Progress 09/01/17 to 08/31/18
Outputs
Target Audience:• Trained math and science faculty and tutors on the new math pedagogy and implement it at the Lummi main campus and at least three (3) extended campus sites. • Provided ongoing professional development activities to faculty and tutors for further training on the pedagogy, practice sessions and additional strategies for instruction. • Developed STEM student math reasoning, problem-solving and critical thinking skills through the implementation of the new math pedagogy. • Gathered evidence of student learning and changing student and faculty attitudes and beliefs about math. • Assessed the effectiveness of the new math pedagogy, revise as appropriate and share results with the NWIC communities. • Hired one full time math faculty to build capacity. • Hired one part time Site STEM Coordinator to gather, analyze and synthesize data from all campuses. Outcomes • Increased the mean percentage of students who complete college-level math classes (calculated considering student cohorts starting each quarter) from 20% to 35% during the grant period. • Increased the number of students passing developmental math classes with a "C" or better by 10-15%. • At least five (5) math and science faculty across the NWIC campuses participated in training and professional development in the new math pedagogy. • At least three (3) extended campus sites implemenedt the new math pedagogy. • STEM students at all NWIC campuses increased their critical thinking, problem solving and reasoning skills. Accomplishments • Trained math and science faculty and tutors on the new math pedagogy and implement it at the Lummi main campus and at least three (3) extended campus sites. • Provided ongoing professional development activities to faculty and tutors for further training on the pedagogy, practice sessions and additional strategies for instruction. • Developed STEM student math reasoning, problem-solving and critical thinking skills through the implementation of the new math pedagogy. • Gathered evidence of student learning and changing student and faculty attitudes and beliefs about math. • Assessed the effectiveness of the new math pedagogy, revise as appropriate and share results with the NWIC communities. • Hired one full time math faculty to build capacity. • Hired one part time Site STEM Coordinator to gather, analyze and synthesize data from all campuses. Accomplishments • Trained math and science faculty and tutors on the new math pedagogy and implement it at the Lummi main campus and at least three (3) extended campus sites. • Provided ongoing professional development activities to faculty and tutors for further training on the pedagogy, practice sessions and additional strategies for instruction. • Developed STEM student math reasoning, problem-solving and critical thinking skills through the implementation of the new math pedagogy. • Gathered evidence of student learning and changing student and faculty attitudes and beliefs about math. • Assessed the effectiveness of the new math pedagogy, revise as appropriate and share results with the NWIC communities. • Hireed one full time math faculty to build capacity. MathCamp Agenda for Summer 2018 Monday Tuesday Wednesday Thursday Friday 8:30 am Start 8:35 am Introductions 8:45 am: Number talk 9:05 am: What do you see 9:25 am : Intro to Menu 10:30am: break 10:45 am: Beans & Bowls 11:45 am : Process Beans & Bowls 8:30 am: Start 8:35 am: What do you see 9:00am: Group Activity 10:30am Break 10:45am Number talk 11:15 Menu time (Turn in task for feedback) 8:30 am Start 8:35 am: Number Talk 9:05 am: Menu Time 10:00am Process Menu (Equation) 10:45 am: Break 11:00 am Group Activity 8:30 am Start 8:35 am: Number Talk 9:00 am: Group Activity 10:15 am: Break 10:30am: What do you see? 11:00 am: Menu time 12:00 pm: Process Menu Task 8:30 am Start 8:35 am: Discussions on how to move forward 10:30 - 11:00 am: Projected end time for those traveling Lunch 12:30 - 1:30 Lunch 12:30 - 1:30 Lunch 12:30 - 1:30 Lunch 12:30 - 1:30 1:35 pm: Number talk 1:55pm: Menu time 3:00pm Break 3:15pm: Process Menu Task 3:45 pm: Group Activity 4:15pm: Reflective Writing/Question 4:30pm: End 1:35pm: Article Discussion 2:10pm: Grade with Rubric 3:10pm: Break 3:25pm : Number talk 3:45pm Process Trains 4:15pm: Reflective writing/questions 4:30pm: End 1:35pm: What do you see? 2:00pm: Process Dipped Cubes 2:45pm: Break 3:00pm: Number talk 3:30 pm: Article Discussion 4:00pm Reflective Writing/Questions 4:30pm: End 1:35pm: Article Discussion 2:10pm: Process Apples & Bananas 3:00pm: Break 3:15pm: Number talk 3:45pm: What Math have we done? 4:15pm: Reflective Writing/Questions 4:30pm: End Changes/Problems:All classes New pedagogy was implemented in the Fall of 2011 in classes M70, M98, M99, and M102; the analysis of this data will include the comparison of two 3 year time periods, excluding summer quarter. The older set starting from, Fall 2009 up to Spring 2012; and the most recent 3 year period, Fall 2013 up to Spring 2016. The time periods are not consecutive because these periods include Equity funding years (most recent 3 years) as well as pre-pedagogy (oldest 3 years): the total number of students enrolled in 100 level maths at NWIC at Lummi Campus (not including LC or Independent) has gone from 250 students enrolled, to, 231 students enrolled; a 7.6% decrease between the given time periods. the total number of students who successfully completed the dev-ed sequence with NO RETAKES (finishing with any; 102, 107, or 151), has changed from; 46 students out of 250, to, 51 students out of 231. Totaling for a 3.7% increase. the total number of students who successfully completed the dev-ed sequence with ONE OR MORE RETAKE (finishing with any; 102, 107, or 151), has changed from; 46 students out of 250, to, 38 students out of 231. A total of a2% decrease. the total number of students who FAILED or WITHDREW (any; 102, 107, or 151), has changed from; 100 students out of 250, to, 61 students out of 231. A total decrease of 13.6%. Math 102 New pedagogy was implemented in the Fall of 2011 in classes M70, M98, M99, and M102; the analysis of this data will include the comparison of two 3 year time periods, excluding summer quarter. The older set starting from, Fall 2009 up to Spring 2012; and the most recent 3 year period, Fall 2013 up to Spring 2016. The time periods are not consecutive because these periods include Equity funding years (most recent 3 years) as well as pre-pedagogy (oldest 3 years): the total number of students enrolled in Math 102 at NWIC at Lummi Campus (not including LC or Independent) has gone from 169 students enrolled, to, 67 students enrolled; a 60% decrease between the given time periods. the total number of students who successfully completed the dev-ed sequence with NO RETAKES, finishing with M102, has changed from; 43 students out of 169, to, 31 students out of 67. A 20.8% increase. the total number of students who successfully completed the dev-ed sequence with ONE OR MORE RETAKE, finishing with M102, has changed from; 35 students out of 169, to, 12 students out of 67. A 2.8% decrease. the total number of students who FAILED or WITHDREW in M102 changed from; 79 students out of 169, to, 10 students out of 67. A 31.8% decrease. M107 New pedagogy was implemented in the Winter of 2015 for M107; the analysis of this data will include the comparison of two 3 year time periods, excluding summer quarter. The older set starting from, Fall 2009 up to Spring 2012; and the most recent 3 year period, Fall 2013 up to Spring 2016. The time periods are not consecutive because these periods include Equity funding years (most recent 3 years) as well as pre-pedagogy (oldest 3 years): The total number of students enrolled in Math 107 at NWIC at Lummi Campus (not including LC or Independent) has gone from 81 students enrolled, to, 154 students enrolled; a 90% increase between the given time periods. The total number of students who successfully completed the dev-ed sequence with NO RETAKES, finishing with M107, has changed from; 3 students out of 81, to, 16 students out of 154. A 6.7% increase. The total number of students who successfully completed the dev-ed sequence with ONE OR MORE RETAKE, finishing with M107, has changed from; 11 students out of 81, to, 20 students out of 154. A 0.6% decrease. The total number of students who FAILED or WITHDREW in M107 changed from; 21 students out of 81, to, 51 students out of 154. A 7.2% increase. The 3.7% increase in the total number of students successfully completing the dev-ed sequence (with any; 102, 107, 151), may suggest that, in the recent years, Fall 2013 to Spring 2016, there are less people failing along their sequence through dev-ed (70, 98, or 99). This is supported by the 2% decrease in the total number of students successfully completing the dev-ed sequence with one or more retakes. This trend is shown in more detail with both Math 102 and Math 107. In Math 102, although there was a 60% decrease in class size, there was an increase of 20.8% to the number of students passing M102 with no retakes. This is also seen again in the increase to the number of students who successfully complete the dev-ed sequence with M107 with no retakes. While the number of students who are failing or withdrawing from M107 has increased by about 7%; the number of students failing or withdrawing from M102 is down about 32%. It has been noted that only recently in Winter 2015, the pedagogical change was implemented into M107, also an instructor new to both the school and pedagogy was brought on to teach M107 in Spring 2015. What opportunities for training and professional development has the project provided? From the dates 1-1-2016 to 12-31-2016 there were 160 different students whom have benefitted from this funding at the Lummi Campus. September 2016 held workshop to help expose math pedagogy to NWIC site faculty and staff; Swinomish, Tulalip, Nez Perce, and Muckleshoot math instructors attended. October 2016; Site STEM Coordinator traveled to Tulalip site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level maths and build support relationship with instructor. October 2016; Site STEM Coordinator traveled to Swinomish site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level maths and build support relationship with instructor. November 2016; Site STEM Coordinator traveled to Nez Perce site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level mathsand build support relationship with instructor. Most important impact of project for community; Based off data provided from Site STEM Coordinator, increasing efficiency by increasing the number of students who complete the Dev-Ed sequence without any retakes. This indicates that the methods implemented have some positive impact on the students' preparedness for the next class. Anecdotally, the math faculty and those who work closely with the students feel that it, through this project, it has been made possible for students to believe that mathematics actually makes sense and that they themselves can make sense of it. This is important because it allows the students to build their own confidence in their critical thinking and reasoning ability; building their learning repertoire. Students begin to feel, through their own learning experience, that teaching math this How have the results been disseminated to communities of interest?Through publication af an article entitled " Centering Students' Mathematical Agency at Northwest Indian College What do you plan to do during the next reporting period to accomplish the goals?Grant has ended
Impacts
What was accomplished under these goals?
Developmental Math Data Report Fall 2010 to Spring 2014 (All Dev-ed) 866 students enrolled in Dev-Ed Math (70,98, and/or 99) over the 4 year span; 340 students (39%) passed with a C or better; 166 of whom passed on their first try 170 students (20%) received grades between an "F" and "C" 356 students (41%) failed Fall 2010 to Spring 2014 (M70) 133 students enrolled in Math 70 over the 4 year span; 63 students (47%) passed with a C or better; 44 of whom passed on their first try 20 students (15%) received grades between an "F" and "C" 50 students (38%) failed Fall 2010 to Spring 2014 (M98) 397 students enrolled in Math 98 over the 4 year span; 139 students (35%) passed with a C or better; 108 of whom passed on their first try 91 students (23%) received grades between an "F" and "C" 167 students (42%) failed Fall 2010 to Spring 2014 (M99) 336 students enrolled in Math 99 over the 4 year span; 138 students (41%) passed with a C or better; 110 of whom passed on their first try 59 students (18%) received grades between an "F" and "C" 139 students (41%) failed Fall 2014 to Spring 2018 (All Dev-ed) 388 students enrolled in Dev-Ed Math (70,98, and/or 99) over the 4 year span; 180 students (46%) passed with a C or better; 147 of whom passed on their first try 119 students (31%) received grades between an "F" and "C" 89 students (23%) failed Fall 2014 to Spring 2018 (M70) 42 students enrolled in Math 70 over the 4 year span; 22 students (52%) passed with a C or better; 17 of whom passed on their first try 5 students (12%) received grades between an "F" and "C" 15 students (36%) failed Fall 2014 to Spring 2018 (M98) 166 students enrolled in Math 98 over the 4 year span; 75 students (45%) passed with a C or better; 59 of whom passed on their first try 43 students (26%) received grades between an "F" and "C" 48 students (29%) failed Fall 2014 to Spring 2018 (M99) 180 students enrolled in Math 99 over the 4 year span; 83 students (46%) passed with a C or better; 71 of whom passed on their first try 71 students (40%) received grades between an "F" and "C" 26 students (14%) failed College Level Math Data Report Fall 2010 to Spring 2014 The percentage of students who completed college level math (102,107, and 151) was 71.8% through the 4 year span 216 students were enrolled in M102 through the 4 year span; 65% (140 students) were successful (received grade higher than "F") 109 students were enrolled in M107 through the 4 year span; 73% (80 students) were successful 15 students were enrolled in M151 through the 4 year span; 93% (14 students) were successful 2010 to 2011 85 students enrolled in college level math (102,107, and 151); 62% (53 students) were successful (received grade higher than "F") 2011 to 2012 89 students enrolled in college level math (102,107, and 151); 60% (53 students) were successful (received grade higher than "F") 2012 to 2013 77 students enrolled in college level math; 84% (65 students) were successful 2013 to 2014 89 students enrolled in college level math; 82% (73 students) were successful Fall 2014 to Spring 2018(Span of Equity) The percentage of students who completed college level math (102,107, and 151) was 70.5% through the 4 year span 42 students were enrolled in M102 through the 4 year span; 88% (37 students) were successful (received grade higher than "F") 189 students were enrolled in M107 through the 4 year span; 70% (133 students) were successful 0 students were enrolled in M151 through the 4 year span. 2014 to 2015 74 students enrolled in college level math (102,107, and 151); 73% (54 students) were successful (received grade higher than "F") 2015 to 2016 70 students enrolled in college level math; 67% (47 students) were successful 2016 to 2017 46 students enrolled in college level math; 78% (36 students) were successful 2017 to 2018 51 students enrolled in college level math (102,107, and 151); 65% (33 students) were successful (received grade higher than "F")
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2018
Citation:
Rehumanizing Mathematics for Black, Indigenous, and Latinx Students ; features a chapter authored by the folks from our very own Mathematics Department:
|
Progress 09/01/14 to 08/31/18
Outputs
Target Audience:least three (3) extended campus sites. • Provided ongoing professional development activities to faculty and tutors for further training on the pedagogy, practice sessions and additional strategies for instruction. • Developed STEM student math reasoning, problem-solving and critical thinking skills through the implementation of the new math pedagogy. • Gathered evidence of student learning and changing student and faculty attitudes and beliefs about math. • Assessed the effectiveness of the new math pedagogy, revise as appropriate and share results with the NWIC communities. • Hired one full time math faculty to build capacity. • Hired one part time Site STEM Coordinator to gather, analyze and synthesize data from all campuses. Anticipated Changes/Problems:College Level Math Data Report Fall 2010 to Spring 2014 The percentage of students who completed college level math (102,107, and 151) was 71.8% through the 4 year span 216 students were enrolled in M102 through the 4 year span; 65% (140 students) were successful (received grade higher than "F") 109 students were enrolled in M107 through the 4 year span; 73% (80 students) were successful 15 students were enrolled in M151 through the 4 year span; 93% (14 students) were successful 2010 to 2011 85 students enrolled in college level math (102,107, and 151); 62% (53 students) were successful (received grade higher than "F") 2011 to 2012 89 students enrolled in college level math (102,107, and 151); 60% (53 students) were successful (received grade higher than "F") 2012 to 2013 77 students enrolled in college level math; 84% (65 students) were successful 2013 to 2014 89 students enrolled in college level math; 82% (73 students) were successful Fall 2014 to Spring 2018(Span of Equity) The percentage of students who completed college level math (102,107, and 151) was 70.5% through the 4 year span 42 students were enrolled in M102 through the 4 year span; 88% (37 students) were successful (received grade higher than "F") 189 students were enrolled in M107 through the 4 year span; 70% (133 students) were successful 0 students were enrolled in M151 through the 4 year span. 2014 to 2015 74 students enrolled in college level math (102,107, and 151); 73% (54 students) were successful (received grade higher than "F") 2015 to 2016 70 students enrolled in college level math; 67% (47 students) were successful 2016 to 2017 46 students enrolled in college level math; 78% (36 students) were successful 2017 to 2018 51 students enrolled in college level math (102,107, and 151); 65% (33 students) were successful (received grade higher than "F") What opportunities for training and professional development has the project provided?Accomplishments • Trained math and science faculty and tutors on the new math pedagogy and implement it at the Lummi main campus and at least three (3) extended campus sites. • Provided ongoing professional development activities to faculty and tutors for further training on the pedagogy, practice sessions and additional strategies for instruction. • Developed STEM student math reasoning, problem-solving and critical thinking skills through the implementation of the new math pedagogy. • Gathered evidence of student learning and changing student and faculty attitudes and beliefs about math. • Assessed the effectiveness of the new math pedagogy, revise as appropriate and share results with the NWIC communities. • Hireed one full time math faculty to build capacity. How have the results been disseminated to communities of interest?Publication of Article What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Math professional Camp held in Summer 2018 Developmental Math Data Report Fall 2010 to Spring 2014 (All Dev-ed) 866 students enrolled in Dev-Ed Math (70,98, and/or 99) over the 4 year span; 340 students (39%) passed with a C or better; 166 of whom passed on their first try 170 students (20%) received grades between an "F" and "C" 356 students (41%) failed Fall 2010 to Spring 2014 (M70) 133 students enrolled in Math 70 over the 4 year span; 63 students (47%) passed with a C or better; 44 of whom passed on their first try 20 students (15%) received grades between an "F" and "C" 50 students (38%) failed Fall 2010 to Spring 2014 (M98) 397 students enrolled in Math 98 over the 4 year span; 139 students (35%) passed with a C or better; 108 of whom passed on their first try 91 students (23%) received grades between an "F" and "C" 167 students (42%) failed Fall 2010 to Spring 2014 (M99) 336 students enrolled in Math 99 over the 4 year span; 138 students (41%) passed with a C or better; 110 of whom passed on their first try 59 students (18%) received grades between an "F" and "C" 139 students (41%) failed Fall 2014 to Spring 2018 (All Dev-ed) 388 students enrolled in Dev-Ed Math (70,98, and/or 99) over the 4 year span; 180 students (46%) passed with a C or better; 147 of whom passed on their first try 119 students (31%) received grades between an "F" and "C" 89 students (23%) failed Fall 2014 to Spring 2018 (M70) 42 students enrolled in Math 70 over the 4 year span; 22 students (52%) passed with a C or better; 17 of whom passed on their first try 5 students (12%) received grades between an "F" and "C" 15 students (36%) failed Fall 2014 to Spring 2018 (M98) 166 students enrolled in Math 98 over the 4 year span; 75 students (45%) passed with a C or better; 59 of whom passed on their first try 43 students (26%) received grades between an "F" and "C" 48 students (29%) failed Fall 2014 to Spring 2018 (M99) 180 students enrolled in Math 99 over the 4 year span; 83 students (46%) passed with a C or better; 71 of whom passed on their first try 71 students (40%) received grades between an "F" and "C" 26 students (14%) failed College Level Math Data Report Fall 2010 to Spring 2014 The percentage of students who completed college level math (102,107, and 151) was 71.8% through the 4 year span 216 students were enrolled in M102 through the 4 year span; 65% (140 students) were successful (received grade higher than "F") 109 students were enrolled in M107 through the 4 year span; 73% (80 students) were successful 15 students were enrolled in M151 through the 4 year span; 93% (14 students) were successful 2010 to 2011 85 students enrolled in college level math (102,107, and 151); 62% (53 students) were successful (received grade higher than "F") 2011 to 2012 89 students enrolled in college level math (102,107, and 151); 60% (53 students) were successful (received grade higher than "F") 2012 to 2013 77 students enrolled in college level math; 84% (65 students) were successful 2013 to 2014 89 students enrolled in college level math; 82% (73 students) were successful Fall 2014 to Spring 2018(Span of Equity) The percentage of students who completed college level math (102,107, and 151) was 70.5% through the 4 year span 42 students were enrolled in M102 through the 4 year span; 88% (37 students) were successful (received grade higher than "F") 189 students were enrolled in M107 through the 4 year span; 70% (133 students) were successful 0 students were enrolled in M151 through the 4 year span. 2014 to 2015 74 students enrolled in college level math (102,107, and 151); 73% (54 students) were successful (received grade higher than "F") 2015 to 2016 70 students enrolled in college level math; 67% (47 students) were successful 2016 to 2017 46 students enrolled in college level math; 78% (36 students) were successful 2017 to 2018 51 students enrolled in college level math (102,107, and 151); 65% (33 students) were successful (received grade higher than "F")
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2018
Citation:
Rehumanizing Mathematics for Black, Indigenous, and Latinx Students ; features a chapter authored by the folks from our
very own Mathematics Department:
|
Progress 09/01/16 to 08/31/17
Outputs
Target Audience:1.This pastyear, we had a session (really, the first ever) with the science faculty, in which we really shared the basic principles of our practice. 2. Later on in the year, through a student that was enrolled in both Math 102 and Genetics, we developed some more materials that could be used both by the science and math faculty related to genetics (attached). 3. Our practice now extends throughout the math sequence, from introduction to quantitative reasoning (Math 070) to Calculus. The adoption of the new pedagogy in Precalculus and Calculus is a new development this year. 4. The recent course revision of the description and outcomes for Math 099 brings that class further into alignment with the general philosophy and hopefully a further mechanism for the ideas to reach site-based instructors. from this funding at the Lummi Campus. · September 2016 held workshop to help expose math pedagogy to NWIC site faculty and staff; Swinomish, Tulalip, Nez Perce, and Muckleshoot math instructors attended. · October 2016; Site STEM Coordinator traveled to Tulalip site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level maths and build support relationship with instructor. · October 2016; Site STEM Coordinator traveled to Swinomish site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level maths and build support relationship with instructor. · November 2016; Site STEM Coordinator traveled to Nez Perce site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level maths and build support relationship with instructor. · Most important impact of project for community; o Based off data provided from Site STEM Coordinator, increasing efficiency by increasing the number of students who complete the Dev-Ed sequence without any retakes. This indicates that the methods implemented have some positive impact on the students' preparedness for the next class. o Anecdotally, the math faculty and those who work closely with the students feel that it, through this project, it has been made possible for students to believe that mathematics actually makes sense and that they themselves can make sense of it. This is important because it allows the students to build their own confidence in their critical thinking and reasoning ability; building their learning repertoire. o Students begin to feel, through their own learning experience, that teaching math this way makes sense and want to see it more in their communities. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? From the dates 1-1-2016 to 12-31-2016 there were 160 different students whom have benefitted from this funding at the Lummi Campus. September 2016 held workshop to help expose math pedagogy to NWIC site faculty and staff; Swinomish, Tulalip, Nez Perce, and Muckleshoot math instructors attended. October 2016; Site STEM Coordinator traveled to Tulalip site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level maths and build support relationship with instructor. October 2016; Site STEM Coordinator traveled to Swinomish site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level maths and build support relationship with instructor. November 2016; Site STEM Coordinator traveled to Nez Perce site to coordinate with instructor about furthering implementation in Dev-Ed maths as well as college level mathsand build support relationship with instructor. How have the results been disseminated to communities of interest? Most important impact of project for community; Based off data provided from Site STEM Coordinator, increasing efficiency by increasing the number of students who complete the Dev-Ed sequence without any retakes. This indicates that the methods implemented have some positive impact on the students' preparedness for the next class. Anecdotally, the math faculty and those who work closely with the students feel that it, through this project, it has been made possible for students to believe that mathematics actually makes sense and that they themselves can make sense of it. This is important because it allows the students to build their own confidence in their critical thinking and reasoning ability; building their learning repertoire. Students begin to feel, through their own learning experience, that teaching math this way makes sense and want to see it more in their communities What do you plan to do during the next reporting period to accomplish the goals?A summer camp is being offered to once again implement professional development to all math and science faculty at the sites and at our main campus. The coordinator will work with sites throughout the year
Impacts
What was accomplished under these goals?
All classes New pedagogy was implemented in the Fall of 2011 in classes M70, M98, M99, and M102; the analysis of this data will include the comparison of two 3 year time periods, excluding summer quarter. The older set starting from, Fall 2009 up to Spring 2012; and the most recent 3 year period, Fall 2014 up to Spring 2017. The time periods are not consecutive because these periods include Equity funding years (most recent 3 years) as well as pre-pedagogy (oldest 3 years): the total number of students enrolled in 100 level maths at NWIC at Lummi Campus (not including LC or Independent) has gone from 250 students enrolled, to, 121 students enrolled; a 51.6% decrease between the given time periods. the total number of students who successfully completed the dev-ed sequence with NO RETAKES (finishing with any; 102, 107, or 151), has changed from; 46 students out of 250, to, 40 students out of 121. Totaling for a 18% increase. the total number of students who successfully completed the dev-ed sequence with ONE OR MORE RETAKE (finishing with any; 102, 107, or 151), has changed from; 46 students out of 250, to, 30 students out of 121. A total of a 6.4% increase. the total number of students who FAILED or WITHDREW (any; 102, 107, or 151), has changed from; 100 students out of 250, to, 54 students out of 121. A total increase of 4.6%. Math 102 New pedagogy was implemented in the Fall of 2011 in classes M70, M98, M99, and M102; the analysis of this data will include the comparison of two 3 year time periods, excluding summer quarter. The older set starting from, Fall 2009 up to Spring 2012; and the most recent 3 year period, Fall 2014 up to Spring 2017. The time periods are not consecutive because these periods include Equity funding years (most recent 3 years) as well as pre-pedagogy (oldest 3 years): the total number of students enrolled in Math 102 at NWIC at Lummi Campus (not including LC or Independent) has gone from 169 students enrolled, to, 48 students enrolled; a 71.5% decrease between the given time periods. the total number of students who successfully completed the dev-ed sequence with NO RETAKES, finishing with M102, has changed from; 43 students out of 169, to, 21 students out of 48. A 18% increase. the total number of students who successfully completed the dev-ed sequence with ONE OR MORE RETAKE, finishing with M102, has changed from; 35 students out of 169, to, 3 students out of 48. A 14.5% decrease. the total number of students who FAILED or WITHDREW in M102 changed from; 79 students out of 169, to, 5 students out of 48. A 36% decrease. M107 New pedagogy was implemented in the Fall of 2011 in classes M70, M98, M99, and M102; the analysis of this data will include the comparison of two 3 year time periods, excluding summer quarter. The older set starting from, Fall 2009 up to Spring 2012; and the most recent 3 year period, Fall 2014 up to Spring 2017. The time periods are not consecutive because these periods include Equity funding years (most recent 3 years) as well as pre-pedagogy (oldest 3 years): The total number of students enrolled in Math 107 at NWIC at Lummi Campus (not including LC or Independent) has gone from 81 students enrolled, to, 147 students enrolled; a 81.5% increase between the given time periods. The total number of students who successfully completed the dev-ed sequence with NO RETAKES, finishing with M107, has changed from; 3 students out of 81, to, 19 students out of 147. A 9.2% increase. The total number of students who successfully completed the dev-ed sequence with ONE OR MORE RETAKE, finishing with M107, has changed from; 11 students out of 81, to, 27 students out of 147. A 4.86% decrease. The total number of students who FAILED or WITHDREW in M107 changed from; 21 students out of 81, to, 49 students out of 147. A 7.4% increase. While the total number of students who failed or withdrew (all classes) has increased by 4% over the given time periods, the number of students who failed or withdrew (M102) has decreased by 36%, meaning that the increase would be caused from the number of students failing or withdrawing from M107. But this is somewhat expected because the number of students who were enrolled in M107 has increased by 81% While the increase in those who failed or withdrew from All classes seems to stem from M107; the number of students who are passing via M107 without any retakes has increased by 9% and those who needed retakes decreased by about 5%. With the amount of students enrolled in M107 nearly doubling within the given time periods, the amount of students failing or withdrawing from M107 has only increased by 7% The number of students who pass the dev-ed sequence via M102 without any retakes has increased by 18%! Also, the number of students who need retakes has gone down by 14%.
Publications
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2018
Citation:
Annual Perspectives in Mathematics Education (APME) 2018:Rehumanizing Mathematics for Students who are Black, Indigenous, and/or Latin@/x
|
Progress 09/01/15 to 08/31/16
Outputs
Target Audience: Target Audience The majority of students who enroll at NWIC place at the developmental math level, and only a small subset of them make it all the way through to college level math classes. In order to graduate in our BSNES degree, courses in college-level math are required. Many students avoid these classes because of negative experiences with math in the past and the students have had the conditioning that they have been taught there is only one way to solve a problem, thus affecting the relationship and reasoning quantitatively in their courses 1. Changes/Problems:Student quotes 1. Quote from Student whose first math class at NWIC was M99 (NOT taught previously by NWIC): "The other class was like students sitting in rows while some old guy talked at the front of the board. I was so bored. Some students would just sleep. I like this so much more. I really do like figuring out patterns. This math class was definitely the best way for me to learn math." 2. Quote from Student who retook M99 after 5 years of absence (taught previously by NWIC using old pedagogy): "Before I didn't understand anything. It was all AB = C. Now it seems like I'm really getting this. Why didn't you all teach it like this before?" 3. Quote from Student who has returned to school after more than a year off (taught previously by NWIC using NEW pedagogy): "wow I'm really getting this. I guess I was really learning last year, since I can still do this" Changes in class structure Example scenario: One of the learning goals says "Solve a system of linear equations algebraically". You will work on this throughout the quarter. As your understanding gets stronger I will change your grade on this outcome from Emerging to Proficient to Fluent. This reflects the idea that people learn over time and that real understanding comes from making mistakes and learning from them. There are no "points" in this class. You cannot "lose points" by not turning something in. However if you are not present most days and do not turn in most assignments it is difficult to learn enough to pass. Change in grading criteria At the end of the quarter your final grade will be assigned based on the criteria shown below. For a C grade you will Attend class at least 70% of the time Demonstrate a proficient understanding of all of the learning outcomes You will consistently spend time outside of class building your understanding of the material. For example, you could practice the ideas by working on the homework or the patterns that we will use in class, or going further with the notes you took in class. For a B grade you will have fulfilled the requirements for a C grade and Demonstrate a fluent understanding of at least half of the learning outcomes Successfully complete the Communication Quiz OR present on a task that you develop Demonstrate a proficient understanding on the menu rubric at least once For an A grade you will have fulfilled the requirements for a C grade and Demonstrate a fluent understanding of at least 10 of the 17 learning outcomes Successfully complete the Communication Quiz Present on a task that you develop Demonstrate a fluent understanding on the menu rubric at least once I mention a "menu rubric". This is a tool for how I will grade some of your work. It is attached to the end of the syllabus. What opportunities for training and professional development has the project provided?1.-Held 2nd math workshop led by main campus faculty and STEM Coordinator; where 13 faculty and tutors from extended sites as well as main campus participated in learning new strategies regarding implementing new math pedagogy. Activities involved 1. evaluation of student work from the Menu strategy, 2. Course outcome work, 3) review of quiz for Math 98, 4) incorporating manipulative, 5) role playing working with a student on different strategies such as menu, balance beams, 2. The site stem coordinator travels to the extended sites How have the results been disseminated to communities of interest?The results have been dissemented to the faculty, retention committee and curriculum committee. What do you plan to do during the next reporting period to accomplish the goals?1.- Hold 3rd math workshop whihc weill be led by main campus faculty and STEM Coordinator; this time extended ( adjunct faculty) will be given the opportunities to share their results from the new curriculum 2. Hold math faculty meetings throughout the year 3. Site stem coordinator will traved to the sites to trian math faculty 4. Continue assessing and making improvements on the curriculum. 5.An additional program benefit will relate specifically to students in the Bachelor of Science in Native Environmental Science (BSNES) and other current and future science programs. Broadening students' understanding of conceptual math will also assist students in STEM programs to develop critical thinking, higher-level problem solving and symbolic reasoning skills. These abilities will translate directly into students analyzing their topic of interest, developing a research question and performing research and statistical analyses, especially for Capstone and thesis projects. This fostering and development of student researchers will support the college to achieve Goal 3, Objective 1 in the strategic plan, which is to "increase the indigenous body of knowledge through a supportive environment for scholarship and research."
Impacts
What was accomplished under these goals?
1.- Held 2nd math workshop led by main campus faculty and STEM Coordinator; where 13 faculty and tutors from extended sites as well as main campus participated in learning new strategies regarding implementing new math pedagogy. Activities involved 1. evaluation of student work from the Menu strategy, 2. Course outcome work, 3) review of quiz for Math 98, 4) incorporating manipulative, 5) role playing working with a student on different strategies such as menu, balance beams, 2. The site stem coordinator traveled to extended sites (Nisqually and Swinomish) to begin implementation of pedagogy across all sites. 3. The site stem coordinator collected and analyzed data from main campus as well as sites regarding students success rates and completion rates through the dev-ed math sequence 4. The site stem coordinator and the math faculty c5. The site stem coordinator collected and digitalized student works from dev-ed classes throughout the year 5. The site stem coordinator along with the math faculty and the science department chair are planning the math workshop that takes place Summer 2016 Data Collection Out of 202 students whose first math class was a dev-ed math class at Lummi Campus between Fall2013-Spring 2016- 35 students successfully completed the dev-ed sequence consecutively (no retakes needed) **note that of the 202 enrolled students between said time period; 68 students have not had enough academic quarters to reach a college level math course. Also, of those 202; 48 students have not taken a math class in the last 4 quarters or more** Extended Site Data Fall2012-Spring2016 Out of 76 students whose first math class was a dev-ed math class at site Muckleshoot between Fall2012-Spring2016, 20 students have successfully completed a college level math. Out of 35 students whose first math class was a dev-ed math class at site Nisqually between Fall2012-Spring2016, 14 students have successfully completed a college level math. **note that of the 35 students enrolled between said time period; 8 students have not had enough academic quarters to reach a college level math course because Nisqually did not have math courses in Fall 2015** Out of 58 students whose first math class was a dev-ed math class at site Nez Perce between Fall2012-2015, 14 students successfully completed a college level math.**Note that of the 58 students enrolled between said time period; 3 have not had enough academic quarters to reach a college level math course** Out of 63 students whose first math class was a dev-ed math class at site Port Gamble between Fall2012-Spring2016, 38 students have successfully completed a college level math. **Note that of the 63 students enrolled between said time period; 6 students hav not had enough academic quarters to reach a college level math course because NI did not have math courses in Fall 2015** Out of 21 students whose first math class was a dev-ed math class at site Swinomish between Fall2012-Spring2016, 6 students have successfully completed a college level math with a C or better. **note that of the 21 enrolled students between said time period; 2 students have not had enough academic quarters to reach a college level math course* Out of 80 students whose first math class was a dev-ed math class at site Tulalip between Fall2012-Spring2016, 16 students have successfully completed a college level math. **note that of the 80 enrolled students between said time period; 14 students have not had enough academic quarters to reach a college level math course**
Publications
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Progress 09/01/14 to 08/31/15
Outputs
Target Audience: The math and science departments at NWIC have observed that some students have successfully completed college-level math classes, yet continue to struggle with the quantitative components of science programs. These students tend to avoid taking math or science courses mostly due to past fears or bad experiences in conventional math classes. The main goal for the first year was to solidify the implementation of the curriculum and pedagogy at Lummi campus. This included professional development opportunities for faculty and tutors on the new math pedagogy, documenting the evidence of student learning, assessing the effectiveness of curriculum and revising as appropriate, and sharing the results with the faculty at the extended campus sites. The targetd audience for this progject is our students in the developmental education courses, the intention is to strenghten our student success agenda by documneting the evidence of student learning, assessing the effectiveness of the curriculum and revising as appropriate and sharing the results with faculty. Our math faculty have concentrated on strengthening student quantitative fluency, critical thinking and problem solving skills in math classes. Currently the math faculty at the Lummi campus are using a student-centered constructivist pedagogy and competency-based assessments and grading policies. There is preliminary evidence that this pedagogy increases student engagement and achievement, improves their understanding of the course content and develops students understanding of the standards for Mathematical Practice. Changes/Problems: Tracking each student's level of involvement in developmental math courses is relatively straightforward. The PD will work with the Director of Institutional Assessment and the Informational Technology department to establish a process for collecting student progress data as they move through the developmental math sequence and into college-level math and science classes. We will track students at the Lummi main campus, and students at extended campus sites through monitoring of grades and completion rates, the collection of student work, one-on-one interviews and/or focus groups. The major evaluation questions will assess both program outcomes and learning and will be based on the following: 1. What evidence is there that the program met its targets regarding the measurable outcomes listed below? 2. How have student and faculty beliefs around math shifted since the new math pedagogy has been introduced and implemented? 3. How have student's approaches to math-related tasks in science classes changed since the implementation of the new math pedagogy? 4. How has student success in science, statistics and in Capstone projects changed since the implementation in the new math pedagogy? 5. Has the implementation of the new math pedagogy affected the time it takes for students to move through the developmental math sequence and successfully complete a college-level math course? Fifty-six total students enrolled in a Dev-Ed math course in fall 2014. Out of the 56 students; 21 passed with a C or better, 11 passed with less than a C, and 24 either failed, withdrew, or did not complete the course. These numbers do not take into account any students who fail a course due lack of attendance. At the end of each course, students complete evaluations of both the course and the instructor. This allows us to identify the degree to which the learning outcomes for the course are achieved. This feedback is used by the instructor and the department to refine the curriculum and pedagogies used. Project specific questions will be added to current course evaluations to capture information regarding the value and challenges inherent in implementing a new pedagogy. What opportunities for training and professional development has the project provided? The Lummi faculty provided a summer two day math camp for other math faculty from all our sites, including the tutors.The focus of this training was implementation of the MEC pedagogy- starting with samll steps for those faculty that have not before utilized these methods. Lummi faculty and tutors also attended profession development from the Mathematical Education ConsortiuminJanuary of 2015 information was provided on important issues in mathematics education, each session includes a presentation, followed by audience response and discourse. The first session in the series addressed the problem of widespread numerical illiteracy, and suggests solutions. The second addressed the myth that memorization of basic facts must precede problem solving, and presened an alternative model where reasoning and mathematical connections are central to learning as basic facts are being learned and practiced.The workshop ran for six days from 8:30 - 4:30 everyday. The first four days were focused on the concept of rational numbers in a constructivist setting. The last two days were "leadership days" focused on preparing teachers to run these workshhops themselves in the future. We brought four faculty and three tutors. How have the results been disseminated to communities of interest? Thus far a presentation has beed disseminate to the AIHEC conference attended by other tribal colleges- the presentation stressed promoting student learning and persistence through engaged learning and discussing ways to develop strategies for students to persisit despite challenges in math. The presentation focues on using a student-centered constructivist pedagogy and competency-based assessments.Course participants learn mathematics within an environment that fully models in-depth mathematical content, instructional practices, including inquiry-based mathematics, and formative and summative assessment strategies found in high-quality mathematics classrooms. What do you plan to do during the next reporting period to accomplish the goals? The implementation of a part time Site STEM Coordinator was accomplished in our first year goal of data collection, research and synthesizing of the data abilities. This has been particularly pertinent because the goal was to use a native student to be part of our "Grow Your Own" strategy in order to better connect with native students. This person gathers and analyzes student work as they move through developmental and college-level math classes and conducts individual and group interviews with math students, tutors and faculty. Currently, the math department continues to collect student work for portfolios which will show progress through the developmental math sequence. The data collection will provide the sites with the evidence that our new strategy is worthwhile and it is currently building a culture of evidence to support this. Outside of the math department, the Coordinator collects evidence from science faculty about improved student preparedness for the quantitative demands of science classes. This Coordinator also tracks developmental math course completion rates and the total amount of time that it takes students to move through the developmental math sequence to successful completion of a college-level math class. The data collected will help define and shape the consecutive years' efforts. As planned, in the summer of 2015 math faculty and tutorswill attenda workshop based on the methods and materials of the Mathematics Education Collaborative, which has profoundly impacted the Lummi campus Math instructor's teaching practice. The workshopwill beespecially important because it was led by the Site STEM Coordinator and an alumna of NWIC who is studying mathematics at Western Washington University, which help build capacity of our local staff and not rely on outside professionals. The goal of the workshopwill be tohelp prepare for the work we will do with the Equity grant and to help as many faculty and staff as possible to develop the skills and understanding needed to teach within the new curriculum. In years 2-4 of the project, we will broaden the implementation of the new math pedagogy to the extended campus sites, especially those where the BSNES degree is offered (Nez Perce, Port Gamble S'Klallam and Swinomish). The Site STEM Coordinator will travel to these sites, and any others who are implementing the curriculum, to collect student data and to mentor faculty and tutors at the sites in teaching the new pedagogy. The Saturday professional development sessions will continue in years 2-4 and will include extended campus site staff through ITV or through their travel to the main campus to participate in order to ensure communication of site needs is fully acknowledged. The goal is to implement these strategies at the sites with full cooperation from the Lummi Campus with the sites. We would also like to include community members in our meetings to get a full spectrum of input for our strategy. We intend to strengthen the STEM programs at Nez Perce, Port Gamble and the Swinomish sites by offering the new math pedagogy. We have evidence to suggest that including the faculty at the sites into an ongoing process of collaborative inquiry around pedagogy, curriculum and assessment increases the learning experiences of students. Since our sites are small and intimate campuses, we hope that the extended campus site managers will also be interested in participating in the training and professional development activities offered by this project
Impacts
What was accomplished under these goals?
The main goal for the first year was to solidify the implementation of the curriculum and pedagogy at Lummi campus. This included professional development opportunities for faculty and tutors on the new math pedagogy, documenting the evidence of student learning, assessing the effectiveness of curriculum and revising as appropriate, and sharing the results with the faculty at the extended campus sites. As planned, in the summer of 2014 math faculty and tutors attended a workshop based on the methods and materials of the Mathematics Education Collaborative, which has profoundly impacted the Lummi campus Math instructor's teaching practice. The workshop was especially important because it was led by the Site STEM Coordinator and an alumna of NWIC who is studying mathematics at Western Washington University, which help build capacity of our local staff and not rely on outside professionals. The goal of the workshop was to help prepare for the work we will do with the Equity grant and to help as many faculty and staff as possible to develop the skills and understanding needed to teach within the new curriculum. The Faculty staged a two day Summer Math camp with math faculty from all sites.Fourteen faculty attended. the agendawas asfollows: Monday Tuesday Wednesday Thursday Friday 9:00-9:30 # Talk (subtraction of whole numbers: 258-179) 9:30-10:15 Group Task (Tilted squares) 10:15-10:30 Break 10:30-11 Article discussion 11-12 Menu 9:00-9:30 # Talk (multiplication 31x26) 9:30-10:00 Discuss article 10-11:10 Menu 11:10-Lunch Group Task (Rod Dogs) We hand back scored tasks 9:00-9:30 # Talk (multiplication) 9:30-10:00 At each table (draw and discuss possible geometric models for the number talk we did that morning) (we pull up saved work) 10:00-11:10 Menu 11:10-12:00 Group Task (dipped cubes) 9:00-9:45 # Talk (multiplication) Draw models at tables 9:45-10:15 What math have we done? Discuss outcomes 10:15-10:45 # talk prep in groups 10:45-11:30 Practice number talks 11:30-11:45 Process how it went in original groups 11:45-12:15 Post assessment "What do you think it means to be good at math?" Closing reflections Lunch: 12 - 1 Lunch: 12 - 1 Lunch: 12 - 1 Lunch: 12:15 - 1 1:00-2:00 Welcome Purpose Pre-assessment "What do you think it means to be good at math?" What do you see? (Dots) # Talk (addition of whole numbers: 149+78) 2:00-3:30 Intro to menu task (Bracelet 1) 3:30-4:15 Menu time 4:15-4:30 Reflect Homework: "What must be" AND "making mistakes" 1:00-1:30 Process Tilted squares 1:30-2:30 Menu 2:30-3:00 Process Flowerbeds 3:00-3:45 Group Task (Score student work) 3:45-4:15 Process Scoring student work 4:15-4:30 Reflect Homework: "The Futility of trying to Teach" AND Travis' Ribbons 1:00-1:45 Process Rod Dogs 1:45-2:15 What do you see?/Can you See? 2:15-3:15 Menu 3:15-3:45 Process Increasing #6 3:45-4:05 Score own task 4:05-4:30 Reflections and questions Homework: "What College students know" AND Ms. Newman Problem 1:00-1:30 Discuss article 1:30-2:15 Process group task 2:15-3:00 Menu 3:00-3:30 Process a menu task (triangle beads) 3:30-4:00 Process homework 4:00-4:30 Reflections and questions (Address any questions from notecards left the previous day) Homework: read course outcomes Our math faculty have concentrated on strengthening student quantitative fluency, critical thinking and problem solving skills in math classes. Currently the math faculty at the Lummi campus are using a student-centered constructivist pedagogy and competency-based assessments and grading policies. There is preliminary evidence that this pedagogy increases student engagement and achievement, improves their understanding of the course content and develops students understanding of the standards for Mathematical Practice. Students complete evaluations of both the course and the instructor. This allows us to identify the degree to which the learning outcomes for the course are achieved. This feedback is used by the instructor and the department to refine the curriculum and pedagogies used. Project specific questions will be added to current course evaluations to capture information regarding the value and challenges inherent in implementing a new pedagogy. Course participants learn mathematics within an environment that fully models in-depth mathematical content, instructional practices, including inquiry-based mathematics, and formative and summative assessment strategies found in high-quality mathematics classrooms Data tracking so far has had the following results: **Data does notexclude students who have failed the course due to lack of attendance** Students complete evaluations of both the course and the instructor. This allows us to identify the degree to which the learning outcomes for the course are achieved. This feedback is used by the instructor and the department to refine the curriculum and pedagogies used. Project specific questions will be added to current course evaluations to capture information regarding the value and challenges inherent in implementing a new pedagogy.
Publications
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