Presentation on theme: "Mathematics Modeling an alternative college preparatory course rodney null, theresa dahlinghaus, larisa russell NSF-ATE Project DUE #1204849."— Presentation transcript:
1 Mathematics Modeling an alternative college preparatory course rodney null, theresa dahlinghaus, larisa russell NSF-ATE Project DUE #
2 The Advanced Technical Education (Ate) program NSF created the ATE Program to improve and expand educational programs for technicians to work in high-tech, STEM fields that drive the US economy.Two-year colleges have a leadership role and work in partnership with universities, secondary schools, business and industry, and government agencies to design and carry out model workforce development initiatives.
3 The Advanced Technical Education (Ate) program Starting with the Science and Advanced Technology Act of 1992 (SATA), ATE is in its 20th year of funding two-year colleges. Over 1200 grants have been awarded, with fewer than 60 in mathematics.
4 How We Got Here (Fall 2011) 275 Proposals 253 determined eligible 75 New Awards Granted
5 Funding Period August 1, 2012 to July 31, 2015 MATHEMATICS Transitions in STEM education National Science Foundations-Advanced technology Education (DUE # )Funding Period August 1, 2012 to July 31, 2015
7 Post Secondary Degree Attainment DEMOGRAPHIC/ECONOMIC DATAUSOHIOLIMAALLENAUGLAIZEHANCOCKHARDINMERCERPAULDINGPUTNAMVAN WERTPopulation, 2008 estimate301,461,53311,511,85838,083104,94646,62074,05831,73940,76119,09634,52928,748Minorities, percent, 200825.5%16.0%30.1%15.5%2.8%6.8%3.1%2.0%4.8%3.7%Individuals below poverty, percent, 200713.5%13.6%29.4%15.4%7.0%11.6%8.0%9.4%6.9%7.4%Per capita income (in 2009 inflation-adjusted dollars)$27,041$24,830$16,151$21,781$25,185$25,273$19,530$22,373$21,019$23,393$21,174Residents without a post-secondary degree65.1%69.3%82.5%75.5%76.0%66.8%79.0%77.4%81.5%72.0%77.9%Source for Demographic/Economic Data: U.S. Census Bureau, American Community Survey
8 degrees awarded in the STEM fields OtherScience and Engineering Indicators. (2010)Source: National Science Board
9 The U.S. STEM Education Pipeline 9th Graders3.8 Million (1997)High School Graduates2.7 Million(2001)College Freshmen1.7 Million(2001)Total STEM Graduates233,000(2007)
10 Distribution of STEM Interest and Mathematics proficiency among 12th Graders High15.2% of all students17.3% of all studentsProficiencyLowHigh42.1% of all students25.4% of all studentsLowStudents taking ACT test in 2008.Source: ACT, Inc.
11 Mathematics is a factor Nationally 55% of students taking the ACT exam do not meet the benchmark for college readiness in MathematicsThe condition of college and career readiness. Source: ACT. (2011)84% of college freshman (19 and under) need developmental math courses if they choose to pursue a STEM program. (Rhodes State College in )Students needing math remediation take longer to complete a degree, and are less likely to complete degree programs than students not needing remediation.
12 Teachers can helpTeachers account for approximately 8.5% of the variation in student performance during elementary and high school.Moving a student from a teacher in the 50th percentile to one in the 85th percentile increases a student’s performance on standardized mathematics tests by 7% in a given year.Increasing the number of STEM-capable teachers leads to an increase in the number of math-proficient students who declare STEM majors.
13 Our Goals Science Technology Engineering Mathematics To increase the number of students that matriculate into post-secondary STEM technician programsScienceTechnologyEngineeringMathematics
14 To enhance high school mathematics teacher understanding of the applications of mathematics in STEM fields
15 To enhance high school mathematics courses through the use of relevant content embedded in STEM contexts and applications; research-based pedagogical "best practices" and relevant technologies
16 To reduce the percentage of post secondary STEM students requiring developmental/remedial mathematics in college.
17 Objectives Develop a math course for High School seniors Institutionalize the courseEngage teachers in professional developmentEvaluate course & teacher effectivenessEnhance awareness of STEM technical careers
18 Deliverables Develop a mathematics course for High School seniors High School mathematics teachers participate in 70 hours of professional developmentStudents measure gains in math understanding by COMPASS test and are prepared to enter college without remedial math.
19 Professional Development Course DevelopmentProfessional DevelopmentImplementCourseAssessmentAcademic YearSummerSummerTimelineCohort 1Cohort 2Academic YearSummer 2013
20 Principal Role Promote the project in the school and community Support participating teachers and grant related activitiesFacilitate course adoption and student recruitmentAssist in providing assessment and tracking data
21 Teacher Role - Year 1 Participate in 5 afterschool, 2 hour meetings Assist in identifying and recruiting business & industry partnersParticipate in course/curriculum development – 2 release days.Establish Transitions course at schoolBut Wait… There’s More!
22 Teacher Role – Year 1 (continued) Identify and recruit studentsAssist in base line assessmentProvide inventory of resources & equipmentParticipate in summer professional development - 2 weeks and 1 day
23 STEM Connections: Teachers visited the et department Saw how ET students applied math in these programsLearned more about STEM majors, including Mechanical Engineering Technology and Concrete TechnologyExplored the machinery and equipment students use in these fieldsLearned the areas in which beginning college students are lacking math skills
24 Business and industry site visits Teachers visited local businesses/industries during Year 1.Participating industries included:Husky Energy Hartzell(oil refinery) (commercial fan producer)
25 Business and industry site visits Miller Precision Kennedy Manufacturing (Precision Machining, CNC) (Tool Chests, Medical Carts)
26 Business and industry site visit questionnaires Are any screening tests given to job applicants?Problem solvingCritical decision making testMath screening test (no calculator)For positions that require 2-year technical degrees, what mathematics knowledge/skills are considered essential and in addition to these are there others that would enhance a potential employees chance at a job with your company?Strong knowledge of percents and fractionsReading instruments and conversionsFormulas with unknowns (Algebra)
27 Business and industry site visit questionnaires Describe some workplace applications of mathematicsMeasuring precisionPrint reading requires trig to determine dimensionsAngle of elevation for rise/fall of pumpsDescribe potential context, applications, labs affiliated with this site visit that might be developed around what you have seen at this company.Determine missing dimensions on a print using trigGauge capability studyReading charts and graphs that show errors(Trouble shoot)
28 Teacher Role - Year 2 Teach Transition courses Participate in 9 afterschool, 2 hour meetingsAssist in assessment dataWork with Cohort 1 mentors
30 Cohort 1 (in progress) 10 High Schools 19 High School Teachers and 4 College FacultyApproximately 22 CompaniesOver 300 high school seniors in the newly developed courseRhodes State’s HippoCampus for the course
31 A typical week in the Senior math class 3 days of math modeling investigations,2 days of differentiated instructionTeachers serve as facilitators. Minimal direct instruction.Students have hands on experience with experimental design, measurement, data collection/organization/analysisStudents utilize Hippocampus videos or other online learning resources outside of class