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SCALE-UP Multivariate Calculus

SCALE-UP Multivariate Calculus. Bill Moss Department of Mathematical Sciences College of Engineering and Science Clemson University. Timeline. 1967-2001 Naval Nuclear Power School, Georgia Tech, Old Dominion 1983: Clemson Mathematical Sciences 1995: College of Eng and Science formed

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SCALE-UP Multivariate Calculus

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  1. SCALE-UP Multivariate Calculus Bill Moss Department of Mathematical Sciences College of Engineering and Science Clemson University

  2. Timeline • 1967-2001 Naval Nuclear Power School, Georgia Tech, Old Dominion • 1983: Clemson Mathematical Sciences • 1995: College of Eng and Science formed • 1997: SUCCEED TBCD co-PI, teaching effectiveness workshops • 1998: Laptop & WebCT pilots • 2002: Undergraduate Laptop requirement • 2003: Begin scale-up experiment • 2005: NSF grant: scale-up math & eng

  3. Felder-Brent Intellectual Model • variety and choice of learning tasks • explicit communication and explanation of expectations • modeling, practice, and constructive feed-back on high level tasks • a student-centered instructional environment • respect for students at all levels of development

  4. SCALE-UP Student-Centered Activities For Large Enrollment Undergraduate Programs NC State University Physics Education R & D Group http://www.ncsu.edu/PER/scaleup.html

  5. Clemson Martin Hall M-205

  6. MTHSC 206 Course Policy • Reduced lecture: 10-15 mini-lectures • Maple tutorials: objectives, exposition, hand solutions, Maple solutions • Course journal (TA graded 10%) • Maple exercises (TA graded 10%) • Team learning activities/quizzes (10%) • Team projects (2 per semester, 10%) • Four hybrid exams (40%) • Final exam (20%)

  7. Learning Cycle (MootB) • Engage: mini-lectures make connections to prior learning and other courses • Investigate: learning activities – everyone is a student and a teacher • Reflect: journals and Maple exercises • Apply: projects with complex models

  8. Instructor’s Role • Learn names and majors • Change teams at mid-term • Roam and make formative assessments • Coach teams during learning activities • Coach entire class as needed • Coordinate with TA grading of journals and Maple exercises

  9. NSF Project • PI: Matt Ohland (Gen Engr), co-PIs: Bill Moss, Scott Schiff (CE), Sherrill Biggers (ME) • Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariate Calculus: • Make connections between these three courses and freshman physics • Develop cross-course exercises and learning activities

  10. Essential Components: MootB • Development of a community of learners • Explicit connections that make mathematics meaningful • A model for verbal and written communication • Balanced assessment practices • A variety of problem solving experiences • A learning cycle that provides a structure for inquiry • A diversity of materials, manipulatives, and models

  11. Curriculum Matrix by Content Strand

  12. Professional Development

  13. Hands-On Learning

  14. Strong Writing Component Whole Small me

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