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AMATYC Ignite 2017 2nd Half
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
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AMATYC Ignite 2017 2nd Half
- 1. Jumpstarting Student’s Careers with I-BEST ToniaFaulling 2017
- 2. What is I-BEST? ๏Integrated ๏ Basic ๏ Education and ๏ Skills ๏ Training 2017
- 3. Who is thisfor? ๏ Students 17 and older who can benefit from non-traditional education pathways in preparation for STEM careers that require postsecondary technical education
- 4. We work withthe Adult Education in our area.
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- 6. Meeting the studentswhere they are. ๏ Help finish GED. ๏ Help get/finish Work Keys
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- 9. How does itwork? Student take two classes free of charge their first semester. ๏ College Skills 120 ๏ Career Specific Class: - Manufacturing 101 - Health Care Pathway Class
- 10. College Skills 120 ๏Teachings the students how higher education works ๏ Career Exploration ๏ Goal Planning ๏ Team work
- 11. College Skills 120cont. ๏ Problem Solving
- 12. Manufacturing 101 ๏ Introductionto the basic skills needed in manufacturing ๏ National skill certification - Six Sigma – Yellow Belt ๏ Guest Lecturers - Basic Math - Engineering Technology
- 13. My part! ๏ Createda booklet for students to use to review basic Math skills ๏ Go into the MFG 101 class 4 times over the course of the semester to teach/review basic Math Skills
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- 15. What I havelearned! ๏ What really goes on in factories. ๏ What my students need to be successful in factory setting
- 16. What I havelearned! New and Interesting uses of graphs
- 17. How this haschanged what I do in the classroom: ๏ I have changed the my language to what more like what the would here in a factory setting. ๏ I pull more relevant word problems to use in the classroom ๏ I pull more relevant graphs to use in the classroom
- 18. We are buildinga Stronger Community….
- 19. One student ata time!
- 20. For more information: Emailme at tfaullin@tctc.edu or Pick up a flyer!
- 21. OER-enabled Canvas sample courseshells Barbara Illowsky, PhD Chief Academic Affairs Officer CCC Online Education Initiative Foothill-De Anza CCD billowsky@cccOnlineEd.org @DrBSI 2017
- 22. A grassroots project Team:California Community College instructional designers, librarian, faculty, OpenStax Project: Create 28 sample course shells ~ 27 with embedded OER to make adoption simple for faculty + 1 “empty” shell Location: Canvas Commons 2017
- 23. WHY, OH, WHY? OER:Make it easy for faculty to use high quality OER with integrated content and supplemental materials Online presence: Develop a course shell for faculty to adopt and adapt for online, hybrid & f2f classes
- 24. Um… what’s OER? Teaching,learning & research resources in any medium that reside in the PUBLIC DOMAIN OR have been released under an intellectual property license to allow free use and repurposing.
- 25. Yikes… a license? CreativeCommons Licenses Simple, standardized way to grant copyright permissions http://creativecommons.org Permission Attribute Commercial? Share alike?
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- 27. Is there aproblem? Student Impact • 48% take fewer classes or different classes • 65% choose to not buy textbook • 94% report concern that grades affected Source: Fixing the Broken Textbook Market, 2014 Survey of 2039 college students at 156 campuses across 33 states
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- 30. OER can be hardto find. That’s where we can help!
- 31. Faculty Choice • Nomore including extra chapters • No requirement to change versions every few years • Customize instructional materials to match students and course outcomes • Many open textbooks have ancillaries
- 32. OER Research • CaliforniaOER Council White Paper • Washington’s SBCTC Faculty OER Usage Study • Open Education Group at BYU • OER Research Hub at Open University • Babson’s Opening the Textbook Report (2016)
- 33. Canvas Commons Search: CCCOEI Math
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- 39. Course shells ๏ Developedby instructional designers ๏ Aligned with OEI Course Design Rubric which was developed by CCC faculty ๏ WCAUG 2.0 AA compliant ๏ Professional development for faculty embedded in shells ๏ For online, hybrid, f2f classes ๏ Creative Commons Attribution licensed ๏ Try them!!!
- 40. An ”empty” shell, justfor YOU! Use the shell with any textbook you want…. OER or not! Thank you!!
- 41. Statistics Pathway Shortcut toSuccess Lisa Lee Coastline Community College 2017
- 42. Liberal Art Majors Transfer TraditionalPath in Math: ๏ 1. Math 005= 3 units ๏ 2. Math 008= 3 units ๏ 3. Math 010= 4 units ๏ 4. Math 030= 4 units ๏ 5. Math 160= 4 units ๏ TOTAL units=18 units ๏ Time = 5 semesters Long Way to Climb Up!
- 43. Frustration ๏ Repeat Algebra Again? ๏Delay Transfer? ๏ Delay Certificate? ๏ Delay Degree?
- 44. Repeat Algebra ๏ NewCalifornia Study Finds: ๏ Harm for some in repeating the math and whether it benefits anyone? ๏ By The Hechinger Report | on Dec. 16, 2014.
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- 47. Statistics Pathway ๏ StatisticsPathway1 = 5 units ๏ Statistics Pathway 2 = 5 units ๏ Only 2 SEMESTERS ๏ DONE !
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- 49. Technology • Computer Software •Multimedia
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- 51. Free Tutoring ๏ Embedded Tutoring ๏Onsite & Online
- 52. Learn Necessary Algebra •Selected Algebra • Real Word Application • Statistical Application
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- 54. Way to Go! •BeDiligent! •Be Confident! •Be Successful!
- 55. ๏ It’s Normal! ๏It’s Statistically Significant! Statistics Pathway
- 56. Statistics Pathway ๏ Reachthe Goal - Degree - Transfer - Certificate
- 57. Statistics Pathway ๏ Jumpto Goal of Success ๏ Through Statistics Pathway!
- 58. Goal Achieved! ๏ InOnly Two (2) semesters!
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- 62. 2017 Picture of mystudents
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- 66. Functions placemat -photo 2017
- 67. 2017 Picture of hand Studentssay… “This TACTiViTY was memorable!”
- 68. 2017 “This TACTiViTY made methink!”
- 69. 2017 Picture of trighere is who has… “This TACTiViTY helped me to see!”
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- 71. Benefits to theInstructor: Self Correcting High impact Evaluation of the instructor becomes more positive Retention of key concepts Assessment related TACTiViTiES increase student performance
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- 75. 2017 High LevelThinking Simple toplay Ready to go
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- 81. Let’s Make Tacos GreatAgain! Jon Oaks www.jonoaks.com 2017
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- 100. Let’s Make Tacos GreatAgain! Jon Oaks www.jonoaks.com 2017
- 101. Making an IMPACT inFive Minutes Rob Farinelli 2017
- 102. Some Recent History… 2017
- 103. Why the Need? ๏Status quo is unacceptable. ๏ New curriculum choices are needed to meet the mathematical needs of many college students. ๏ Increased focus on statistics and modeling in K-12 and higher education. ๏ Redesigning developmental education.
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- 106. PROWESS 1.exceptional or superiorability, skill, or strength: their prowess as mathematicians. 2.exceptional valor, bravery, or ability, especially in combat or battle. 2017
- 107. The Four Pillarsof Prowess PRoficiency OWnership Engagement Student Success
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- 110. ENGAGEMENT Developing Intellectual Curiosity andMotivation in Learning Mathematics
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- 113. Content of PrintVersion Preface Enacting a Renewed Vision for Mathematics in the First Two Years of College Chapter 1: Making an IMPACT Generating the Ripple Effect Chapter 2: Who Are We? Finding Our Voice
- 114. Chapter 3: Proficiency DevelopingStudent’s Mathematical Knowledge Chapter 4: Ownership Taking Responsibility and Showing Initiative Chapter 5: Engagement Developing Intellectual Curiosity and Motivation in Learning Mathematics Chapter 6: Student Success Stimulating Student Achievement in Mathematics
- 115. Chapter 7: Stakeholders WorkingTogether to Accomplish Change Chapter 8: Implications for Research Moving the Research Agenda Forward in Mathematics in the First Two Years of College Chapter 9: IMPACTing the Future Answering the Call
- 116. Content of IMPACT Live! ❖BestPractices ❖Research ❖Blogs ❖Links
- 117. Standards Committee A newAMATYC committee, Mathematics Standards in the First Two Years of College, has been created to carry on the work of the standards and will be led by a chair and a standards digital coordinator. The committee will begin its work commencing on January 1, 2018. Membership in the committee is open to all AMATYC members.
- 118. Help us makethis document and website, IMPACT Live!, more relevant to you. 1. Do you believe this document provides a provocative message for community college faculty? If so, provide examples of how you find this document provocative. If not, how can we make it useful? 2, What would you like to see in IMPACT Live!
- 119. The AMATYC IMPACT documentwas written over the past two years by a dedicated team of AMATYC members with input from scores more. The steering committee was chaired by Mary Beth Orrange (right) and Nancy Sattler (left). Their emails are orrange@ecc.edu and nsattler@terra.edu
- 120. One Final Thought… ๏ Access provides education, but completion changes lives!
- 121. Fake Math, NewMath, or Math Problems? It’s in the Headlines. Irene Duranczyk and Dexter Lim College of Education and Human Development University of Minnesota 2017
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- 123. Never mind fakenews. I’m tired of FAKE MATH. By Simon Dumenco. Published on July 17, 2017 Ad Age .
- 124. Math Problems Bedevils RepublicanTax Rewrite By Jim Tankersley, Thomas Kaplan and Alan Rappeport Published on November 1, 2017 New York Times
- 125. How the NewMath of Gerrymandering Works By Jim Tankersley, Thomas Kaplan and Alan Rappeport Published on November 1, 2017 New York Times
- 126. There is ahistory of fake math
- 127. Even in multiplecontexts
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- 129. Math Faculty Say theDarndest Things Did I say that? 2017
- 130. Now let’s getrid of stuff Infrogmation of New Orleans derivative work: Andrzej 22(talk) – Low9AppliancePiles2.jpg http://interiorcollective.com/wp- content/uploads/2013/05/Barbara_Hill. jpeg
- 131. Did we justget rid of stuff or did we find common factors to simplify? ๏
- 132. Move it tothe Other Side Pete Souza [Public domain], via Wikimedia Commons
- 133. Is it movedto the other side or are we balancing equations using the principle of equality? ๏
- 134. Put it onthe Bottom, Move it to the Top
- 135. Cancel it? OrReduce it? or
- 136. Oh, there areso many things we can Cancel or Reduce. Or Mathematically ๏ Simplify ๏ Resolve ๏ Translate ๏ Find common factors
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- 138. The reciprocal ofmultiplication Or it is cross multiplying ๏
- 139. Darn it, it’sthose little things! Precision Matters! ๏ Or does it?
- 140. See You There Saturday1:05 pm - 3:05 pm W01 Laura Watkins, Patrick Kimani, April Ström, Dexter Lim, Irene Duranczyk
- 141. F Theory andthe Resolution of Singularities Coleman Dobson, CSULA 2017
- 142. F Theory ๏ ScaryDefinition! ๏ Geometrization of S-Duality in IIB String Theory ๏ Structure of the Gauge Group in the low energy theory is encoded in the singularities of the elliptic fibration 2017
- 143. F Theory ๏ CumrunVafa (Harvard) - 1996 ๏ David Morrison (UCSB)
- 144. Algebraic Geometrico Defintion ๏ Ellipticallyfibered Calabi Yau manifold over a base B of complex dimension d in a low energy theory in 10-2d spacetime dimensions
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- 146. Requisites ๏ String Theory,IIB ๏ S Duality ๏ Gauge Group ๏ Lie Groups ๏ Elliptic Fibration ๏ Resolution of Singularities (AG) ๏ ADE Classification
- 147. String Theory ๏ Pointparticle replaced with string ๏ 10D Supergravity ๏ Calculate string amplitudes ๏ 2 parameters: string length/tension, string coupling ๏ Background dependent ๏ Created by particle physicists to unify forces
- 148. IIB String Theory ๏One of 5 String Theories ๏ Type 1 IIA IIB (superstring) ๏ SO(32) E8xE8 (heterotic) ๏ At low energies, IIB described by IIB Supergravity in 10D ๏ Chiral Theory (left-right asymmetric) with (2,0) d=10 supersymmetry.
- 149. Mathematical Treatment IIB ๏Algebraic Geometry ๏ Deformation theory of complex structures ๏ Kunihiko Kodaira ๏ Lie Theory ๏ Mirror Symmetry
- 150. S Duality ๏ IIBstring theory with coupling constant g is equivalent to IIB with the coupling 1/g ๏ Maldacena – IIB equivalent to supersymmetric Yang Mills Theory with 4 supersymmetries and Gauge Group SU(N) in the t’Hooft limit. ๏ ADS/CFT
- 151. Gauge Group ๏ Groupof Continuous Symmetries not dependent on Space Time ๏ Gauge theory – field theory where the Lagrangian is invariant under a continuous group of local transformations. ๏ Gauge Transformation ๏ Different configurations of unobservable fields result in identical observable quantities
- 152. Lie Group ๏ SophusLie - end of 19th Century ๏ Group that is also a differentiable manifold ๏ Group operations are compatible with the smooth structure ๏ Lie at the intersection of algebra and geometry ๏ **A group of symmetries where the symmetries are continuous – (circle, hexagon)
- 153. Resolution of Singularities ๏Degenerate Fiber ๏ Coefficients are Ranks of Dynkin Groups ๏ Singularities in the elliptic fibration are classified by the ADE classification of simple Lie Groups
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- 155. ADE Classification 1 ๏Elie Cartan – 1890’s ๏ Constructed all simple Lie Algebras ๏ Root systems An, Bn, Cn, Dn ๏ Exceptional Cases G2, F4, E6, E7, E8 ๏ n is rank
- 156. Dynkin Diagram ๏ EugeneDynkin - 1946 ๏ Classify simple Lie algebras over algebraically closed fields. ๏ Classify Lie algebras by their root systems, rep by Dynkin Diagram ๏ Undirected Diagrams classify Weyl Groups (corresponds to replacing a root system by the finite reflection group it generates)
- 157. ADE Classification 2 ๏Complete list of simply laced Dynkin Diagrams ๏ No multiple edges ๏ All roots form angles of 90 (no edge) or 120 (single edge)
- 158. Mirror Symmetry ๏ EnumerativeGeometry ๏ Complex Geometry ~ Symplectic Geometry ๏ Calabi Yau manifolds with different hodge numbers are equivalent
- 159. Time as MirrorSymmetry ๏ Emergent Time As Mirror Symmetry in a Holographic Universe ๏ Q: How does geometry make time? ๏ A: Mirror Symmetry in the Higgs Network ๏ Mirror Symmetry: F Theory + Time = discrete global symmetries ๏ Time as an inaccessible cardinal. ๏ Memory as Flop Transition ๏ Time is discrete ๏ Tensor geometry makes space (Loop QM)
- 160. Idea I ๏ Hearingis a fourier transform; Time is memory is perceptive F theory higgsing - resolving all possible timelines. To find a day, find the singularity/resolve it. ๏ Brain is algebraic-geometro constantly resolving. ๏ It is Concurrent: quantum error correcting code -> Sheaves Higgs branches ๏ SU(3) x SU(2) x U(1) Add Gravity Add Time ๏ SU(3) x SU(2) x U(1) x ? ๏ E11 M Theory Add Time. E11 X ? Mirror Pair?
- 161. Got Equity? What todo if you care (or are forced to care) Or That’s ok – neither does anyone else, yet! 2017
- 162. What is Equity? ๏Non-education example of equity from a quantitative literacy class: 2017 City-X Police Department Promoted Not- Promoted Total Male 30 90 120 Female 20 60 80 Total 50 150 200 © Ivy Tech
- 163. Analysis of Promotions ๏Probability of selecting a female, given that the office was promoted: 40% ๏ But.. ๏ Probability of selecting a promoted officer given that the officer is male/female Both are equal to 25%!
- 164. Equity != Equality Manypeople think fairness is everyone getting the same thing, but … not everyone needs as much help or support You can make structural choices that allow fo differentiation inside and outside of the classroom 2017
- 165. Simple Definition Equity = Fairness =everyone getting what they need
- 166. Office Hours Example ๏Not everyone uses them, but every has the opportunity to use them ๏ If you can get more time with students that need help you are working in an equitable way even though the struggling students are getting more time with you! 2017
- 167. Principles of Equity ๏Get to know your students ๏ Pay attention to the data ๏ Do work on yourself ๏ Utilize collaborative practices ๏ Talk to colleagues 2017
- 168. Student Anthropology p1 Ifwe are open to learning from our students, they have much to teach us 2017
- 169. Student Anthropology p2 Iused to think that students not making math their number one priority reflected a lack of desire and commitment
- 170. Student Anthropology p3 Workto meet students where they are: serve the students you have, not the students you wish you had. 2017
- 171. Pay Attention tothe Data p1 While data can be challenging to pick apart, understand or act on, we have a duty to our profession and to our country to be on the front line of paying attention to data and responding to it. 2017
- 172. Student Anthropology isthe Qualitative Strand of Equity Work Paying Attention to Data is the Quantitative Approach Pay Attention to the Data p2
- 173. To work effectivelywith all students, especially students from dissimilar backgrounds, you have to dig in to who you are and where you fit into the great American story. 2017 Work on Yourself p1
- 174. Your commitment tolearning and transparency models for students how to engage with the world and start considering different perspectives. Work on Yourself p2
- 175. Authors to Consider: IraShor, Ta Nehisi-Coates, John Allen Paulos, Andrew Hacker, Malcom X, Angela Davis, bell hooks, Paulo Freire, Myles Horton, Pedro Noguera, Chris Emdin, Carol Dweck, Rochelle Gutierrez, J.D. Vance, Michelle Alexander, Jeff Hobbs, Geogre Jackson, Theodore Sizer, Paul Lockhart, Consuelo Kickbusch, Matthew Desmond, Alice Goffman Work on Yourself p3
- 176. ๏ Dig intopositive interdependence. ๏ Read up on scholarly articles for effective methods for group work. Utilize Collaborative Processes p1
- 177. Utilize Collaborative Processes p2 Byhelping students build social capital you are effectively working to create equitable outcomes at your institution.
- 178. Talk to Colleaguesp1 Use relationships within your college and within professional organizations to help recharge and reinvigorate you. 2017
- 179. Colleagues from withinyour math department and from other disciplines will challenge and inform your work on equity. Talk to Colleagues p2
- 180. Remember The struggle isreal We are all part of the path towards a more equitable future B. Aschenbrenner ben@amainedu.com
- 181. Intersectional Inclusive Instruction I3 Jennifer Ackerman Jefferson Community& Technical College Louisville, Kentucky 2017
- 182. Intersectionality 2017 Race Gender Religion SexualSocio- Ability Orientation Economic Status
- 183. Race/Ethnicity ๏ Race isdefined as a system based on observable physical characteristics ๏ Ethnicity is defined as cultural characteristics (i.e. language, food, clothing, dance, national origin). ๏ For example, Black is a racial group that includes the following ethnicities: Haitian, Jamaican, Nigerian, or African-American. 2017
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- 185. The whole isgreater than the sum of its parts… A classroom should be inclusive and welcoming for every student (inclusivity) regardless of their various backgrounds (intersectionality) 2017
- 186. “When will Iever use this?” Relevant, Relatable Applications ๏ Provide Context ๏ Imply usefulness ๏ Develop critical thinking & problem- solving skills 2017
- 187. Emotional Validation ๏ Offended? ๏Not offended? ๏ Reasonable application? ๏ Are you kidding me? It’s the consideration and reflection that move these issues forward 2017
- 188. Speed Reading Questions Withouttrying to solve the problem, just read the question and let yourself react 2017
- 189. Conversion of Units: Theborder patrol seizes 6 lb of an illegal substance at a check point. How many grams of the substance did they seize? They seized grams of the substance 2017
- 190. Analysis ๏ Is itculturally insensitive? ๏ How relevant is this application? ๏ How relatable is this application? 2017
- 191. Presenting the content withina broader context How can a student focus on solving the problem if they have an emotional reaction to the context?(amygdala/lizard brain!) 2017
- 192. Neutral example A chemistryteacher has 740 g of a substance and he wants to separate the substance into 3-oz jars. How many 3-oz jars can he completely fill? 2017
- 193. Voting Theory The McKees’Point Yacht Club Board of Directors wants to decide where to hold their fall business meeting. The choices are the Country Club (C), Frankie’s Fine Foods (F), West Oaks Golf Club (W), and Rosa’s Restaurant (R). The results of the election are shown in the preference table. Determine the winner using the pairwise comparison method. (preference table not given :) 2017
- 194. Voting Theory Due toprison overcrowding, a parole board must release one prisoner on good behavior. After hearing each case, they decide to use the approval voting method. The result is shown here. Which inmate was released? Inmates listed as W, X, Y, and Z (approval voting result not given :) 2017
- 195. Relevant Context There were7,692 single-bias hate crime offenses reported in the United States in 2010. These crimes were divided into categories, with the following breakdown: 3723 were based on racial bias, 1,410 on religious bias, 1475 on sexual orientation bias, 1,039 on ethnic bias, and 45 on bias against those with disabilities. 2017
- 196. ๏ Make afrequency distribution for this data ๏ Use the frequency distribution to find the probability that a hate crime was motivated by sexual orientation bias. ๏ Use the frequency distribution to find the probability that a hate crime was motivated by bias against race or ethnicity ๏ Use the frequency distribution to find the probability that a hate crime was not motivated by bias against religion or those with disabilities 2017
- 197. Get Students toTHINK! Raising awareness through context and thoughtful questions is a powerful tool and is at the very heart of I3 2017
- 198. Takeaways: ๏ EVERYONE needsto consider the bigger picture and the broader context ๏ EVERYONE can include I3 elements and incorporate cultural sensitivity into their materials 2017
- 199. LEARN MORE! Two GREATResources: ๏ Saint Louis University: - http://www.slu.edu/cttl/resources/teaching- tips-and-resources/inclusive- teaching?site=mobile ๏ University of Denver: - http://otl.du.edu/inclusive-excellence-and- our-teaching/ 2017
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