Blogs

IMPACT Plus - Corequisites

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The purpose of the Plus blog is to expand upon the information already available in the IMPACT document. In the case of corequisites, there is barely a mention of corequisites since the idea was in its infancy when IMPACT was written. Since that time, much has been researched and published about implementing corequisite courses. The following lists will help you along your corequisite journey. Research references to consider: Dana Center CAP and California Community Colleges Community College Data RAND Carnegie Math Pathways Learning Works CCRC - Tennessee Complete College America - Scaling Corequisite ...
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After the 2019 competition was completed a few of the Faculty Mentors and Students from the national winners provided the following comments: Faculty mentor comments (Dr. Wufeng Tian): The Student Research League (SRL) provides an important opportunity for our students to apply mathematical knowledge in solving a real-world problem. The competition challenges teams of students to clarify, analyze, and propose applicable solutions to open-ended problems. Along with the development of stronger interpersonal skills provided by the team-based project, SRL credentials give these students a distinct advantage when applying for future internships. ...
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This year (2020) a team from Saint Paul College in Minnesota was named the Grand Prize winners of the 2020 competition. Their faculty mentor was Enyinda Onunwor. Here are statements from the team members: Name: Mathieu Landretti Major: Data Science Current Institution: Saint Paul College but planning to transfer to the University of Minnesota Career Goal: Data Scientist (Not sure what field) Please summarize your SRL experience: We began our project just as the world began to shut down in response to the COVID-19 pandemic. There was a lot of uncertainty and fear about the future, and at that time, things were quite surreal ...
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This month we’re moving away from the deeper thought of student ownership of learning and equity towards a structural effort to support student success. Sticking with Karen’s June theme of Revolution , let’s look at the third stanza: You say you got a real solution Well, you know We'd all love to see the plan The corequisite concept is a real solution. (We think, but would like to get to “we know.” More on that later). And yes, we’d all love to see the plan, so we can adjust it to fit our local environment. Colleagues across the country have developed and shared evidence of the concept’s effectiveness. Whatever ...
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How do you collaborate with your colleagues and with other discipline
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In Creating a Path to Success in the Classroom, Kathleen Gabriel states, “What happens in our classrooms is not the only factor to consider, but it is one that has a significant impact on students’ retention, persistence, and success at a college or university.” What do you do in your classroom that has proven to encourage retention, persistence and succes
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Last spring semester began a new venture in mathematics teaching and learning. Colleges and universities went virtual with their instruction and testing. Faculty with online courses experience had an easier transition while other instructors with no experience had more difficulty transitioning to virtual learning. This fall is a mix of classroom and virtual learning situations. The previous blog by April Strom did a great job of addressing instructor strategies for online/remote/virtual teaching. Now we need to take the next step in teaching and learning by focusing on helping students become improved classroom and virtual learners. Zientek, Ozel, Fong, ...
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What evidence-based practices do you use in your classroom? What has worked? What has not? #IMPAC
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The pivot to online/remote teaching has caused me to reflect significantly on what my role, as an instructor, is for this ever-changing instructional environment. Like many of you, I find myself leveraging content created by others — such as videos, narratives, project ideas, etc. And this has me wondering: What is our role as instructors in online teaching and learning? Even though I’ve been able to create many of my own instructional videos, I’m still leveraging the creation of others. The swiftness of our pivot means we need to be more curators of the content that we provide our students, rather than full creators. As a result, it seems that we have to take ...
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What have you seen over your years in the classroom that has changed because of the various standards document
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Standards, how did we get here? A history lesson in collaboration by Nancy Sattler When I was in graduate school in the 1980s, getting a master's degree in mathematics education, my professor had us review the National Council of Teachers of Mathematics (NCTM) draft standards. As it was my first time being exposed to standards, I was eager to read about them, and apply those standards to my own teaching as a mathematics teacher at a two-year college . In 1989, NCTM developed the Curriculum and Evaluation Standards for School Mathematics, followed by the Professional Standards for Teaching Mathematics (1991) and the Assessment Standards ...
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Throughout the term, and particularly near the end of the term, assessing the learning of students becomes a crucial aspect of any learning environment and presents new challenges in the online environment. Changing assessment practices has been difficult for our field, which tends to rely on high-stakes exams to determine course grades. Indeed, when the pandemic first hit, our field became focused mainly on high-stakes testing and how to effectively proctor exams. However, there are other forms of assessment promoted in IMPACT that can be used throughout the term, including diagnostic assessment and formative assessment, that serve to monitor student performance, ...
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To read the entire Blog, click here. Colleges committed to improving racial equality in the STEM mathematics pathway can self-assess the degree to which they have implemented these practices and identify next steps to enhance their efforts to support URM students in the STEM math pathway. As chair of the AMATCY Pathways Joint Subcommittee, I invite you to react to the set of practices and to express your commitment to building racial equity within the STEM mathematics pathway. #EQ-EquityInclusion #PS-PathwaysforStudentSuccess #Research
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Our last discussion focused on planning for equity before the term starts. Once the term begins, the first weeks of the class are a crucial time for us to build students’ sense of belonging and their belief that we will support them in their learning of mathematics. Indeed, IMPACT’s Ownership pillar reminds us to be mindful of how our biases and prejudices may affect student learning. Further, IMPACT's Proficiency reminds us that the learning environment must promote principles of inclusion, access, and equity. To be sure, we need to be sensitive to the impact of mathematics anxiety to student success while we ensure we maintain high expectations for students ...
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How do you plan for equity before your course starts? IMPACT’s Proficiency pillar reminds us that building proficiency requires creating learning environments that are welcoming and that promote principles of access, equity, and inclusion. IMPACT Ownership goes further to state that faculty need to be sensitive to situational factors (e.g., students balancing family, jobs, and school) and provide support for overcoming such challenges. Before the course starts, consider your course structure by examining your syllabus, class policies, pacing, materials and their costs, platforms, and assessments. What are some ways we can structure our ...
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Dr. Lucy Michal shares her research on the impact of faculty mindset and content knowledge. Find her blog post by clicking here . Schoenfeld (2016) reminds us that politics, policy and the social environment of education shapes what we see in mathematics classrooms. As we view changes in our “classroom” caused by the Pandemic, we are faced with adjusting research-based strategies from face-to-face classrooms to virtual classrooms to serve students who may remain at the margins of learning. What will you see in your mathematics “classroom” this fall? What do you need to know to adjust classroom experiences to enrich learning and make teaching and learning ...
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IMPACT Plus OWnership #2: Taking an Active Role in Course Design Article: Pandemic Teaching Prescriptions Taking an active role in course design has never been more important than it is right now. And many of us will have far more time to plan for Fall than we had to make teaching remote this past Spring. The article linked below introduces the acronym CCOMFE to help us think about teaching during a pandemic: C is for compassion for your students, C is for clear expectations, O is for organization , M is for multifaceted , and E is for engagement . These are all evidence-based practices, but ones we learned are especially ...
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Moving from face-to-face classes to online has forced instructors to rethink many aspects of their teaching. In regards to Student Ownership of Learning what are you struggling with that you would like suggestions from others on how to implement them in the online world? Or for those with specific ideas from their own experiences, what can you share? #SM-StrategiesMindset #Ownership #Standards
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IMPACT Plus Ownership #1: Creating a Learning Environment The IMPACT document describes three areas of faculty OWnership: creating a learning environment, taking an active role in course design, and becoming a reflective practitioner. This week I would like us to reflect on ‘creating a learning environment’ as we teach during a pandemic. The blog post linked below was written by a colleague here at OSU. In Oregon, we are on a quarter system, and my colleagues and their students are currently preparing for finals. We had an entire term of remote teaching. This provided an opportunity to survey both students and faculty about their experiences with ...
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When posting to this Discussion, please begin your title with "OWnership Discussion #1:" #SM-StrategiesMindset #IMPACT #Pillars #Standar
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