Statway™: The Beginning

1. Statway™: The Beginning Karen Borglum, Assistant Vice President, Curriculum and Articulation, Valencia College Frank Brown, Dean, Science and Math Division, Tallahassee Community College Alicia Giovinazzo, Dean, Academic Affairs, Miami-Dade College, Kendall Campus Jim Smart, Associate Professor, Math, Tallahassee Community College

2. The Statway™ Idea

3. The Problem: Developmental Math

4. Carnegie Dev Math Pathways Initiative • Target: double the number of dev math students to and through a college level math course through a one year sequence • Statway™: dev math students to and through college level statistics in one year

5. Shorter Pathway • Two-semester sequence • From developmental math to and through college transfer statistics • Students testing into MAT0028C or MAT1033C • Take MAT0029C: Developmental Math for Statistical Understanding • Complete STA2023: Statistical Methods

6. Changed Role of Faculty • Co-developers of materials • Research partners • Lesson study for curriculum and professional development • Continuous improvement in a networked community

7. Statway and Quantway Learning Outcomes Developmental Mathematics Learning Outcomes • Numeracy • Facility working with rational numbers: computation, rounding, estimation • Proportional Reasoning • Comparing relationships such as difference vs. relative difference; working with percentages and proportions • Algebraic Reasoning • Using variables to represent unknown • Representing real world relationships with expressions, equations, inequalities, graphs and tables • Functions • Modeling situations with linear, quadratic and exponential functions, inequalities and equations • Describe functions verbally, graphically, algebraically and with a table of values

8. Statway™ – Statistics Learning Outcomes • Students will understand the data analysis process and the well-designed statistical studies • Students will demonstrate the use of distributional thinking to reason about data in order to describe trends and patterns, judge a fit of a model to distribution, and describe similarities and differences in comparing distributions. • Students will demonstrate an ability to use appropriate statistical evidence to reason about population characteristics an experimental treatment effects.

9. Learn by Doing • Initiating lessons for new concepts introduced using hands-on and interactive activities • Emersion and “productive struggle” with new ideas (student tenacity and good strategies) • Foundation to make connections during follow-up lessons and lecture

10. Productive Persistence:Scope of Work Practical Theory Practical Measures Improvable “Starter Package” • Centered on aproblem of practice • Co-developed with practitioners and students • Tested with academicexperts • Brief and practical • Face-valid forpractitioners • Recognizable to researchers • Designed to informimprovements • “Can’t improve what you can’t measure” • Initial set of activities • Systems for collectingdata • Strategies forimprovement • Field tests that inform practice and theories

11. Drivers of the Problem Losing students at the transitions Course material not seen as interesting or useful Students need skills and habits required for college success Aim: Doubling the number of students that successfully complete college-level mathematics Productive Persistence – Primary Drivers (6/10/11) Students don’t see themselves as math learners Indicators: Attendance Time-on-task Post-failure effort Effective strategy Help-seeking Revising work Challenge-seeking Students have weak ties to peers, faculty and course of study Some faculty lack skills/beliefs to promote productive persistence and conceptual understanding

12. Productive Persistence Starter Package Day 1 • Getting to know you activity (10 - 15 min.) • Forming Groups (2 min.) • Language Script (2 min.) • Contract Activity (15 - 20 min.) • Syllabus activity (15 - 20 min.) Day 2 • Working in Groups - roles and responsibilities (5 min.) • Script for Engaging in Productive Struggle (5 min.) • Why study mathematics?(5 min.) • Lesson 1.1.1 Day 3 • Lesson 1.1.1 - Finish • Intro to MyStatway™ and SRL Day 4 • Growth mindset activity (30 min.) • Lesson 1.1.2 - Question 1 Day 5 • Finish Lesson 1.1.2 Day 6 • Lesson 1.1.3 Day 7 • Lesson 1.1.4 Day 8 • Syllabus review with grade check (20 min.)

13. Online Component • Online learning platform as a driver for the course • Works with in-class lessons to support and guide learning • Currently using MyStatway • No textbook!

14. Statway™ Pilot 2010 – 2013

15. Statway™ Timeline

16. Planning and Development • Collaboration with 19 colleges, 3 universities and the Carnegie Foundation for the Advancement of Teaching. • Statway™ lessons developed by the Charles A. Dana Center, University of Texas, Austin. • Lessons and assessments piloted and revised by the collaborating colleges and Carnegie.

17. Recruiting Students • First Time in College students with well developed Academic and Career Plans. • Later expanded to include summer students • Statway™ students’ academic plans should not include taking MAC1105, College Algebra or courses for which College Algebra is a prerequisite. • Statway™ is intended for non-STEM majors.

18. Fall 2011

19. Modules 1 - 6.1.2 • Mod 1: Types of Statistical Studies and Producing Data • Mod 2: Summarizing Data Graphically and Numerically • Mod 3: Examining Relationships: Quantitative Data • Mod 4: Non-Linear Models • Mod 5: Relationships in Categorical Data with Intro to Probability • Mod 6: Probability and Probability Distributions

20. Spring 2012

21. Modules 6.1.3 - 11 • Mod 6: Probability and Probability Distributions • Mod 7: Linking Probability to Statistical Inference • Mod 8: Inference for One Proportion • Mod 9: Inference for Two Proportions • Mod 10: Inference for Means • Optional- Mod 11: Chi-Square Tests and Mod 12: Mathematical Models

22. Data

24. What Statway™ Students Are Saying “ I praise the fact that someone finally had enough sense to realize that a great deal of students have been kept from furthering their education due to this overpowering wall, and now there is hope for alot of us, not only to pursue higher education but to learn something that would really apply to our everyday life.  ” Course relevance “I panic alot when I hear anything to do with testing” “I feel that if one person put in the work to really understand the concepts they can pass. I was never a "math person" but coming into Statway has completely made a 360 degree turn about how i feel about math. It is great!” Math and test anxiety A growth mindset

25. Lessons Learned • Good communication is necessary • Just because it is a shorter pathway doesn’t mean students will register • Like the idea and its components, but plan on making some major revisions to implementation.

26. Future plans What’s next?

27. Expanding Pathways • Statway™ is structured to serve students in career programs and transferring students in non-STEM areas: Humanities, Liberal Arts, Social Sciences and Education • Quantway™ • Shortened path from developmental mathematics to and through Liberal Arts Math (pilot underway at 8 colleges in 3 states) • STEMWay • Shortened path from developmental mathematics to and through College Algebra

28. Faculty Development and Training • Expansion of Statway™ and later design of other pathways will require involvement of more faculty • Training and development in regards to the curriculum, pedagogy and online components • Starting in Summer 2012