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Hybrid Initiatives in Math at UD

Hybrid Initiatives in Math at UD. Calculus Ready. Fall 2011 entering students in Arts & Sciences. Calculus Ready. Fall 2011 entering students in Engineering. Concerns about Student Success and Retention. John,

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Hybrid Initiatives in Math at UD

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  1. Hybrid Initiatives in Math at UD

  2. Calculus Ready Fall 2011 entering students in Arts & Sciences

  3. Calculus Ready Fall 2011 entering students in Engineering

  4. Concerns about Student Success and Retention John, I am forwarding an excel file and an email string with background on first-semester outcomes that Cindi Shenkle’s staff has collected for students who placed at Level III on the math placement exam, but then placed into Math117 through PPP.  It turns out that most of them did not do very well in 117, or in their courses overall…  Doug Dear John, Are all freshman failing calculus? Dawn Dear John, We are trying to identify math tutors for an HHMI “Living/Learning” community for Math 117… Gary

  5. Executive Office of the President President’s Council of Advisors on Science and Technology FEBRUARY 2 01 2 Currently the United States graduates about 300,000 bachelor and associate degrees in STEM fields annually. Fewer than 40% of students who enter college intending to major in a STEM field complete a STEM degree. The reasons students give for abandoning STEM majors point to the retention strategies that are needed. For example, high-performing students frequently cite uninspiring introductory courses as a factor in their choice to switch majors. Direct pressures on higher education… Better teaching methods are needed by university faculty to make courses more inspiring, provide more help to students facing mathematical challenges…

  6. Common Core – Future Inputs

  7. 2013 - Common Core adopted in almost all states • 2013 – New assessment piloted • 2014 – New assessment implemented • 2015 – We guarantee students placement in a credit bearing course if they’ve scored a “three” on the SBAC Opportunity! Higher education partners with K-12 to define standards for Grade 12!

  8. Number of students Academic Year

  9. Number of faculty Academic Year

  10. Internal placement issues Changing K-12 Landscape Increasing enrollments Introductory Mathematics Sequence Advice to K-12 Budget PCAST Report Coursera STEM & Other Colleagues at UD

  11. In August of 2012, we convened the Introductory Mathematics Sequence Task Force charged to study all of these issues and make recommendations. Task Force Membership John A. Pelesko, Task Force Chair, Chair, Department of Mathematical Sciences Gilberto Schleiniger, Associate Chair, Department of Mathematical Sciences Douglas Doren, Associate Dean, College of Arts and Sciences Louis Rossi, Director of Undergraduate Studies, Department of Mathematical Sciences Steven Bernhardt, Director of the Institute for Transforming Undergraduate Education, Department of English Kathleen Pusecker, Director of Educational Assessment, Office of Educational Assessment John Jungck, Director of Interdisciplinary Science Education, Department of Biology Michelle Cirillo, Assistant Professor, Department of Mathematical Sciences Tammy Rossi, Instructor, Department of Mathematical Sciences Patricia Schwarzkopf, Instructor, Department of Mathematical Sciences Bettyann Daley, Assistant Professor, Department of Mathematical Sciences Cristina Bacuta, Associate Professor, Department of Mathematical Sciences Georgia Pyrros, Instructor, Department of Mathematical Sciences Jinfa Cai, Professor, Department of Mathematical Sciences Antonio Ciro, Instructor, Department of Mathematical Sciences Jamie Sutherland, Assistant Professor, Department of Mathematical Sciences Christopher Raymond, Assistant Professor, Department of Mathematical Sciences Richard Stevens, Statistician, Department of Mathematical Sciences Jon Manon, Director of MSERC, School of Education

  12. Recommendation #1 – Implement a new math placement system that incorporates remediation, allows for retakes, and provides detailed feedback to both students and instructors.

  13. Recommendation #2 – Implement new hybrid teaching methods in the introductory mathematics sequence to improve engagement and reduce DFW rates without reducing standards.

  14. Piloting a flipped version of Math 117 in Spring 2013 Piloting a flipped version of Math 010 in Spring 2013 Thanks for financial support from the Department of Mathematical Sciences and CTAL.

  15. Recommendation #3 – Implement an “emporium style” math experience at the University of Delaware that combines the best of online education with the best of in-class education and is done with a “UD flavor.”

  16. Engagement Community Support Accountability Personalized Active Learning Team Work Peer Instruction

  17. How can you help? • Tell us what you need and how we can best serve your students. • Tell your friends that you want your students to have a mathematics experience that combines the best of online education with the best of in-class education, that uses technology to constantly improve instruction in a data-driven way, and preserves what is great about UD.

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