I've written in the past that I'm working with a colleague, Heather Foes, to create New Life's first course Mathematical Literacy for College Students (MLCS). This course is a part of the Mathway (now called Quantway) initiative that the Carnegie Foundtion is funding. Carnegie is also funding a larger initiative known as Statway.
Since that family tree is somewhat confusing, here's a primer to clarify:
Mathway or Quantway is the idea of having a path to certain college level non-STEM classes. A course in that path is called MLCS. Carnegie is developing materials for the 8 grant schools in Quantway. We are developing the course as well but are not funded by Carnegie nor a grant institution. Heather and I have been working on the development of this course for our school and state since Februrary 2010 and I've been a part of the New Life/Mathway initiative since July 2009. Our progress continues and I'm excited to share more.
Our plan, just like our school's redesign, is best described in one word: comprehensive. Meaning, we're looking at every facet of making this course work from materials, implementation, articulation, faculty training, and assessment. No stone is being left unturned. This course has such potential that it's my main goal to make it successful. We are not assuming that only the strongest or most experienced faculty will teach it but instead strive to make it work anywhere with any faculty.
Materials are still being written. We'll have very rough drafts ready for our 2-section pilot in fall 2011. Anyone interested in reviewing materials can email me for more information. I've had requests from schools to pilot with us and logistically, we haven't been able to make that happen for fall 2011. However, testing lessons with us is an option during fall 2011 and beyond so again, email if you're interested. In fall 2011, it may just be a few lessons that another school could try. As time passes, it's our goal to have more available that others could try out.
To assist the pilot and materials, we are using MyMathLab for skill development and a course management system. This is not a skill based course and the materials make that clear. However, there are points where a student learns a skill in a larger context and needs an efficient and effective way to practice and improve that skill. MML is superb at that task. Faculty sometimes have concerns that MML is too skill based and does not have enough conceptual development. We develop concepts throughout the course and have many paper and pencil assignments to facilitate that development. So we've teamed tools together and used them for their best features.
The master course syllabus is complete and approved by our school's curriculum committee. We're testing it as a 6 credit course. Stay with me here. Our materials are written with flexibility so that schools, if interested in them, could have a 4 or 5 credit course. 6 credits will not be necessary everywhere. However, we erred on the side of more time initially and will reduce credit hours as needed. The reasoning for that number has to do with being in Illinois. We're a state that has an intermediate algebra prerequisite. So our course outline has some additional topics for state requirement reasons. 5 credit hours will most likely suffice to develop that content well. If you are in a state that doesn't require intermediate algebra for statistics or general education math, you could create a 4 credit course and use 4 of the 5 units being written.
What's the content like?
We're creating an integrated curriculum that's built on solving problems through a mathematical lens. Instead of "here's a skill and several variations to practice that are like it", Heather and I have been researching and noting problems our students will encounter everywhere and building them into a lesson format. It's not prescriptive nor built as a stack of skills. We start with an interesting situation or question that they could face and work them through solving it. As things come up that they don't know how to do, we develop the theory necessary to continue. We've spent over a year now just determining the structure, sequence, and pedagogy so that the progession of content is interesting, natural, and understandable. Our initial idea for materials had several workbooks that jumped around from activities to theory to student success to skills. That didn't work. There's assessment for you. So we changed our format to be linear even though the content isn't. The materials are in order in the way they would be used with all content in one place, no jumping around required.
I've written a course outline for this course (5-6 credit hours) for the state of Illinois. IMACC's Curriculum Committee will be reviewing the course this year. If approved, it will go to a vote of ISMAA-IMACC at some later date. We will be assessing both students and the course this fall and then track outgoing students in their follow-up courses. That data will be presented to IMACC and ISMAA as well.
Without question, the course is rigorous, just as much as a combined beginning and intermediate algebra course. However, the content is different. Just as statistics and college algebra can have similar rigor, their content is wildly different. It stands to reason that their preparation could also differ. This new course is more appropriate for a student who's placed into beginning algebra but is not sure what math to start in or knows when they start that they are working on a non-STEM program or degree. We have a plan in place if students change their major and decide to go for the STEM route. They would only need one additional course after MLCS so that change of mind has minimal consequences in terms of time.
In the next month I'll be working on the advising and advertising piece at our school since fall semester registration starts in April. We'll also advise within the course to ensure students know their options after the course and the difference in the course approach over traditional beginning and intermediate algebra.
Our first presentation is next month at the IMACC conference in Monticello, IL. Heather and I will present the course, implementation plan, and a sample lesson. It is my goal to be able to present to faculty (IL and elsewhere) this fall or early next spring a successful implementation plan using the steps we're taking now as a model.
As this year and project continues, I'll be adding more to this blog about the project.
Sunday, February 13, 2011
What's Happening? (part 1 of 2)
While my blogging has been slow to non-existant, the world of developmental math and reform has not. Here's a look at current goings-on and more about my projects.
1. After the Boston AMATYC conference, I assumed the role of chair of the Developmental Math Committee for AMATYC. I'm really excited about this opportunity to work with faculty around the country on a subject so important. We have a new website with a Google groups discussion board. Anyone can look at either and is free to join one or both. We have several projects underway such as a position paper project on the role of intermediate algebra, a webinar series in the design phase, the New Life project, and a commitment to building a redesign resource bank. Check us out at: https://sites.google.com/site/amatycdmc/.
It's not perfect or extensive yet but it will improve and grow throughout this year. As I mention on the site, I welcome additions so feel free to send me something for it. I'll add it and credit you.
2. My work with other colleges continues. This blog has several resource documents that I provide to schools embarking on redesign of their developmental courses. I recently gave a webinar on our redesign that was similar to the talk I gave at AMATYC in November. Click here for a link to info about my session. That link will soon be updated with a recording of the talk. The PowerPoints are available at the left called Best Practices: Lessons Learned on the Road to Redesign.
Additionally, I work with schools on a one-on-one basis to assist them getting started in redesign or answer their questions along the way. It's not that our school cornered the market or "fixed" developmental math. But we worked our way through our program, looking at every facet, and fixing what was broken. Our model is an example of what Hunter Boylan describes in his book What Works: Research-Based Best Practices in Developmental Education. It's not necessarily fast or glamorous but it is effective if you're looking to improve the traditional developmental path. It also serves as an example of improvement that doesn't rely on having all students working self paced in a lab setting. Those models exist and are effective for some but not all schools have the resources or interest in pursuing them.
Some schools want something altogether different than making the traditional courses work better. If that's you, check back for part 2 of this update which will chronicle the new course being developed Mathematical Literacy for College Students.
1. After the Boston AMATYC conference, I assumed the role of chair of the Developmental Math Committee for AMATYC. I'm really excited about this opportunity to work with faculty around the country on a subject so important. We have a new website with a Google groups discussion board. Anyone can look at either and is free to join one or both. We have several projects underway such as a position paper project on the role of intermediate algebra, a webinar series in the design phase, the New Life project, and a commitment to building a redesign resource bank. Check us out at: https://sites.google.com/site/amatycdmc/.
It's not perfect or extensive yet but it will improve and grow throughout this year. As I mention on the site, I welcome additions so feel free to send me something for it. I'll add it and credit you.
2. My work with other colleges continues. This blog has several resource documents that I provide to schools embarking on redesign of their developmental courses. I recently gave a webinar on our redesign that was similar to the talk I gave at AMATYC in November. Click here for a link to info about my session. That link will soon be updated with a recording of the talk. The PowerPoints are available at the left called Best Practices: Lessons Learned on the Road to Redesign.
Additionally, I work with schools on a one-on-one basis to assist them getting started in redesign or answer their questions along the way. It's not that our school cornered the market or "fixed" developmental math. But we worked our way through our program, looking at every facet, and fixing what was broken. Our model is an example of what Hunter Boylan describes in his book What Works: Research-Based Best Practices in Developmental Education. It's not necessarily fast or glamorous but it is effective if you're looking to improve the traditional developmental path. It also serves as an example of improvement that doesn't rely on having all students working self paced in a lab setting. Those models exist and are effective for some but not all schools have the resources or interest in pursuing them.
Some schools want something altogether different than making the traditional courses work better. If that's you, check back for part 2 of this update which will chronicle the new course being developed Mathematical Literacy for College Students.
Thursday, November 11, 2010
Handouts from presentation
Since we ran out of handouts, I've got a link to them here. Please email me if you have questions or would like more information.
Greetings from Boston!
I'm in Boston at the AMATYC national conference giving a presentation on our school's redesign. The presentation is at the left but you can also access it by clicking here. Once you click the link, I suggest using the download feature so that you get all the graphics.
The pass rates listed in the document are up to date as of 2 weeks ago. I often get questions about our numbers and how they vary slightly (usually 1-3%) from various presentations. This is because I'm always updating them with the new numbers after a term has passed. If anyone wants specific numbers broken down by course, semester, and even 8 weeks, I can provide those. We have so many variables that presenting them succinctly is quite challenging. For example, every course is offered every 8 weeks so we're not only looking at a bevy of courses but when they're offered. I'm happy to share details if there is interest.
This is an exciting conference with great people, sessions, and opportunties. If you haven't had a chance to attend, consider AMATYC in Austin next year.
The pass rates listed in the document are up to date as of 2 weeks ago. I often get questions about our numbers and how they vary slightly (usually 1-3%) from various presentations. This is because I'm always updating them with the new numbers after a term has passed. If anyone wants specific numbers broken down by course, semester, and even 8 weeks, I can provide those. We have so many variables that presenting them succinctly is quite challenging. For example, every course is offered every 8 weeks so we're not only looking at a bevy of courses but when they're offered. I'm happy to share details if there is interest.
This is an exciting conference with great people, sessions, and opportunties. If you haven't had a chance to attend, consider AMATYC in Austin next year.
Saturday, October 30, 2010
Best Practices in Developmental Education - Considering Redesign
Yesterday I spoke at an Illinois meeting of the DEAC (Developmental Education Advisory Committee). It is a committee of the ICCB. Terrific group of people working throughout the state to improve developmental education. I learned so much and hopefully was able to share something that helped others as well.
My contribution was to share an overall guide to approaching developmental math redesign using best practices. This document overviews suggestions for any school as they enter redesign. It is also has links to case studies and specific information.
For a copy of the PowerPoint presentation, click here. I suggest using the Download feature in Google Docs once it's loaded to be able to see all the graphics.
Here are some suggestions for those considering redesign:
1. Do your homework
There are literally hundreds of schools changing their programs. One size does not fit all in terms of ideas, budget, or resources. The Best Practices document is a starting point for redesign case studies but there are many, many more.
2. Look at the whole picture
One mistake I've seen in my research that many schools fall prey to is looking for the magic bullet or putting all their eggs in one basket. How's that for mixed metaphors? There is no one right way to fix developmental math nor one single tool that makes it all better. Developmental math is a system and to make it work, all its components have to function well. Look at each piece of your program and investigate ways to improve them. Easily said and hard to do but it does work.
3. Success does not depend on a math lab
Math labs are terrific. That's where I started my work at RVC, the creation of our math lab. Sure, it's helped. But again, it's one piece of a bigger puzzle. Many schools think that if they don't have everyone in a lab watching videos with instructors helping, their programs will never improve. That's not true. That model does work in some schools that have the funding and right population for it. But it's just one way to approach the problem. Like anything, it has its problems too. We tried moving to a more emporium based model and had a multitude of problems. It works as an offering for us but it did not fit all students or instructors by a long shot. Your mileage may vary.
4. Success depends more on people working together than funding
I always say at talks, 'money's great but it's not the only factor in makinng changes.' Getting people on board and working together has a far greater impact on the state of your program. Money cannot buy that. It helps, for sure, but it's only one piece of the puzzle. Buy-in and cooperation also matter.
If you have a case study or story of success, please share it with me. I'd like to start showcasing ideas on my blogs from other schools to help those embarking on the journey of redesign.
My contribution was to share an overall guide to approaching developmental math redesign using best practices. This document overviews suggestions for any school as they enter redesign. It is also has links to case studies and specific information.
For a copy of the PowerPoint presentation, click here. I suggest using the Download feature in Google Docs once it's loaded to be able to see all the graphics.
Here are some suggestions for those considering redesign:
1. Do your homework
There are literally hundreds of schools changing their programs. One size does not fit all in terms of ideas, budget, or resources. The Best Practices document is a starting point for redesign case studies but there are many, many more.
2. Look at the whole picture
One mistake I've seen in my research that many schools fall prey to is looking for the magic bullet or putting all their eggs in one basket. How's that for mixed metaphors? There is no one right way to fix developmental math nor one single tool that makes it all better. Developmental math is a system and to make it work, all its components have to function well. Look at each piece of your program and investigate ways to improve them. Easily said and hard to do but it does work.
3. Success does not depend on a math lab
Math labs are terrific. That's where I started my work at RVC, the creation of our math lab. Sure, it's helped. But again, it's one piece of a bigger puzzle. Many schools think that if they don't have everyone in a lab watching videos with instructors helping, their programs will never improve. That's not true. That model does work in some schools that have the funding and right population for it. But it's just one way to approach the problem. Like anything, it has its problems too. We tried moving to a more emporium based model and had a multitude of problems. It works as an offering for us but it did not fit all students or instructors by a long shot. Your mileage may vary.
4. Success depends more on people working together than funding
I always say at talks, 'money's great but it's not the only factor in makinng changes.' Getting people on board and working together has a far greater impact on the state of your program. Money cannot buy that. It helps, for sure, but it's only one piece of the puzzle. Buy-in and cooperation also matter.
If you have a case study or story of success, please share it with me. I'd like to start showcasing ideas on my blogs from other schools to help those embarking on the journey of redesign.
Saturday, October 2, 2010
Developing your developmental math redesign
I'm currently in St. Louis after giving a talk at University of Missouri St. Louis on our school's developmental math redesign. At the left, I've posted some documents that may help those interested in more information. Check out these specifically:
Making Course Redesign a Reality is another presentation I give to schools who have chosen the changes they want to make but need help with implementation. It has some ideas to help you when you meet the natural resistance that change brings about.
The key thing I ask you to keep in mind is looking at the program from all angles. Don't focus on one specific aspect with the hopes that you'll find the cure-all there. We had semesters where the only change was placement cut scores. Then we phased in standardized policies. In each case, changes in pass rates were negligible. It wasn't until we had all the pieces working in harmony that pass rates made a significant jump.
If you have questions, let me know. There are so many ways to make your program work and those details don't have to match ours. I feel like we stumbled on some large lessons in terms of structure but the details are where flexibility comes in.
Keep trudging. Your efforts are worth it.
- Best Pratices in Developmental Math (PPT presentation)
- RVC Developmental Math Manual (contains all our program details including MML course IDs)
- 2010 RVC Program Brochure
- Making Course Redesign a Reality
Making Course Redesign a Reality is another presentation I give to schools who have chosen the changes they want to make but need help with implementation. It has some ideas to help you when you meet the natural resistance that change brings about.
The key thing I ask you to keep in mind is looking at the program from all angles. Don't focus on one specific aspect with the hopes that you'll find the cure-all there. We had semesters where the only change was placement cut scores. Then we phased in standardized policies. In each case, changes in pass rates were negligible. It wasn't until we had all the pieces working in harmony that pass rates made a significant jump.
If you have questions, let me know. There are so many ways to make your program work and those details don't have to match ours. I feel like we stumbled on some large lessons in terms of structure but the details are where flexibility comes in.
Keep trudging. Your efforts are worth it.
Saturday, September 18, 2010
Tools for adjuncts
Long time no post! I've just returned from a talk on how to bring a course redesign idea to life. There are so many great ideas out there (just Google for ideas) on course redesign for any level of mathematics. Picking an idea really isn't the hard part. It's when you want to make those changes that the work really starts. For more information, check out the presentation on the left under Documents.
But the title of this post is "tools for adjuncts" so it would be best to provide some. At this presentation, I showed our developmental math manual. It's also available at the left under Documents. This is probably one of the best resources we have to help assist our program.
So what's in it?
The idea of the manual is to be a one stop shop for anything related to the program. So pacing charts, course information, MyMathLab information, MML master course IDs, study skills tips, placement information, program information and much more is available. Having a ready resource is really helpful when your program has many components, as ours does.
If you're interested in this idea, think about what your adjuncts need that you provide repeatedly. Putting that information and any related documents in one place (print, online or both) can make your program operate more consistently.
But the title of this post is "tools for adjuncts" so it would be best to provide some. At this presentation, I showed our developmental math manual. It's also available at the left under Documents. This is probably one of the best resources we have to help assist our program.
So what's in it?
The idea of the manual is to be a one stop shop for anything related to the program. So pacing charts, course information, MyMathLab information, MML master course IDs, study skills tips, placement information, program information and much more is available. Having a ready resource is really helpful when your program has many components, as ours does.
If you're interested in this idea, think about what your adjuncts need that you provide repeatedly. Putting that information and any related documents in one place (print, online or both) can make your program operate more consistently.
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