1. AMATYC November 2013 Sharon Welker, Wake Technical Community College Suzanne Williams, Central Piedmont Community College

2.  NC Community College System provides grants for selected programs across the state to collaborate to update their offerings to students  Using these funds, Math Faculty embarked on a two-year (July,2012-June,2014) Mathematics Curriculum Improvement Project (CIP)  System Office personnel and the Math CIP Directors determined the Guiding Principles  We hope to extend for at least a 3 rd year for a Faculty Professional Development Plan

3.  Steering Committee-14 math faculty selected by MCIP Director (with advice)  57 Liaisons selected by CAO’s from each CC  State Leadership Team selected by State CAO and System Office Staff  Program Faculty Advisory Committee  System Office Leadership Team (Directors and System Office Staff)

4. In 2012-2013 Developmental Math in NC was reformed System Data shows that from 2005-2007, almost 60% of all students in Associate Degree codes had either no math credit at all or only developmental math credit through their first four years

5.  In our Combined Course Library (CCL), we had 12 entry-level (only developmental pre-reqs) MAT courses.  We had four different sets of courses dealing with or called “Algebra/Trigonometry.”  We had four entry-level MAT courses just for AAS students… non-transferable to a 4-year institution  We had one entry-level MAT course that was for diploma-only students.

6.  Clear, coherent pathways.  “The many choices and options students face as they endeavor to navigate through college systems can create unnecessary confusion — and inhibit students’ success. Colleges can improve student success (and minimize ill- used time) by creating coherent pathways that help students move through an engaging collegiate experience” A Matter of Degrees: Promising Practices for Community College Student Success CCCSE 2012

7.  The Math CIP Steering Committee will engage college program faculty and employers from many fields to identify math competencies relevant to their domains. Math faculty will use this input to create rigorous and relevant math pathways that reflect a student's intended career path….

8.  Create Pathways to streamline the mathematical experience for all NCCCS students.  Revise the CCL and renew the commitment for uniformity of content within each math course no matter at which NCCCS school it is taught  Reduce the confusion that students face when making choices regarding their math curriculum.  Make more of the NCCCS math curriculum transferable to the UNC system. ◦ and

9.  Demonstrate connection to the job-specific skills employers and program faculty need now, while continuing to help students develop critical thinking and quantitative literacy skills that will be needed for the jobs of the future

10.  Four Math Pathways leading directly to programs: ◦ Each pathway created with input from math faculty, program faculty, and business and industry leaders, where appropriate. ◦ One general education MAT course per pathway. ◦ Recommended points along the way to receive advisement and possibly change pathway. ◦ There will be a supplemental instruction or student support course for the AA and AS tracks, as yet TBD. ◦ Pathways leading to AA or AS degrees will be fully articulated to all UNC-GA universities and aligned with the current CAA revision.

11. Advisement and Assessment TECHPath DMA 010-060 (STEM) MAT 121 * Example Programs - Construction Tech Computer Tech Electronics Tech MAT 122 MAT 223 Example Programs Engineering Tech Architectural Tech CALCULUSPath DMA 010-050 * DMA 060-080 DMA 060-MAT 121 (STEM) MAT 171 * MAT 172 *MAT 271 AS Degree (Some requiring higher math courses) Engineering, Science, Mathematics MAT 272, 273, 285 MAT 263 OR Statistics ( MAT 152) AA-AS Degrees Business Transfer QUANTPath DMA 010-050 Quantitative Literacy * (MAT 143) AA Degree AAS Example Programs Health Science Education Pubic Service Statistics (MAT 152) AA Degree Behavioral & Social Science Communication AAS Example Programs Health Sciences Public Service VOCATIONAL/DIPLOMAPath DMA 010-030 MAT 110Diploma Vocational AAS HVAC, Early Childhood, Culinary, Horticulture, Auto Systems Technology

12.  Following are key ways the CIP engaged faculty and employers from many fields on the way to fulfilling the CIP mandate to create new math pathways equipping students to use math in multiple work and life contexts.

13.  CIP Kick Off included Business and Industry Representatives Panel Discussion  B&I and Program faculty Round-table  Steering Committee created sub-committees for Calculus-Path, Quant-Path, and Tech-Path  Tech-Path sub-committee gathered input from program faculty and Career National Competency Clearing house, ONET Dept of Labor Site Job competencies  Two regional liaison meetings with representatives from each NCCCS schools

14.  Created/Distributed surveys to program faculty around the state via the Liaisons, ensuring representation by assigning program areas to different Liaisons  Followed up with more extensive statewide online content-specific SLO Survey  Used meeting feedback and survey results to guide development of Course Descriptions and Student Learning Outcomes (SLO) at the course level

15.  Please list specific mathematics content needed for students to be successful in your program  List specific problem-solving skills related to mathematics needed for students to be successful in your program  Which topics would have value to the students in your program?

16.  Do you think a general statistics course would add value to their success in careers related to your program? Why or why not?  What specific mathematical concepts or student learning outcomes (SLO) are needed for student success on licensure exams, and to meet your program accreditation standards?

17. Format of survey:  “The following are mathematical concepts/procedures categorized in rising complexity as Mathematics (simple mathematical concepts/processes), Geometry, Statistics, Algebra, Graphing, Trigonometry, and Higher order concepts…. Please rate the following concepts/processes:……”  Specific SLOs for each category were provided

18. FrequencyValid Percent Agricultural and Natural Resources Technologies 82.5 Biological and Chemical Technologies 41.2 Business and Accounting Programs including Real Estate 5818.1 Computer Technology Integration 257.8 Medical Office Admin, Office Admin, Paralegal, Hospitality, Travel and Tourism 175.3 Commercial and Artistic Production Technologies 51.6 Construction Technologies 134.0 Engineering Technologies 4714.6 Nursing 4514.0 Health Sciences other than Nursing 3811.8 Industrial Technologies 165.0 Early Childhood Education / School Age Education 216.5 Public Service Technologies 195.9 Transportation Systems Technologies 51.6 Total 321100.0

19. Group FrequencyValid Percent Not important 82.5 Somewhat unimportant 103.1 Neither important/unimportant 185.6 Somewhat important 6219.4 Important 22169.3 Total 319100.0 Missing 2 Total 321

21.  Shared proposed Course Descriptions and SLOs with program faculty for input  Discussed all suggestions, revised as appropriate  Met with program faculty for joint creation of contextualized labs

22. PROGRAM NAMEACDlDVDIHJLALIMIPQUST ACCOUNTING X X ALLIED HEALTH X AUTOMOTIVE BODY/SYSTEMS TECHNOLOGYX XX CONSTRUCTION X COSMETOLOGY X X CRIMINAL JUSTICE X X CULINARY XX X DENTAL LAB TECHNOLOGY X EARLY CHILDHOOD X X ELECTRICIAL ENGINEERING X ELECTRICIAL /ELECTRONICS TECH X X GRAPHIC ARTS X

23. PROGRAM NAMEACDlDVDIHJLALIMIPQUST HEALTH INFORMATION TECHNOLOGY X HEAVY EQUIPMENT & TRANSPORTATIONX HORTICULTURE LANDSCAPE X X XX HVAC X X INDUSTRIAL TECHNOLOGY X MACHINING X X MARINE TECHNOLOGY X MEDICAL OFFICE ADMINISTRATION XX MEDICAL OFFICE ASSISTANT X X X NURSING X X OFFICE SYSTEMS TECHNOLOGY X PARALEGAL X X PHOTOGRAPHY X WELDINGX X X ZOO & AQUARIUM SCIENCEX

24.  August 2012 ◦ Program faculty, business and industry are represented at the CIP Kick Off  November 2012 ◦ Tech-Path Subcommittee gathered initial program-faculty and employer information  January-February-March 2013 ◦ Regional Liaison Meetings led to Statewide survey of Program Faculty for desired math competencies  April-May 2013 ◦ Writing Teams developed SLOs based on data collected  July 2013 ◦ MAT 143 Pilot team developed contextualized labs ◦

25.  Early September, 2013  Communicate changes to Deans and program areas  Meet with program faculty to highlight contexts and goals for program-specific mathematical skills  Reinforce the approach that mathematical literacy requires students see the underlying mathematical concepts in a variety of settings  October 2013 creating labs for MAT 110 based on program faculty input  November 7CRC meets  November 2013 ◦ MAT 143 and MAT 110 Pilot Teams meet and prepare for SP14

26.  Piloting new courses, one for AAS, one for AA ◦ Required phone conferences, producing labs to share  Professional Development events in Spring 2014 ◦ NCMATYC Conference ◦ CIP PD Conference  Each Community College pilots courses in Summer or Fall 2014 or Spring 2015  Create sustainable PD and collegial support networks 2014-2015

27. Get the right people on board! Communication is key Active listening, careful reflection and be open to revising, all while using the Guiding Principles to help navigate change

28.  Sharing time for other curriculum improvement projects  Sharon Welker, Steering Committee member sfwelker@waketech.edu sfwelker@waketech.edu  Suzanne Williams, NCCCS Math-CIP Director suzanne.williams@cpcc.edu suzanne.williams@cpcc.edu