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 reformed

System 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 PercentAgricultural 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 2.5Somewhat unimportant 10 3.1

Neither important/unimportant 18 5.6

Somewhat important 62 19.4Important 221 69.3Total 319 100.0Missing 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 sfwelker@waketech.edu

Suzanne Williams, NCCCS Math-CIP Director suzanne.williams@cpcc.edu

Questions? Ideas?