1. Collaborating to get to Scale: A Faculty Knowledge Exchange for Developmental Mathematics Tom Carey’s presentation at WA Rethinking Pre-college Math Meeting Mar 4 2011 Why a Faculty KEN – working back from the “business model” What Knowledge Exchange activities will work for faculty: Content – Connection – Contribution - Collaboration How can we enable these Knowledge Exchange activities Roadmap and open questions Thanks to sponsors…Next steps for you, me, us ☺

2. Working back from the “business model” for scale-up Who cares about scale-up: Faculty, as… catalysts for student learning innovators professionals effective, efficient, energizing, gentle(?) College execs, system heads sustainable model + value proposition to justify it 1-3 course releases per year per department Foundation and government leaders one time investment leveraged into ongoing impact We worked from the sustainable model backwards to the faculty activities & then to the one-time investments to develop the infrastructure, test the model, etc.

3. Share, adapt & re-use exemplary practices/resources 1. Walkthrough: faculty knowledge exchange activities that are effective, efficient and energizing (E 3 ) Let’s look at examples currently occurring in our Knowledge Exchanges…

6. Share, adapt & re-use exemplary practices/resources Discuss shared issues & explore potential solutions 1E 3 Knowledge Exchange activities include:

8. An opportunity to discuss active learning With a group Of colleagues (designed to for both FT and PT faculty)

9. Workbook is available for download – now being re- used at dept level as well as by our group.

10. The page with activities for each course topic is also available online

11. College Project Share, adapt & re-use exemplary practices/resources Discuss shared issues & explore potential solutions Contribute ideas & expertise for projects at other colleges E 3 Knowledge Exchange activities include:

15. … An example from the 2010 pilot study in LA, where a City College team used the comments from their colleagues to shape a successful redesign.

16. College Project Mesa San Diego City Southwestern Share, adapt & re-use exemplary practices/resources Discuss shared issues & explore potential solutions Contribute ideas & expertise for projects at other colleges Collaborate to create & adapt new practices/resources E 3 Knowledge Exchange activities include:

17. Three San Diego colleges collaborated to create hands-on learning activities to use in classes.

18. 6 colleges are collaborating to customize local versions of “Algebra for Statistics”.

20. College Project Mesa San Diego City Southwestern Content Connection ContributionCollaboration

21. College Project Mesa San Diego City Southwestern 1. What would bring you value in each of these activities? Useful Knowledge include: ContentConnection ContributionCollaboration

22. Walkthrough (cont’d): Support for faculty activities. Departmental resource persons [Faculty Colleagues] Occasional F2F & Confer meetings & workshops Online collaboration and exchange tools (+ Research program support team) your thoughts and questions… How do we support E 3 knowledge exchange activities?

23. Why a regional focus? manageable size for starting teams (and seeding new ones) aligns with state-wide initiatives and political will contributes to faculty ownership and responsibility enables periodic F2F interactions (especially at start-up of teams) clarifies context of exemplary practices and resources

24. San Diego region Knowledge Exchange for Dev Math Developmental Math Knowledge Exchange Network MAA MathDL Dev Math Collection Ontario (Canada) College Math Association Knowledge Exchange Los Angeles region Knowledge Exchange for Dev Math SF Bay area Knowledge Exchange for Dev Math Linking regional Knowledge Exchanges for a Knowledge Exchange Network t inyurl.com/sakedevmath, lakedevmath, bakedevmath, OCMAMathKEN

25. Content Connection Contribution Collaboration Q: How can we enable gentle progress from Incremental to Transformative change? Q: How do the roles of knowledge & evidence change with contextual distance? Q: How can we develop and support faculty roles in KEN? Q: How can we develop a stronger identity for teaching that is more “Professional, Innovative, Research-informed, Collaborative and Scholarly” (Teaching PIRCS) Roadmap and Research Questions

26. We are grateful for the support of… Your questions, suggestions, next steps… tcarey@projects.sdsu.edu