FAculty Collaborations for Course TransformationS

One of the ongoing issues with our cooperative faculty innovation teams has been the way team members provide feedback on projects from other colleges. Ideally, each project would receive ongoing input from other colleges with insights from the personal experience of colleagues and ideas about how to design the project resources for optimal re-use elsewhere. In practice, the flow of ideas can be uneven over time and across projects.

On previous teams, responsibility for providing input on other projects has been shared across all team members. We are using the LACCD Dev Math team as a pilot for a more systematic approach, asking individual team members to serve as Reviewers on specific projects of other colleges. This does not restrict team members from commenting on other projects, and the program support team will continue to provide input across colleges. The program evaluator will gather data on the relative effectiveness of suggesting Reviewer assignments, using comparative data from the South Bay Dev Math team which will continue with an informal shared responsibility.

VALLEY

Steven and Teresa are creating Skill Building Activities – 15 minute activities that will be incorporated into each 70 minute class.  Teresa is focusing on activities related to specific elementary and intermediate algebra math topics, and Steve is focusing on activities related to math anxiety and test taking skills.

WEST

Henri is exploring multiple avenues for improving student performance of math skills.  These approaches include internet-based learning, in-class powerpoint presentations, frequent examinations, and more.

Matt is exploring what motivates students to learn, how students approach learning and studying, and what techniques instructors can use to increase commitment to and effectiveness in studying.  His work so far includes an assessment of students’ attitudes toward mathematics, an examination of student reflections on relationship between performance and commitment, and a review of the literature surrounding motivation and investment in learning.

PIERCE

Bruce and Kathy have developed an approach to teaching elementary and intermediate algebra with the following key aspects:

1) Lessons have both reading and writing components

2) Classroom lessons are activity based

3) Mathematical concepts and skills are developed in context.  Environmental sustainability is a common theme.

4) Study skills are incorporated into each lesson

5) Professional development is a key component for instructors to share materials, pedagogy and experiences.

They have developed reading materials, classroom activities and homework assignments that are available online.

They are testing this approach in classes this semester and using the results to refine their materials and processes.

SANTA ANA

Caren is working to help students master application problems in elementary algebra in several ways, by:

1) developing modules of activities and tools for each classic type of application problem.  Part of the focus of the modules is on general problem solving strategy and estimation.

2) developing a WordProbTutor modeled after OLI’s StatLabTutor, which will guide students in setting up equations, solving equations, and provide feedback about their work.

3) working with other departments to identify and then develop discipline-specific application problems.

“Welcome to the prototype for our Community Compendium of Exemplary Practices & Resources for Developmental Mathematics in the San Diego region community colleges.

To use this compendium:

• Browse by Themes, Application Areas, Course Levels and Math Topics, to find innovative teaching practices and engaging learning activities for your developmental mathematics class.
• Use and Adapt the teaching and learning resources in your courses. Each Description page contains attached resource files or links to web pages containing the resources you need.
• Provide feedback through the Comment and Experience Report facilities on the Description page for each resource.
  • Was the activity successful? Did it engage your students? Did you make any changes? Did you have any unexpected results, or think of any particularly thought provoking questions that enhanced the activity? Join the discussion!

To contribute to the contents of this compendium:

• Suggest new Themes, Application Areas or Math Topics by commenting on these Index pages.
• If you are using other effective resources which extend this compendium, add those new practices and resources by filling out a Description page and attaching (or linking to) appropriate resources.

To contribute to the design and development of this prototype compendium:

• Comment on our design rationale and development plans (also read our Project Background page)
• If you teach Dev Math in a San Diego region community college, apply for a Role as an Editor, Reviewer, etc.
• If you teach Dev Math in another region of California, let us know if you would like to help in establishing a complementary Community Compendium for your region”

The new FACCTS teams in Los Angeles and in the south Bay area are using a revised team workspace, based on the evaluation from the Spring 09 team in San Diego (and the parallel team in Toronto, Canada).

Reactions from team members to date are encouraging: new team members have been able to use the revised workspace more easily, and past team members have commented on the positive improvements.

Observations and reflections from research and evaluation staff and formative feedback from faculty participants have been applied to shape program improvements for the Fall 09 FACCTS teams in the Los Angeles Community College District and the South Bay region. These results reflect our evaluation of the FACCTS Spring 09 team in the San Diego region and of the parallel team in community colleges in the Toronto area [supported by Knowledge Mobilization for Exemplary Teaching and Learning program of the Higher Education Quality Council of Ontario].

The following improvements in the model, methods and tools are being initiated and/or implemented for Fall 09, as a result of this Evaluation:

• Model:
  • Make more explicit the larger strategic vision of a Teaching Collaboratory, including the model of change processes for improving teaching practice;
• Methods:
  • Split team startup activities across an Orientation Meeting at end of Spring 09 term and a Launch Meeting at start of Fall 09 term;
  • Formulate explicit time allocations for the primary activity of college course redesign and activities addressing the secondary program goals;
  • Assign specific collaboration responsibilities as needed;
  • Strengthen support for collaboration and focus on legacy of open educational resources through faculty team role in pay-it-forward mode
• Tools:
  • The initial team workspace has been redesigned and the underlying technology platform replaced for Fall 09.

The following planned developments toward a sustainable professional infrastructure are also moving forward with specific actions in Fall 09:

• Align plans and activities more fully with parallel initiatives at the state and national levels; in particular,
  • Create an OER Collection for resources of specific value for developmental mathematics faculty, as one element of supporting a professional community of inquiry, knowledge and practice.
• Reduce roles of research and support team, by developing faculty capability to sustain activities into the future.