September 21, 2007TMTA Transition to College-Level Math in 20 Minutes Chuck Collins Dept. of Mathematics Univ. of Tennessee

September 21, 2007TMTA What’s Important? How do they get here? Transition? What did UT do? What did I say? How did it go? What can K-12 teachers do? What else would I do

September 21, 2007TMTA How do they get here? 3 or 4 Years of HS Math General Education = 2 Math Courses First Math Course at UT –Placement during orientation –Placement + Major + Advisor = 1 st Course –14 Options (3 Main Tracks) Pump, not Filter

September 21, 2007TMTA Transition? (UT) Only 82% of first-year students return for second year Some of the culprits ( ) –College Algebra (1324)42% fail –Precalculus(561)30% fail –Business Calculus (1220)25% fail –Math. Reasoning (647)36% fail

September 21, 2007TMTA Transition? (Math) “I can’t pass them if they don’t show up or do any work.” – A. Lecturer For a 3 credit course most spend ≤6 hours on the course, some ≤ % don’t finish the course Difficulties are not dealt with by students

September 21, 2007TMTA What can UT do? Light the Torch – new UT for academic orientation 20 minute success sessions on first- year courses Aims: –Improve success rates –Create an academic climate

September 21, 2007TMTA What did I say?

September 21, 2007TMTA How did it go? New + competing events = low turnout However… –marks a beginning focus on academics –students and faculty thinking and talking about expectations and success –next year will be better

September 21, 2007TMTA What can K-12 teachers do? Talk about the transition (encourage) Help students become self-evaluators Practice with concept and process driven evaluations Help them ‘own’ the material Increase student responsibility

September 21, 2007TMTA What else can we do? Engage faculty Add transition training to first year courses Communicate expectations early & often