Presentation on theme: "MATHEMATICS MODELING AN ALTERNATIVE COLLEGE PREPARATORY COURSE RODNEY NULL, THERESA DAHLINGHAUS, LARISA RUSSELL NSF-ATE PROJECT DUE #1204849."— Presentation transcript:
MATHEMATICS MODELING AN ALTERNATIVE COLLEGE PREPARATORY COURSE RODNEY NULL, THERESA DAHLINGHAUS, LARISA RUSSELL NSF-ATE PROJECT DUE #1204849
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. www.aacc.nche.edu/ateprogram
THE ADVANCED TECHNICAL EDUCATION (ATE) PROGRAM Starting with the Science and Advanced Technology Act of 1992 (SATA), ATE is in its 20 th year of funding two-year colleges. Over 1200 grants have been awarded, with fewer than 60 in mathematics.
HOW WE GOT HERE (FALL 2011) 275 Proposals 253 determined eligible 75 New Awards Granted
MATHEMATICS TRANSITIONS IN STEM EDUCATION NATIONAL SCIENCE FOUNDATIONS- ADVANCED TECHNOLOGY EDUCATION (DUE #1204849) Funding Period August 1, 2012 to July 31, 2015
POST SECONDARY DEGREE ATTAINMENT DEMOGRAPHIC/ ECONOMIC DATA USOHIOLIMAALLENAUGLAIZEHANCOCKHARDINMERCERPAULDINGPUTNAMVAN WERT Population, 2008 estimate 301,461,53311,511,85838,083104,94646,62074,05831,73940,76119,09634,52928,748 Minorities, percent, 2008 25.5%16.0%30.1%15.5%2.8%6.8%3.1%2.0%4.8%3.7%3.1% Individuals below poverty, percent, 2007 13.5%13.6%29.4%15.4%7.0%11.6%15.5%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$21,174 Residents without a post- secondary degree 65.1%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, 2005-2009 American Community Survey
DEGREES AWARDED IN THE STEM FIELDS STEM Other Science and Engineering Indicators. (2010) Source: National Science Board
THE U.S. STEM EDUCATION PIPELINE 9 th Graders 3.8 Million (1997) High School Graduates 2.7 Million (2001) College Freshmen 1.7 Million (2001) Total STEM Graduates 233,000 (2007)
15.2% of all students 17.3% of all students 25.4% of all students 42.1% of all students High Low High Interest Low Proficiency Students taking ACT test in 2008. Source: ACT, Inc. DISTRIBUTION OF STEM INTEREST AND MATHEMATICS PROFICIENCY AMONG 12TH GRADERS
MATHEMATICS IS A FACTOR Nationally 55% of students taking the ACT exam do not meet the benchmark for college readiness in Mathematics Students needing math remediation take longer to complete a degree, and are less likely to complete degree programs than students not needing remediation. 84% of college freshman (19 and under) need developmental math courses if they choose to pursue a STEM program. (Rhodes State College in 2010-2011) The condition of college and career readiness. Source: ACT. (2011)
Teachers 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 85 th percentile increases a student’s performance on standardized mathematics tests by 7% in a given year. Teachers can help Increasing the number of STEM-capable teachers leads to an increase in the number of math-proficient students who declare STEM majors.
To increase the number of students that matriculate into post-secondary STEM technician programs OUR GOALS S cience T echnology E ngineering M athematics
To enhance high school mathematics teacher understanding of the applications of mathematics in STEM fields
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
To reduce the percentage of post secondary STEM students requiring developmental/remedial mathematics in college.
OBJECTIVES Develop a math course for High School seniors Institutionalize the course Engage teachers in professional development Evaluate course & teacher effectiveness Enhance awareness of STEM technical careers
DELIVERABLES Develop a mathematics course for High School seniors High School mathematics teachers participate in 70 hours of professional development Students measure gains in math understanding by COMPASS test and are prepared to enter college without remedial math.
TIMELINE Academic Year 2013-2014 Summer 2015 A cademic Year 2014-2015 Summer 2014 Cohort 1 Cohort 2 Academic Year 2012-2013 Summer 2013
PRINCIPAL ROLE Promote the project in the school and community Support participating teachers and grant related activities Facilitate course adoption and student recruitment Assist in providing assessment and tracking data
TEACHER ROLE - YEAR 1 Participate in 5 afterschool, 2 hour meetings Assist in identifying and recruiting business & industry partners Participate in course/curriculum development – 2 release days. Establish Transitions course at school But Wait… There’s More!
TEACHER ROLE – YEAR 1 (CONTINUED) Identify and recruit students Assist in base line assessment Provide inventory of resources & equipment Participate in summer professional development - 2 weeks and 1 day
STEM CONNECTIONS: TEACHERS VISITED THE ET DEPARTMENT Saw how ET students applied math in these programs Learned more about STEM majors, including Mechanical Engineering Technology and Concrete Technology Explored the machinery and equipment students use in these fields Learned the areas in which beginning college students are lacking math skills
BUSINESS AND INDUSTRY SITE VISITS Teachers visited local businesses/industries during Year 1. Participating industries included: Husky Energy Hartzell (oil refinery) (co mmercia l fan producer)
BUSINESS AND INDUSTRY SITE VISITS Miller Precision Kennedy Manufacturing (Precision Machining, CNC) (Tool Chests, Medical Carts)
BUSINESS AND INDUSTRY SITE VISIT QUESTIONNAIRES Are any screening tests given to job applicants? Problem solving Critical decision making test Math 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 fractions Reading instruments and conversions Formulas with unknowns (Algebra)
BUSINESS AND INDUSTRY SITE VISIT QUESTIONNAIRES Describe some workplace applications of mathematics Measuring precision Print reading requires trig to determine dimensions Angle of elevation for rise/fall of pumps Describe 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 trig Gauge capability study Reading charts and graphs that show errors (Trouble shoot)
TEACHER ROLE - YEAR 2 Teach Transition courses Participate in 9 afterschool, 2 hour meetings Assist in assessment data Work with Cohort 1 mentors
COHORT 1 (IN PROGRESS) 10 High Schools 19 High School Teachers and 4 College Faculty Approximately 22 Companies Over 300 high school seniors in the newly developed course 2013-2014 Rhodes State’s HippoCampus for the course
A TYPICAL WEEK IN THE SENIOR MATH CLASS 3 days of math modeling investigations, 2 days of differentiated instruction Teachers serve as facilitators. Minimal direct instruction. Students have hands on experience with experimental design, measurement, data collection/organization/analysis Students utilize Hippocampus videos or other online learning resources outside of class
GRANT PERSONNEL AND TEACHERS’ SHAREPOINT SITE
RHODES STATE COLLEGE’S HIPPOCAMPUS SITE
NEXT AMATYC Would there be interest in a workshop where you can participate in a sample of the modeling projects/activities from the senior math course?
QUESTIONS ??? Rod Null Principal Investigator firstname.lastname@example.org Rhodes State College 4240 Campus Drive Lima, OH 45804