students college-ready) when arguments arise
Simple and straightforward documentation
Talk to all stakeholders early in the process; Focus on how changes simplify workflow
Choose a single team leader, with a single administrator for accountability
Consolidation will lead to fewer canceled classes, allowing more options for students<br>
slide11. What now?!? Chances are you now have a collection of outcomes that don’t align with your textbook anymore!
This is an opportunity – not a nightmare <br>
slide12. what about curriculum materials? Take advantage of this time to create new materials:
Go OER!
Create “flipped”-friendly materials
Integrate calculator use
Keep things relevant to student life
Choose (or create) materials designed for adults
Good case for guided pathways funding!<br>
slide13. Teaching best practices Integrate relationship-based tutoring into all courses
Second instructor when possible
Peer tutor who attends classes and knows students
Use/integrate free calculators
Be patient with and recognize dysgraphia, dyscalculia, and numerical dyslexia
Consider use of vertical spaces, intentionally randomized groups, and application approaches<br>
slide14. Audience question What other teaching practices, approaches, or techniques have you found to be effective for math students in these populations?<br>
slide15. Don’t forget about the students! Check in with student experiences:
How did your first class go? Did placement feel accurate?
Were the class teaching materials useful?
Were the class teaching methods useful?
How did the first college-level math class go? Did you feel prepared?
Did you take advantage of tutoring opportunities?
Check in with student data:
Was placement predictive of success in a first math class?
Are students persisting from quarter to quarter?
Did students continue to complete a college-level course?<br>
slide16. Contact information Thank you for attending!
Please contact me with any questions.
I’m always happy to continue the conversation!
Sherry-Anne McLean Lake Washington Institute of Technology Mathematics Professor/Faculty Director
sherry.mclean@lwtech.edu<br>
July 24, 2024<br>
slide2. Session objectives During the session we will address the following questions:
What would a college-wide integrated approach to math education look like?
What steps need to be taken to implement this type of change?
What roadblocks should I watch out for?
What best practices should I implement?<br>
slide3. Audience question Who do you consider part of the Mathematics Team at your college?<br>
slide4. Roles and responsibilities Instructors (BEdA, I-Best, High School, Developmental Math, College-Level Math)
Administrators (Program Directors, Deans, Student Services Leads, HS Counselors)
Logistics (Enrollment Services, IT, Curriculum Review, Testing Center Staff)
Student Support (Tutoring, Financial Aid, Advisors, Admissions Coach, Veterans)<br>
slide5. Audience question What processes do your students go through before registering for a first math class?
How different is that intake process for various student populations?<br>
slide6. Let’s talk placement Single place for all students to start
Give credit and recognition for prior learning
Guide students to make informed choices
Avoid unnecessary math anxiety
Plan with the end in mind
Keep data analysis in mind when coding placement<br>
slide7. Simplifying the course map Identify (or create) guided pathways (BEdA, high school programs, adult high school, non-STEM pathways, STEM pathways) using existing courses
Collect all State/Federal requirements for Funding and Graduation (ELL/CASAS, BEdA, high school diplomas)
Match-up length/general skills of pathways
Keep paths as short and simple as possible<br>
slide8. Consolidating objectives List mandated credits/course outcomes for HS classes to apply to graduation
Use Dev-Ed pathways as the compromise course (not as subject to restrictions)
Use applications to bridge concepts
Geometry is always going to be weird<br>
slide9. Cautions and compromises Be Intentional with Class Names and Catalog Numbers
Label for clarity
Cluster for convenience
Check on Pre-Requisite Skills
100-Level Math Course Needs
100-Level Courses with Math Prerequisites
Technical Program Needs
Check State and Federal Requirements for Special Populations<br>
slide10. GETTING EVERYONE ON BOARD Refer to a common goal (i.e. get students college-ready) when arguments arise
Simple and straightforward documentation
Talk to all stakeholders early in the process; Focus on how changes simplify workflow
Choose a single team leader, with a single administrator for accountability
Consolidation will lead to fewer canceled classes, allowing more options for students<br>
slide11. What now?!? Chances are you now have a collection of outcomes that don’t align with your textbook anymore!
This is an opportunity – not a nightmare <br>
slide12. what about curriculum materials? Take advantage of this time to create new materials:
Go OER!
Create “flipped”-friendly materials
Integrate calculator use
Keep things relevant to student life
Choose (or create) materials designed for adults
Good case for guided pathways funding!<br>
slide13. Teaching best practices Integrate relationship-based tutoring into all courses
Second instructor when possible
Peer tutor who attends classes and knows students
Use/integrate free calculators
Be patient with and recognize dysgraphia, dyscalculia, and numerical dyslexia
Consider use of vertical spaces, intentionally randomized groups, and application approaches<br>
slide14. Audience question What other teaching practices, approaches, or techniques have you found to be effective for math students in these populations?<br>
slide15. Don’t forget about the students! Check in with student experiences:
How did your first class go? Did placement feel accurate?
Were the class teaching materials useful?
Were the class teaching methods useful?
How did the first college-level math class go? Did you feel prepared?
Did you take advantage of tutoring opportunities?
Check in with student data:
Was placement predictive of success in a first math class?
Are students persisting from quarter to quarter?
Did students continue to complete a college-level course?<br>
slide16. Contact information Thank you for attending!
Please contact me with any questions.
I’m always happy to continue the conversation!
Sherry-Anne McLean Lake Washington Institute of Technology Mathematics Professor/Faculty Director
sherry.mclean@lwtech.edu<br>