2013 Best Practices Exchange

1. 2013 Best PracticesExchange Statway: Our First 2 Years Jerry Wright & Paul Verschueren Seattle Central Community College Clover Park Technical College October 29, 2013

2. Today’s Agenda: • Why is Statway necessary? • Who is our target audience? • What is Statway? • The Traditional Pathway • The Statway progression • Side-by-side comparison • Evidence of Success • Key Learnings / what’s next for us • Groundwork laid / how to get involved

3. The Problem • 75% of all students place in developmental math (pre-college math) • Many have math anxiety • Same math curriculum for all incoming students • Curriculum is mostly a repeat of high school math • Math sequence requires up to one year to complete • Most students do not finish the required math within three years • Non-STEM students taking too much time, energy and money trying to learn math content that they will never use.

4. Math as a gatekeeper

6. What is Statway? • Accelerated pathway that provides essential pre-college math skills in within the context of statistics • Culminates in a college statistics course • Intended for Developmental Math students (non-stem, non-business) • Cohort Model (same students, same teacher) • Developed by the Carnegie Foundation • http://www.carnegiefoundation.org

7. Statway Traditional Predicted height = 2.7⋅(forearm length) + 39.

8. Benefits of Statway • Students with a history of failure in math get a fresh start • Topics are new to students; different from high school algebra • A non-STEM student is not necessarily any less smart than a non-STEM student • Curriculum relevant to the future fields of our students • Cohort model give students a sense of community and support

11. Nation-wide

12. What we learned • Students get the “statistics” part • Students learn at a similar pace • Takes patience and understanding to get through the “math” part • “I just can’t turn letters into numbers” • Students in our SHS department lobbied for schedule-appropriate Statway section • Students recommend Statway to other students • Students with weak math skills feel empowered • Statway is more than just a new curriculum

13. Groundwork • Carnegie Committee for Statistics Learning Outcomes (CCSLO) • All major 4-year universities in Washington State accept the Statway sequence as their intermediate algebra requirement • All outcomes in Math 146 (introductory statistics) are covered in Statway, with the same level of rigor. • Several major universities accept Statway as equivalent to their introductory statistics course (hopefully more later)

14. Partnership with the Carnegie Foundation • Invited to participate as a founding college for the Statway initiative • Co-developed first version of the curriculum • Participated with Carnegie Mellon’s Online Learning Initiative to develop online text and activities for Statway • Several Central faculty have worked at Carnegie as directors, associates and faculty leads • Current levels of participation include • Teaching Statway and extending to South Seattle CC • Working across the district to broadly implement embedded student success = “Productive Persistence” • Hosting an “alpha-lab” on Math Anxiety with national research experts.

15. How to get involved • Contact the Carnegie Foundation • www.carnegiefoundation.org • Bernadine Fong [fong@carnegiefoundation.org] • Form a team of interested colleagues • Email us! • Jerry Wright [jerry.wright@seattlecolleges.edu] • Paul Verschueren [Paul.Verschueren@seattlecolleges.edu] • Continue the conversation • Modify to fit your school’s needs