1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of Constraints (TOC) Initiative at Medgar Evers College.

1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of Constraints (TOC) Initiative at Medgar Evers College to reduce Student Attrition – A Progress Report Presented By: Dr. Umesh P. Nagarkatte, Professor, Department of Mathematics, Dr. Darius Movasseghi, Professor and Chair, Department of Mathematics, Dr. Nancy Oley, Professor, Department of Psychology Medgar Evers College, The City University of New York (CUNY), Brooklyn NY 11225 Date: November 5, 2007

2 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Overview Background – for new audiences The TOC Thinking Processes Roadmap Unique Features of the College Scene Acceptance of Departmental Guidelines and TOC across the College Consequences in the Department and College Next Steps Summary

3 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference About Umesh Nagarkatte 1976 - Ph.D. in Algebraic Number Theory, City University of New York (CUNY). 1976 - Ph.D. in Algebraic Number Theory, City University of New York (CUNY). 1978 – Present. Medgar Evers College, Professor of Mathematics1978 – Present. Medgar Evers College, Professor of Mathematics 2001-2007- Federal grants amounting to $1,060,000 for addressing the problem of attrition. 2001-2007- Federal grants amounting to $1,060,000 for addressing the problem of attrition. Jan. 2002 – Dedicated Jonah training in TOC at the Goldratt Institute, New Haven, CT Jan. 2002 – Dedicated Jonah training in TOC at the Goldratt Institute, New Haven, CT Research Interests – Implementing TOC, Research Interests – Implementing TOC, Algebraic Geometry, Number Theory, Applications of Mathematics to Chemistry and Environmental Science

4 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference About Darius Movasseghi M.A. - Northwestern University Ph.D. - University of Toledo 1972 – Present. Medgar Evers College, Currently Professor and Chair, Department of Mathematics Jan. 2002 – Dedicated Jonah training in TOC at the Goldratt Institute, New Haven, CT Research interests - Analytic Function Theory, technology in teaching and research Research interests - Analytic Function Theory, technology in teaching and research Recipient of numerous state and five major federal grants Recipient of numerous state and five major federal grants

5 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Background - College Medgar Evers College, City University of New York (CUNY) −CUNY - one of the two state universities of NY −College - One of 20 units of CUNY −Located in Crown Heights Section of Brooklyn −Has three schools – Liberal Arts and Education, Business, Science Health and Technology −Offers two and four year programs

8 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Background – Student Body −5,500 - 54% fulltime, 98% minority, 77% women −African ‑ Americans: 93%, Hispanics: 4%, Native Americans: 0.1% −55% of women students - single heads of households −Average age 28.5, ranging from 16 to 60. −35% need competency in basic writing skills, 65% in mathematics, 52% in reading −Students have only one year to overcome their deficiencies in mathematics and English through remedial courses.

9 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Background – Previous Efforts at addressing attrition The College and the Department have studied the problem of attrition and suggested remedies for over thirty years.The College and the Department have studied the problem of attrition and suggested remedies for over thirty years. In 1998, the College Faculty Senate with college-wide faculty participation identified 24 academic and non- academic issues causing attrition and suggested one remedy for each issue and the Department to carry out the appropriate activity. They pointed out that there were many non-academic, personal issues that needed to be addressed to overcome attrition and failure. In 1998, the College Faculty Senate with college-wide faculty participation identified 24 academic and non- academic issues causing attrition and suggested one remedy for each issue and the Department to carry out the appropriate activity. They pointed out that there were many non-academic, personal issues that needed to be addressed to overcome attrition and failure. But addressing the 24 issues without using TOC is an impossible task. But addressing the 24 issues without using TOC is an impossible task.

10 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Background – Previous Efforts to address attrition using TOC In 2001, our Federal grant proposal for $300,000 was funded for training in TOC and implementation. Hypothesis: Theory of Constraints (TOC) can address the problems with student retention in the Department of Mathematics In January 2002, three faculty members from Department of Mathematics – Darius Movasseghi, Chair, Umesh Nagarkatte and Joshua Berenbom took the Jonah Course at AGI, New Haven, CT. This presentation is about the progress made by the Department and the College in implementing TOC to improve retention.

12 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference 1. What to Change? Identifying the Problem Analysis 1.Three-Cloud Process: What core conflict is responsible for the UDEs? conflict is responsible for the UDEs? 2. Current Reality Tree: Is the core conflict really Is the core conflict really the core conflict? the core conflict? 3. Evaporating Cloud: What assumption(s) are we What assumption(s) are we going to challenge? going to challenge? A C B D’ D Core Conflict B A D’ Assumption/ Injection D C UDE D D’ B C A 0. Why change? – Define system, goal, gaps, UnDesirable Effects (UDEs) UDE 1 (20%) UDE 2 (15%) UDE 3 (!0%) UDE 4 (3%) UDE 5 (2%) GAP?

13 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Student Survey Issues (UDEs) 1.The instructor moves too fast for students. 2.The instructor knows his subject matter but cannot teach. 3.I am not capable of doing mathematics. 4.I am not prepared for course (prerequisites for class). 5.I don’t have time to do the homework.* 6.I don’t see importance/relevance of mathematics. 7.I am unable to attend class regularly and/or on time.* 8.The exams are too hard. 9.I have to take care of my family/personal problems. 10. I (some students) go blank on exams (poor test-taker). 11. The instructor does not care about me. 12. There isn’t help outside of class when I’m free.*

14 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Faculty/Instructor Issues (UDEs) 1.Students do not prepare for class. 2.Students don’t attend regularly or on time. 3.Students do poorly on tests. 4.There is not sufficient time to cover all material in the course. 5.Students register late for semester, and don’t start at the beginning of the semester. 6.Students do not have prerequisites for class. 7.No matter how well I teach, students aren’t learning effectively. 8.I receive very little satisfaction from my work.

15 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Instructor / Department Chair Issues 9.We feel pressure to pass students who are not adequately prepared for the next course. 10.Students haven’t mastered all the prerequisite topics needed for my course. Chair - 1.There is a lack of cooperation by some faculty to carry out departmental agenda. 2. Too many students fail. 3.There is insufficient input by some faculty to address major departmental issues. 4.Some faculty are apathetic.

16 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Evaporating Cloud # 1 A Be a responsible person. B Have time to fulfill other obligations. D Not do the homework. C Learn the material. D’ Do the homework (on time). Common Objective Requirements/Critical Needs In order to … I must (can)… In order to … I must But at the same time, in order to … I must In order to … I must Conflict! Prerequisites/Means/wants Issue #5: “I don’t have time to do the homework.”

17 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Evaporating Cloud # 2. D Not attend regularly. A B C D’ Be a responsible person. Fulfill obligations. Attend regularly. Learn the material. Conflict! Issue # 7: “I am unable to attend regularly and/or on time.”

18 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Evaporating Cloud # 3 Issue #12 : “There isn’t help outside of class when I’m free.” D Not get help A B C D’ Do well in course. Understand everything on my own. Get help. Solve my difficulties as they arise. Conflict!

19 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Root Cause of Students ’ Issues A B C D’ Be a responsible person. Fulfill obligations. Attend regularly. Learn the material. D Not attend regularly. Issue #7 A B C D’ Do well in course. Understand everything on my own. Get help. Solve my difficulties as they arise. D Not get help. Issue #12 A B D’ C D Be successful & responsible person. Fulfill all obligations. Learn the material. Not do the required activities for my math class(es). Do the required activities for my math class(es). A B C D’ Be a responsible person. Have time to fulfill other obligations. Do the homework (on time). Learn the material. D Not do the homework. Issue #5

20 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference A B D C D Be a successful & responsible person. Fulfill all obligations. Learn the material. Not do the req’d activities for my (math) class(es). Do the req’d activities for my (math) class(es). MEC Students’ Core Conflict

21 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Addressing the Root Cause of Student Survey Issues The students assumptions of the system they ’ re operating in … They don’t get fulfilled on their own. I have to take time from math to do those things. There is no one else to fulfill my other obligations. My other obligations can’t/won’t go away. I can’t postpone my other obligations. I can only learn material by persevering in math. I must do and hand in assignments to learn. I must find the time to do the assignments.. I must do work on time. I must study. I must develop study skills. I must work - do the work to learn the material. I must do the work outside of class to learn the material. I have to physically be in class during set times. D Not do the required activities for my math class(es). A B C D’ Be successful & responsible person. Fulfill other obligations. Learn the material. Do the required activities for math class(es). I can’t fulfill other obligations & math obligations at the same time. Focusing on mathematics distracts me from focusing on other obligations. My working hours and math class hours conflict. Math classes are not held at convenient times for students. Students can’t move freely from section to section. Classes are prof-centered, not student- centered. We have a structured curriculum. A structured curriculum doesn’t permit customization or doesn’t accommodate students with special needs. I can’t reduce the time I spend on my personal obligations (or math). C - D’: B - D: D - D’:

22 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Addressing the Root Cause of Student Survey Issues - The starting point for a viable strategy … “The department offers programs tailored to the needs of its students.” D Not do the required activities for my math class(es). A B C D’ Be successful & responsible person. Fulfill other obligations. Learn the material. Do the required activities for math class(es). D to D’: I can’t fulfill other obligations & math obligations at the same time. Focusing on mathematics distracts me from focusing on other obligations. My working hours and math class hours conflict. Math classes are not held at convenient times for students. Students can’t move freely from section to section. Classes are prof-centered, not student- centered. We have a structured curriculum. A structured curriculum doesn’t permit customization or doesn’t accommodate students with special needs. I can’t reduce the time I spend on my personal obligations (or math).

23 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Enrollment/ Growth Academic Content Teaching Effectiveness Student able/ focused Weaknesses in Skills/ Knowledge Personal Distracters The Goal Elusive The Analysis

26 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference 2. What to Change to? Constructing the Solution 3. Evaporating Cloud: What assumption(s) are we going to challenge? 5. Future Reality Tree: Ensures that the starting Ensures that the starting injection will lead to all the injection will lead to all the DEs without creating DEs without creating negative branches. negative branches. DE Great Idea TO DE B A D’ Assumption/ Injection D C Strategy 4. Listing DEs

27 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference 1.The instructor moves too fast for students. 2.The instructor cannot teach. 3.Students are not capable of doing mathematics. 4.Students are not prepared for course (prerequisites for class). 5.I don’t have time to do the homework. 6.I don’t see importance/relevance of mathematics. 7.I am unable to attend class regularly and/or on time. 8.Students do poorly on tests. 9.I have to take care of my family/personal problems. 11.The instructor does not care about me. 12.There isn’t help outside of class when I’m free. 13.(I don’t know how to graduate from college). 14.My course load is too heavy (I’m forced to be full time in order to get financial aid). 15.I do not know how to get good grades in important courses. 19.I cannot drop a class without jeopardizing my financial aid. 20.I am forced to ask for incompletes. Students’ Issues Desired Effects (DEs) 1.Instructor moves at a comfortable pace. 2.Students are satisfied with the instructor’s teaching style 3.Students do mathematics well. 4.Students have all prerequisites for the course. 5.Students finish all homework on time. 6.Students feel math is relevant for their career. 7.Students are punctual. 8.Students do well on tests. 9.I take care of my family/personal problems. 11.Instructor helps me to keep up with the course. 12.There is adequate help when I need it. 13.I have sufficient knowledge/help to plan my college career. 14.I can handle my course load. 15.I get good grades in important courses. 19.I do not need to drop any class. 20.I am able to complete the course.

28 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference 21.Students do not prepare for class. 22.Students don’t attend regularly or on time. 23.Students do poorly on tests. 24.There is not sufficient time to cover all material in the course. 25.Students register late for semester, and don’t start at the beginning of the semester. 26.Students do not have prerequisites for class. Faculty/Instructor Issues Desired Effects (DEs) Department Chair Issues 27.There is a lack of cooperation by some faculty to carry out departmental agenda. 28.Too many students fail. 29.There is insufficient input by some faculty to address major departmental issues. 30.Some faculty are apathetic. 24.There is sufficient time to cover all material in the course. 25.All students begin at the start of the semester. 28.There is a high rate of passing.

29 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Desired Effects (DEs) Strategic Objectives (SOs) 28.Everyone passes. 33.There are absolutely no Incompletes. 36.Retention in the Department/Program is high. 24.There is sufficient time to cover all material in the course. 25.All students begin at the start of the semester. 28.There is a high rate of passing. 33.There are very few Incompletes. 34.Most students graduate on time. 35.Few students drop out of classes. 36.Student achievement is high. 37.Students perform well on exams.

32 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Sustaining Instruction / tutoring / counseling Loops in FRT Instruction and Tutoring Counseling Reinforcement: Prep for tests Reinforcement: Writing summary of each section.

33 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Example: Negative Branch Reservations (NBRs) NBR on Entity 180: Students have realistic Schedules. Students work less. The amount of student aid is reduced. Students take longer to graduate. Students have insufficient income. - 180 Students have realistic schedules. Students motivation and stick-to-itiveness drops. Students drop out. Counseling and support activities (assist students) Offer more required courses in summer. Provide $ support to students. Students have other commitments. - - Many students take fewer credits per semester. Given today’s class support, students have to spend too much time struggling on their own to complete work for class. Supplemental instruction, child care services, counselors

34 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference 5. Future Reality Tree: Ensures that the starting injection will that the starting injection will lead to all the DEs without lead to all the DEs without creating negative branches. creating negative branches. 3. How to Cause a Change? Designing the Implementation Tactics 6. PreRequisite Tree: In what order do we implement the T.O.s and do we implement the T.O.s and what blocks their implementation? what blocks their implementation? 8. Transition Trees: What actions must we take to implement the PreRequisite Tree? actions must we take to implement the PreRequisite Tree? IO Action IO TO All TO’s implemented IO Obs IO DE Great Idea TO DE 7. Project Plan

35 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Prerequisite Tree (PRT) Example #1 Concerns that there are obstacles that will block us from achieving the solutions ’ tactical objectives … 145A (Tactical Objective) (Alternate) Tutors show up and are on time. 145A.1 Math Department has enough qualified tutors available. 145A.2 Math Department recruits and encourages tutors. Tutor Center doesn’t make allowances or provisions for last minute contingencies. Math Dept does not have enough tutors available. 1. Because… 2. We must first… 3. Before we can have… Tutors don’t follow established policy for absenteeism. Tutors aren’t disciplined about showing up on time or being present. 145A.3 Tutors understand their role and contribution to peers.

36 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Getting Active Collaboration on Departmental Guidelines Identifying what we need to get cooperation How should we think about achieving Intermediate Objective 110.1? 110 (Tactical Objective) Department provides guidelines/policies for instruction. 110.1 Have consensus on what goes into guidelines. 110.2 Faculty committee writes the guidelines. Faculty may object to any guidelines. We don’t agree on what defines the guidelines. Should we have guidelines (especially for adjuncts)?Should we have guidelines (especially for adjuncts)? What guidelines/topics should we have, and what should these guidelines include?What guidelines/topics should we have, and what should these guidelines include? Create committee to write guidelinesCreate committee to write guidelines Process for writing/creating guidelinesProcess for writing/creating guidelines

42 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Dedicated Jonah Program – Jan. 2002 A salute to our facilitators - Tracy Burton-Houle, Steve Simpliciano w ith Darius Movasseghi, Joshua Berenbom, Umesh Nagarkatte

43 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference In industry or government, a directive given by superiors is explicitly followed by subordinates.In industry or government, a directive given by superiors is explicitly followed by subordinates. In primary or secondary school, the Board of Education or Principal decides on new initiatives and teachers are expected to adopt them.In primary or secondary school, the Board of Education or Principal decides on new initiatives and teachers are expected to adopt them. But at College level, no professor will change behavior or adopt new pedagogical strategies, however wonderful, by decree of the Department chair or a college administrator.But at College level, no professor will change behavior or adopt new pedagogical strategies, however wonderful, by decree of the Department chair or a college administrator. Unique Features of the College Scene

44 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Considering union regulations and academic freedom, senior faculty do not feel obliged to accept any modifications in their normal activities and changes in the curriculum.Considering union regulations and academic freedom, senior faculty do not feel obliged to accept any modifications in their normal activities and changes in the curriculum. Any perceived activity extraneous to instruction is usually regarded as an impediment.Any perceived activity extraneous to instruction is usually regarded as an impediment. Thus, faculty acceptance of any new initiative is of paramount importance in a college setting.Thus, faculty acceptance of any new initiative is of paramount importance in a college setting. Unique Features of the College Scene (contd.)

45 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Steps to Winning Acceptance Informally train Grant Team members who did not participate in formal training. (Spring 2002)Informally train Grant Team members who did not participate in formal training. (Spring 2002) Introduce issues (UDEs) & findings (DEs) informally to Department Faculty (Spring 2002)Introduce issues (UDEs) & findings (DEs) informally to Department Faculty (Spring 2002) Prepare Departmental Guidelines & get Departmental consensus (Summer and Fall ’02)Prepare Departmental Guidelines & get Departmental consensus (Summer and Fall ’02) Have trainer, Dean Steve Simpliciano of Goldratt Institute, make a presentation to the College President and his cabinet (May 2005)Have trainer, Dean Steve Simpliciano of Goldratt Institute, make a presentation to the College President and his cabinet (May 2005)

46 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Steps to Acceptance (Contd.) Provide Management Skills Workshop (MSW) course for other grant personnel and directors of Freshman Year Program (FYP) and Post Secondary Readiness Center (PSRC) (Dec. 2005)Provide Management Skills Workshop (MSW) course for other grant personnel and directors of Freshman Year Program (FYP) and Post Secondary Readiness Center (PSRC) (Dec. 2005) Give TOC Workshop for tutors, counselors (April 2006)Give TOC Workshop for tutors, counselors (April 2006) Give Refresher TOC Workshop for tutors (March 2007) Give Refresher TOC Workshop for tutors (March 2007) Provide TOC Workshop for new FYP director and academic advisors, FYP counselors, Women’s Center counselors (April 2007) Provide TOC Workshop for new FYP director and academic advisors, FYP counselors, Women’s Center counselors (April 2007) Mount TOC Website under MEC Website for college level audiences. (www.mec.cuny.edu) (Under construction) Mount TOC Website under MEC Website for college level audiences. (www.mec.cuny.edu) (Under construction)www.mec.cuny.edu

50 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Consequences in the Department Department received three federal grants worth $1,060,000 over 2001-’07 involving TOC training and implementationDepartment received three federal grants worth $1,060,000 over 2001-’07 involving TOC training and implementation Middle States Accreditation Team and casual visitors noted the vibrant environment in the Math Department where students, tutors and faculty are actively working together.Middle States Accreditation Team and casual visitors noted the vibrant environment in the Math Department where students, tutors and faculty are actively working together. Students are eager to enter the B.S. in Mathematical Sciences Degree program.Students are eager to enter the B.S. in Mathematical Sciences Degree program. Most faculty are abiding by Departmental Guidelines.Most faculty are abiding by Departmental Guidelines. There is eagerness to work as a unit towards the common goal of helping students. No ‘I’ in the ‘Team’ approach.There is eagerness to work as a unit towards the common goal of helping students. No ‘I’ in the ‘Team’ approach. No interpersonal conflicts that the Chair cannot resolve.No interpersonal conflicts that the Chair cannot resolve. No ‘silo’ approachNo ‘silo’ approach

51 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Consequences in the College - I Dr. Nancy Oley has introduced TOC Thinking Tools into the curriculum of three courses in Psychology.Dr. Nancy Oley has introduced TOC Thinking Tools into the curriculum of three courses in Psychology. As our Faculty Senate leader she has used TOC Prerequisite Trees in faculty workshops to improve faculty satisfaction.As our Faculty Senate leader she has used TOC Prerequisite Trees in faculty workshops to improve faculty satisfaction. A team spirit has emerged among the Freshman College Dean, Head of PSRC, Heads of Personal Counseling and the Women’s Center to work collaboratively with the Department.A team spirit has emerged among the Freshman College Dean, Head of PSRC, Heads of Personal Counseling and the Women’s Center to work collaboratively with the Department.

52 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Consequences in the College - II There is a positive supportive attitude of administration and FYP academic counselors, personal counselors and Women’s counselors towards the DepartmentThere is a positive supportive attitude of administration and FYP academic counselors, personal counselors and Women’s counselors towards the Department There are many advocates around the college for TOC work There are many advocates around the college for TOC work Faculty introduced to TOC have helped to construct the MEC/TOC website – Example next screen Faculty introduced to TOC have helped to construct the MEC/TOC website – Example next screen

53 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference 1.There is significant risk to the monkey. 2.The IRB must uphold its rules. C - D’: B - D: Researcher’s Dilemma by Nancy Oley (Brain and Behavior Course) Issue: “The Researcher wants to do a spinal tap on an infant monkey to study depression but the local IRB Committee does not approve the study ” Resolution: The Researcher can explain in detail to the IRB how he will reduce the risk to the infant and how other approaches have failed in the past. The IRB can grant permission for a pilot project whose results will be reviewed before the whole study is allowed to move forward. Resolution: The Researcher can explain in detail to the IRB how he will reduce the risk to the infant and how other approaches have failed in the past. The IRB can grant permission for a pilot project whose results will be reviewed before the whole study is allowed to move forward. 1.This is the only way to find the cure. 2.I can’t do this study with people. 3.This is the fastest way to a cure. B - D: D B A C D’ Do study. Improve peoples’ lives Find cure for depression Don’t do study Protect research subjects For Against

54 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference 1.I need more sleep. 2.Mommy can help me more. 3.I can take my time and still be on time. 1.Coby has to move fast. 2.Everything usually done by Coby has to be done by her. 3. Coby has to do everything that very morning. D A B C D’ C - D’: B - D: Coby’s Cloud – Getting Coby ready in the morning by Kareen Odate (FYP Counselor) Issue: “Coby (8-yr old daughter) takes more time to get ready in the morning ” Take more time. Get out of the house on time. Get ready. (Coby) Take less time Both Coby and I get ready. Resolution: Coby does not have to do everything that morning. She can be told to prepare the previous night the clothes she is going to wear the next day. I must help her more to get ready in the morning. I must make Coby breakfast so that she will have fewer things to do by herself in the morning. This will enable her to be ready at the required time. Resolution: Coby does not have to do everything that morning. She can be told to prepare the previous night the clothes she is going to wear the next day. I must help her more to get ready in the morning. I must make Coby breakfast so that she will have fewer things to do by herself in the morning. This will enable her to be ready at the required time. 1.I need more sleep. 2.Mommy can help me more. 3.I can take my time and still be on time. B - D: Coby Kareen

55 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Performance Counts - I Increase in Enrollment and passing rates, and drop in attrition: The number of mathematics majors grew from 7 to 29 in Fall 2002. The Department has now graduated 25 mathematics majors, and the current number of math majors stands at 35. Seven women students became math majors in 2006. The number of mathematics majors grew from 7 to 29 in Fall 2002. The Department has now graduated 25 mathematics majors, and the current number of math majors stands at 35. Seven women students became math majors in 2006. The graduates have gone to advanced study at Arizona State University, Brooklyn College, Hunter College, City College, Boston University, University of Massachusetts. The graduates have gone to advanced study at Arizona State University, Brooklyn College, Hunter College, City College, Boston University, University of Massachusetts.

56 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Undergraduate Research - I Since 2002, about 15 students participate every summer in research on a topic in mathematics with one of the grant personnel. Students get a stipend of $500 for a three-four week project. Since 2002, about 15 students participate every summer in research on a topic in mathematics with one of the grant personnel. Students get a stipend of $500 for a three-four week project. Under the NSF Alliance for Minority Participation (AMP) grants, during the regular school year, 5 to 10 students receive a stipend to work with one to four mentors from the Department on undergraduate research in interdisciplinary or mathematics topics. Under the NSF Alliance for Minority Participation (AMP) grants, during the regular school year, 5 to 10 students receive a stipend to work with one to four mentors from the Department on undergraduate research in interdisciplinary or mathematics topics.

57 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Undergraduate Research - II Several students have presented their research in national AMP and mathematics conferences. Several students have presented their research in national AMP and mathematics conferences. The grant faculty also participate and present their research in various regional, National and international conferences. The grant faculty also participate and present their research in various regional, National and international conferences. The faculty finds time to work with students because of release time due to grants. The faculty finds time to work with students because of release time due to grants.

58 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Performance in courses that prepare for Calculus The Office of Institutional Research data show that The enrollment has gone up from about 450 to 500The enrollment has gone up from about 450 to 500 Dropout rates in Spring 2005 were: Intermediate Algebra – 35.4%, College Algebra and Trigonometry – 41% down from 50% before 2002.Dropout rates in Spring 2005 were: Intermediate Algebra – 35.4%, College Algebra and Trigonometry – 41% down from 50% before 2002. Passing rates in Precalculus have steadily gone up from 2001 to 2005 from less than 60% to higher than 60%.Passing rates in Precalculus have steadily gone up from 2001 to 2005 from less than 60% to higher than 60%. Enrollment in Calculus I has increased by about 10 students to 60 or higher.Enrollment in Calculus I has increased by about 10 students to 60 or higher. Overall passing rates in all target courses – Precalculus to Calculus sequence --have increased by 5 to 10%.Overall passing rates in all target courses – Precalculus to Calculus sequence --have increased by 5 to 10%.

59 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Next Steps - I Web courses with practice tests, supplemental content, etc, designed in 2006-07 are being implemented in 2007 to improve students’ performance in algebra and Precalculus.Web courses with practice tests, supplemental content, etc, designed in 2006-07 are being implemented in 2007 to improve students’ performance in algebra and Precalculus. Funding is sought to maintain an effective tutoring program. Funding is sought to maintain an effective tutoring program. An optimal tutoring program (designed using Graph Theory, Scheduling Theory, TOC) and computerized record keeping of students’ performance on tests and tutoring data is being implemented. An optimal tutoring program (designed using Graph Theory, Scheduling Theory, TOC) and computerized record keeping of students’ performance on tests and tutoring data is being implemented.

60 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Next Steps - II We will add examples from college faculty, tutors and students for various Thinking Tools to the MEC/TOC websiteWe will add examples from college faculty, tutors and students for various Thinking Tools to the MEC/TOC website We will network with TOCFE and TOCICO.We will network with TOCFE and TOCICO. We request assistance from Dr. Eli Goldratt and other experts in making this college level website very effective.We request assistance from Dr. Eli Goldratt and other experts in making this college level website very effective.

61 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Acknowledgments - I The presenters are indebted to The presenters are indebted to The originator of TOC – Eli Goldratt The originator of TOC – Eli Goldratt Federal DOE grant Programs - MSEIP (2001-2004, 2004- 2007) and WEEA (2005-2007) Federal DOE grant Programs - MSEIP (2001-2004, 2004- 2007) and WEEA (2005-2007) TOC Trainers – Steve Simpliciano, Tracy Burton-Houle, Howard Meeks and Goldratt Institute, New Haven, CT, for providing a secluded conducive environment for rigorous training in 2002 and 2005; Steve Simpliciano, Tracy Burton-Houle, Howard Meeks and Goldratt Institute, New Haven, CT, for providing a secluded conducive environment for rigorous training in 2002 and 2005; Kathy Suerken, Danilo Sirias, Belinda Small for TOC for Education workshops at the College in 2006; Kathy Suerken, Danilo Sirias, Belinda Small for TOC for Education workshops at the College in 2006; Danilo Sirias for a refresher workshop for tutors; Danilo Sirias for a refresher workshop for tutors; Janice Cerveny for Academic and Personal Counselors workshop in 2007. Janice Cerveny for Academic and Personal Counselors workshop in 2007.

62 © 2007 U Nagarkatte / TOCICO. All rights reserved. TOCICO 2007 Conference Acknowledgments - II The presenters are also indebted to The presenters are also indebted to MEC President Edison Jackson – for recognizing that implementation of TOC in the Department of Mathematics is, in fact, a college-wide endeavor. Francis Su for letting us use her website in Chinese which we translated and are modifying for college level MEC/TOC website with links to TOCFE and TOCICO. Kin Lam, College Network Director, for communicating with chinese counterpart and translating from chinese into English TOCICO and James Holt - for providing a forum for dissemination of our ideas to academicians and interested business executives.

1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of Constraints (TOC) Initiative at Medgar Evers College.

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1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of Constraints (TOC) Initiative at Medgar Evers College.

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Presentation on theme: "1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of Constraints (TOC) Initiative at Medgar Evers College."— Presentation transcript:

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