Mathematics Modeling an alternative college preparatory course rodney null, theresa dahlinghaus , ...
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MATHEMATICS MODELING AN ALTERNATIVE
COLLEGE PREPARATORY
COURSERODNEY NULL, THERESA
DAHLINGHAUS, LARISA RUSSELL NSF-ATE PROJECT
DUE #1204849
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THE ADVANCED TECHNICAL EDUCATION (ATE) PROGRAM
NSF created the ATE Program to improve and expand educational programs for technicians to work in high-tech, STEM fields that drive the US economy.Two-year colleges have a leadership role and work in partnership with universities, secondary schools, business and industry, and government agencies to design and carry out model workforce development initiatives.
www.aacc.nche.edu/ateprogram
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THE ADVANCED TECHNICAL EDUCATION (ATE) PROGRAMStarting with the Science and
Advanced Technology Act of 1992 (SATA), ATE is in its 20th year of funding two-year colleges.
Over 1200 grants have been awarded, with fewer than 60 in mathematics.
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HOW WE GOT HERE (FALL 2011)
275 Propos
als
253 determi
ned eligible
75 New Awards Granted
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MATHEMATICS TRANSITIONS
IN STEM EDUCATION NATIONAL SCIENCE FOUNDATIONS-
ADVANCED TECHNOLOGY EDUCATION
(DUE #1204849)Funding Period
August 1, 2012 to July 31, 2015
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GRANT PERSONNEL
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POST SECONDARY DEGREE ATTAINMENT
DEMOGRAPHIC/ECONOMIC DATA
US OHIO LIMA ALLEN AUGLAIZE
HANCOCK HARDIN MERCER PAULDI
NGPUTNA
MVAN
WERT
Population, 2008 estimate
301,461,533
11,511,858 38,083 104,946 46,620 74,058 31,739 40,761 19,096 34,529 28,748
Minorities, percent, 2008 25.5% 16.0% 30.1% 15.5% 2.8% 6.8% 3.1% 2.0% 4.8% 3.7% 3.1%
Individuals below poverty, percent, 2007
13.5% 13.6% 29.4% 15.4% 7.0% 11.6% 15.5% 8.0% 9.4% 6.9% 7.4%
Per capita income (in 2009 inflation-adjusted dollars)
$27,041 $24,830 $16,151 $21,781 $25,185 $25,273 $19,530 $22,373 $21,019 $23,393 $21,174
Residents without a post-secondary degree
65.1% 69.3% 82.5% 75.5% 76.0% 66.8% 79.0% 77.4% 81.5% 72.0% 77.9%
Source for Demographic/Economic Data: U.S. Census Bureau, 2005-2009 American Community Survey
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US
DEGREES AWARDED IN THE STEM FIELDS
ChinaSouth Korea
Germany
STEMOtherScience and Engineering Indicators. (2010)
Source: National Science Board
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THE U.S. STEM EDUCATION PIPELINE
9th Graders 3.8 Million
(1997)
High School Graduates2.7 Million
(2001)College
Freshmen1.7 Million
(2001)Total STEM Graduates233,000(2007)
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15.2% of all students
17.3% of all students
25.4% of all students
42.1% of all students
High
Low
High
Interest
Low
Profi
cien
cy
Students taking ACT test in 2008.Source: ACT, Inc.
DISTRIBUTION OF STEM INTEREST AND MATHEMATICS PROFICIENCY AMONG 12TH GRADERS
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MATHEMATICS IS A FACTORNationally 55% of students taking the ACT exam do not meet the benchmark for college readiness in Mathematics
Students needing math remediation take longer to complete a degree, and are less likely to complete degree programs than students not needing remediation.
84% of college freshman (19 and under) need developmental math courses if they choose to pursue a STEM program. (Rhodes State College in 2010-2011)
16%
84%
45%55%
The condition of college and career readiness. Source: ACT. (2011)
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Teachers account for approximately 8.5% of the variation in student performance during elementary and high school.
Moving a student from a teacher in the 50th percentile to one in the 85th percentile increases a student’s performance on standardized mathematics tests by 7% in a given year.
Teachers can help
Increasing the number of STEM-capable teachers leads to an increase in the number of math-proficient students who declare STEM majors.
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To increase the number of students that matriculate into post-secondary STEM technician programs
OUR GOALS
Science
Technology
Engineering
Mathematics
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To enhance high school mathematics teacher understanding of the applications of mathematics in STEM fields
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To enhance high school mathematics courses through the use of relevant content embedded in STEM contexts and applications; research-based pedagogical "best practices"and relevant technologies
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To reduce the percentage of post secondary STEM students requiring developmental/remedial mathematics in college.
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OBJECTIVES Develop a math course for High School
seniors
Institutionalize the course
Engage teachers in professional
development
Evaluate course & teacher effectiveness
Enhance awareness of STEM technical
careers
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DELIVERABLESDevelop a mathematics course for High School seniors
High School mathematics teachers participate in 70 hours of professional developmentStudents measure gains in math understanding
by COMPASS test and are prepared to enter college without remedial math.
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TIMELINE
Course Development
Professional
Development
Implement
Course
Assessment
Academic Year 2013-2014 Summer 2015Academic Year
2014-2015Summer 2014
Course Developm
ent
Professional
Development
Implement
Course
Assessment
Cohort 1
Cohort 2
Academic Year 2012-2013 Summer
2013
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PRINCIPAL ROLE Promote the project in the school and community
Support participating teachers and grant related
activities
Facilitate course adoption and student recruitment
Assist in providing assessment and tracking data
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TEACHER ROLE - YEAR 1 Participate in 5 afterschool,
2 hour meetings
Assist in identifying and recruiting business & industry partners
Participate in course/curriculum development –2 release days.
Establish Transitions course at school
But Wait…
There’s
More!
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TEACHER ROLE – YEAR 1 (CONTINUED)
Identify and recruit students
Assist in base line assessment
Provide inventory of resources & equipment Participate in summer professional
development -2 weeks and 1 day
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STEM CONNECTIONS: TEACHERS VISITED THE ET DEPARTMENT• Saw how ET students applied math in these
programs• Learned more about STEM majors, including
Mechanical Engineering Technology and Concrete Technology
• Explored the machinery and equipment students use in these fields
• Learned the areas in which beginning college students are lacking math skills
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BUSINESS AND INDUSTRY SITE VISITS• Teachers visited local businesses/industries during Year 1.• Participating industries included:
Husky Energy Hartzell (oil refinery) (commercial fan producer)
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BUSINESS AND INDUSTRY SITE VISITS
Miller Precision Kennedy Manufacturing (Precision Machining, CNC) (Tool Chests, Medical Carts)
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BUSINESS AND INDUSTRY SITE VISIT QUESTIONNAIRES • Are any screening tests given to job
applicants? Problem solving Critical decision making test Math screening test (no calculator)
• For positions that require 2-year technical degrees, what mathematics knowledge/skills are considered essential and in addition to these are there others that would enhance a potential employees chance at a job with your company? Strong knowledge of percents and fractions Reading instruments and conversions Formulas with unknowns (Algebra)
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BUSINESS AND INDUSTRY SITE VISIT QUESTIONNAIRES • Describe some workplace applications of
mathematics Measuring precision Print reading requires trig to determine dimensions Angle of elevation for rise/fall of pumps
• Describe potential context, applications, labs affiliated with this site visit that might be developed around what you have seen at this company.
Determine missing dimensions on a print using trig
Gauge capability study Reading charts and graphs that show
errors (Trouble shoot)
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TEACHER ROLE - YEAR 2
Teach Transition courses Participate in 9 afterschool, 2 hour
meetings Assist in assessment data Work with Cohort 1 mentors
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COHORT 1 (IN PROGRESS)• 10 High Schools
• 19 High School Teachers and 4 College Faculty
• Approximately 22 Companies
• Over 300 high school seniors in the newly developed course 2013-2014
• Rhodes State’s HippoCampus for the course
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A TYPICAL WEEK IN THE SENIOR MATH CLASS• 3 days of math modeling investigations, • 2 days of differentiated instruction• Teachers serve as facilitators. Minimal direct
instruction. • Students have hands on experience with
experimental design, measurement, data collection/organization/analysis
• Students utilize Hippocampus videos or other online learning resources outside of class
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GRANT PERSONNEL AND TEACHERS’ SHAREPOINT SITE
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RHODES STATE COLLEGE’S HIPPOCAMPUS SITE
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NEXT AMATYC• Would there be interest in a
workshop where you can participate in a sample of the modeling projects/activities from the senior math course?
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QUESTIONS ???Rod Null
Principal [email protected]
Rhodes State College4240 Campus Drive
Lima, OH 45804