AMATYC November 2013 Sharon Welker, Wake Technical Community College Suzanne Williams, Central...
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Transcript of AMATYC November 2013 Sharon Welker, Wake Technical Community College Suzanne Williams, Central...
North Carolina Community College
System S161 Mathematics- Curriculum Improvement ProjectTech Path Highlights
AMATYC November 2013
Sharon Welker, Wake Technical Community CollegeSuzanne Williams, Central Piedmont Community College
NC Community College System provides grants for selected programs across the state to collaborate to update their offerings to students
Using these funds, Math Faculty embarked on a two-year (July,2012-June,2014) Mathematics Curriculum Improvement Project (CIP)
System Office personnel and the Math CIP Directors determined the Guiding Principles
We hope to extend for at least a 3rd year for a Faculty Professional Development Plan
What is a CIP?
Steering Committee-14 math faculty selected by MCIP Director (with advice)
57 Liaisons selected by CAO’s from each CC State Leadership Team selected by State
CAO and System Office Staff Program Faculty Advisory Committee System Office Leadership Team (Directors
and System Office Staff)
Who are the Math CIP Players?
Why have a Math CIP?• In 2012-2013 Developmental Math in NC was
reformedSystem Data shows that from 2005-2007, almost 60%
of all students in Associate Degree codes had either no math credit at all or only developmental math
credit through their first four years
In our Combined Course Library (CCL), we had 12 entry-level (only developmental pre-reqs) MAT courses.
We had four different sets of courses dealing with or called “Algebra/Trigonometry.”
We had four entry-level MAT courses just for AAS students… non-transferable to a 4-year institution
We had one entry-level MAT course that was for diploma-only students.
What did we offer our students?
Clear, coherent pathways. “The many choices and options students
face as they endeavor to navigate through college systems can create unnecessary confusion — and inhibit students’ success. Colleges can improve student success (and minimize ill-used time) by creating coherent pathways that help students move through an engaging collegiate experience”A Matter of Degrees: Promising Practices for Community College Student Success CCCSE 2012
What will help?
The Math CIP Steering Committee will engage college program faculty and employers from many fields to identify math competencies relevant to their domains. Math faculty will use this input to create rigorous and relevant math pathways that reflect a student's intended career path….
The 2nd of the 7 Guiding Principles
Create Pathways to streamline the mathematical experience for all NCCCS students.
Revise the CCL and renew the commitment for uniformity of content within each math course no matter at which NCCCS school it is taught
Reduce the confusion that students face when making choices regarding their math curriculum.
Make more of the NCCCS math curriculum transferable to the UNC system.
◦and
Goals of Amending the Combined Course Library (CCL)
Demonstrate connection to the job-specific
skills employers and program faculty need
now, while continuing to help students
develop critical thinking and quantitative
literacy skills that will be needed for the
jobs of the future
Goals of Amending the CCL for Technical Mathematics
Four Math Pathways leading directly to programs:
◦ Each pathway created with input from math faculty,
program faculty, and business and industry leaders, where
appropriate.
◦ One general education MAT course per pathway.
◦ Recommended points along the way to receive advisement
and possibly change pathway.
◦ There will be a supplemental instruction or student support
course for the AA and AS tracks, as yet TBD.
◦ Pathways leading to AA or AS degrees will be fully
articulated to all UNC-GA universities and aligned with the
current CAA revision.
What did we propose?
Advisement and Assessment
TECHPath DMA 010-060
(STEM)
MAT 121 *
Example Programs - Construction Tech Computer Tech
Electronics Tech
MAT 122MAT 223
Example Programs Engineering Tech
Architectural Tech
CALCULUSPath DMA 010-050 * DMA 060-
080 DMA 060-MAT 121 (STEM)
MAT 171 *
MAT 172 * MAT 271
AS Degree (Some requiring higher math courses)
Engineering, Science,
Mathematics MAT 272, 273, 285
MAT 263 ORStatistics ( MAT 152)
AA-AS Degrees Business Transfer
QUANTPath DMA 010-050
Quantitative Literacy * (MAT
143)
AA Degree AAS Example Programs
Health Science Education
Pubic Service
Statistics (MAT 152)
AA Degree Behavioral & Social
Science Communication AAS
Example Programs Health
Sciences Public Service
VOCATIONAL/DIPLOMAPath DMA 010-030 MAT 110
Diploma
Vocational AASHVAC, Early Childhood,
Culinary, Horticulture, Auto Systems Technology
Following are key ways the CIP engaged faculty and employers from many fields on the way to fulfilling the CIP mandate to create new math pathways equipping students to use math in multiple work and life contexts.
Math-CIP and Tech Path
CIP Kick Off included Business and Industry Representatives Panel Discussion
B&I and Program faculty Round-table Steering Committee created sub-committees
for Calculus-Path, Quant-Path, and Tech-Path Tech-Path sub-committee gathered input from
program faculty and Career National Competency Clearing house, ONET Dept of Labor Site Job competencies
Two regional liaison meetings with representatives from each NCCCS schools
Steering committee activity related to Tech Path
Created/Distributed surveys to program faculty around the state via the Liaisons, ensuring representation by assigning program areas to different Liaisons
Followed up with more extensive statewide online content-specific SLO Survey
Used meeting feedback and survey results to guide development of Course Descriptions and Student Learning Outcomes (SLO) at the course level
Steering Committee and Tech Path activity, continued
Please list specific mathematics content needed for students to be successful in your program
List specific problem-solving skills related to mathematics needed for students to be successful in your program
Which topics would have value to the students in your program?
Survey Questions highlights (pg 1)
Do you think a general statistics course would add value to their success in careers related to your program? Why or why not?
What specific mathematical concepts or student learning outcomes (SLO) are needed for student success on licensure exams, and to meet your program accreditation standards?
Survey Questions highlights (pg2)
Format of survey:
“The following are mathematical concepts/procedures categorized in rising complexity as Mathematics (simple mathematical concepts/processes), Geometry, Statistics, Algebra, Graphing, Trigonometry, and Higher order concepts…. Please rate the following concepts/processes:……”
Specific SLOs for each category were provided
Statewide survey for AAS/AA/AS Faculty
Frequency Valid Percent
Agricultural and Natural Resources Technologies 8 2.5Biological and Chemical Technologies 4 1.2Business and Accounting Programs including Real Estate 58 18.1Computer Technology Integration 25 7.8Medical Office Admin, Office Admin, Paralegal, Hospitality, Travel and Tourism 17 5.3Commercial and Artistic Production Technologies 5 1.6Construction Technologies 13 4.0Engineering Technologies 47 14.6Nursing 45 14.0Health Sciences other than Nursing 38 11.8Industrial Technologies 16 5.0Early Childhood Education / School Age Education 21 6.5Public Service Technologies 19 5.9Transportation Systems Technologies 5 1.6Total 321 100.0
AAS Respondents by Program Area
GroupFrequency Valid Percent
Not important 8 2.5
Somewhat unimportant 10 3.1
Neither important/unimportant 18 5.6
Somewhat important 62 19.4
Important 221 69.3
Total 319 100.0
Missing 2
Total 321
Sample of the type of responses:Solve Proportion Problems, mean 4.50
Survey results organized by programs for course SLO work
Shared proposed Course Descriptions and SLOs with program faculty for input
Discussed all suggestions, revised as appropriate
Met with program faculty for joint creation of contextualized labs
Steering Committee Tech Path work continues
PROGRAM NAME A C Dl DV DI H J LA LI MI P QU S TACCOUNTING X X ALLIED HEALTH X AUTOMOTIVE BODY/SYSTEMS TECHNOLOGY X X X CONSTRUCTION X COSMETOLOGY X X CRIMINAL JUSTICE X X CULINARY X X X DENTAL LAB TECHNOLOGY X EARLY CHILDHOOD X X ELECTRICIAL ENGINEERING X ELECTRICIAL /ELECTRONICS TECH X XGRAPHIC ARTS X
Programs to visit Sept 2013 for contextualized labs (pg 1)
Programs to visit Sept 2013, pg2
PROGRAM NAME A C Dl DV DI H J LA LI MI P QU S THEALTH INFORMATION TECHNOLOGY X HEAVY EQUIPMENT & TRANSPORTATION X HORTICULTURE LANDSCAPE X X X X HVAC X X INDUSTRIAL TECHNOLOGY X MACHINING X XMARINE TECHNOLOGY X MEDICAL OFFICE ADMINISTRATION X X MEDICAL OFFICE ASSISTANT X X X NURSING X XOFFICE SYSTEMS TECHNOLOGY X PARALEGAL X X PHOTOGRAPHY X WELDING X X X ZOO & AQUARIUM SCIENCE X
Timeline for Tech Path Year 1 August 2012
◦ Program faculty, business and industry are represented at the CIP Kick Off
November 2012◦ Tech-Path Subcommittee gathered initial program-faculty
and employer information January-February-March 2013
◦ Regional Liaison Meetings led to Statewide survey of Program Faculty for desired math competencies
April-May 2013 ◦ Writing Teams developed SLOs based on data collected
July 2013◦ MAT 143 Pilot team developed contextualized labs◦
Early September, 2013 Communicate changes to Deans and program areas Meet with program faculty to highlight contexts and
goals for program-specific mathematical skills Reinforce the approach that mathematical literacy
requires students see the underlying mathematical concepts in a variety of settings
October 2013 creating labs for MAT 110 based on program faculty input
November 7 CRC meets November 2013
◦ MAT 143 and MAT 110 Pilot Teams meet and prepare for SP14
Timeline for Tech Path Year 2
Piloting new courses, one for AAS, one for AA◦ Required phone conferences, producing labs to share
Professional Development events in Spring 2014◦ NCMATYC Conference◦ CIP PD Conference
Each Community College pilots courses in Summer or Fall 2014 or Spring 2015
Create sustainable PD and collegial support networks 2014-2015
Timeline for Year 2 continued
What We’ve LearnedGet the right people on board!Communication is keyActive listening, careful reflection and be open to revising, all while using the Guiding Principles to help navigate change
Sharing time for other curriculum improvement projects
Sharon Welker, Steering Committee member [email protected]
Suzanne Williams, NCCCS Math-CIP Director [email protected]
Questions? Ideas?