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North Carolina Community College System S161 Mathematics- Curriculum Improvement Project Tech Path Highlights

North Carolina Community College System S161 Mathematics- Curriculum Improvement Project Tech Path Highlights. AMATYC November 2013 Sharon Welker, Wake Technical Community College Suzanne Williams, Central Piedmont Community College. What is a CIP?.

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North Carolina Community College System S161 Mathematics- Curriculum Improvement Project Tech Path Highlights

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  1. North Carolina Community College System S161Mathematics- Curriculum Improvement ProjectTech Path Highlights AMATYC November 2013 Sharon Welker, Wake Technical Community College Suzanne Williams, Central Piedmont Community College

  2. What is a CIP? • 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

  3. Who are the Math CIP Players? • 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)

  4. 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

  5. What did we offer our students? • 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.

  6. What will help? • 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

  7. The 2nd of the 7 Guiding Principles • 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….

  8. Goals of Amending the Combined Course Library (CCL) • 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

  9. Goals of Amending the CCL for Technical Mathematics • 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

  10. What did we propose? • 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.

  11. Math-CIP and Tech Path • 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.

  12. Steering committee activity related to 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

  13. Steering Committee and Tech Path activity, continued • 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

  14. Survey Questions highlights (pg 1) • 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 topicswould have value to the students in your program?

  15. Survey Questions highlights (pg2) • 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?

  16. Statewide survey for AAS/AA/AS Faculty 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

  17. AAS Respondents by Program Area

  18. Sample of the type of responses:Solve Proportion Problems, mean 4.50

  19. Survey results organized by programs for course SLO work

  20. Steering Committee Tech Path work continues • 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

  21. Programs to visit Sept 2013 for contextualized labs (pg 1)

  22. Programs to visit Sept 2013, pg2

  23. 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

  24. Timeline for Tech Path Year 2 • 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

  25. Timeline for Year 2 continued • 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

  26. What We’ve Learned Get the right people on board! Communication is key Active listening, careful reflection and be open to revising, all while using the Guiding Principles to help navigate change

  27. Questions? Ideas? • 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

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