Forum Sessions

The 2016 Pathways features 22 sessions in three strand themes.

Date

July 13-17, 2016

Location

333 O'Farrell Street
San Francisco, CA 94102

Registration

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Curricular Innovation

6b. Making Meaning & Promoting Access in Quantway: Introduction to New Contextualized Lessons and Literacy Tools

Saturday, July 16 | 1:15pm – 3:00pm

In this hands-on workshop, participants will have the opportunity to become more familiar with the twelve new Quantway lessons contextualized for healthcare, information technology, and environment science. The session offers insight about how the lessons were developed, how they differ from other Quantway lessons, and how to use them. In the development of these lessons, 3 literacy tools were incorporated to promote access to mathematics context for students who struggle with reading and writing. These tools are: Annotation, Double Entry Journal, and Comprehension and Synthesis (CaS) Chart. After being introduced to each tool, faculty members will work in differentiated small groups to analyze and adapt literacy tools to meet the needs of their students. Faculty are encouraged to bring their laptops and any lessons to focus and do some lesson planning for the coming school year. Participants will break into small groups based on the curriculum they teach, interest in using Contextualized Lessons (for QW), and experience with the Pathways Program. Though the lessons introduced are Quantway, Statway Faculty are also welcomed to learn about the literacy tools and how they might incorporate them into their curriculum!

Katherine Rodela, George Alexander, Kimberley Gomez, & Louis Gomez

6d. Faculty Improving the Pathways’ Curriculum and Assessments

Saturday, July 16 | 1:15pm – 2:15 pm

Attendees will learn about the work of the Curriculum Committee and the Assessment Team. These teams of Pathways faculty will present their latest and on-going projects, including: new contexts, bigger item banks, better online alignment, concept mapping, new Statway lessons, Quantway 2 improvements, and the Quantway Solutions Manual. The faculty leaders will present how their achievements impacted the recent curriculum release and will discuss top priority projects for the upcoming year. Attendees will interact with each faculty group to review prototypes and give feedback on the on-going work. Attendees will also discover how to get involved in the projects that captivate them.

Scott Strother

8d. Quantway: A Design for Online Student Success

Saturday, July 16 | 3:30pm – 4:00pm

Setting up students for online success is a crucial component to creating a Quantway course. Using online best practices for instructional design this session will cover the journey we have taken at LCCC for identifying online best practice for Quantway courses.  Participants will walk through online course design and create an interactive plan that can be implemented on their campuses.

Dean McIntire, Warren Lemerich, & Kathleen Hathaway

9b: Data Design Workshop

Saturday, July 16 | 4:15pm – 5:15pm

The purpose of this session is to jointly explore the role of online learning system data, i.e., Canvas data, in developing early warning indicators and measures for PDSA cycles.

Andrew Krumm

11b. Two Birds, One Stone: Reasons and Procedures for Contextualizing Quantway

Sunday, July 17 | 10:00am -11:00am

Are you considering contextualizing Quantway to meets local needs at your college? Contextualized learning, or academic curricula integrated into workplace contexts, has the potential to dramatically improve student learning and achievement in community colleges. Studies suggest that contextualized instruction engages students in real-life, relevant, and authentic problems that allow students to make meaningful connections to what they are learning, making it easier to internalize, understand, transfer, and retain new concepts. In this workshop, we describe our work contextualizing Quantway to align with vocational disciplines, including applied healthcare, information technology, environmental technologies, and culinary arts. This session offers lessons learned, additional benefits of contextualization initiatives, and engages participants in examining the variations of the contextualized lessons.

Emily Horton & Sarah Levy

9d. Pathways Bridge Course

Saturday, July 16 | 4:15pm – 5:15pm

This session will share learnings on the pilot of the bridge course during the past academic year and will discuss next steps.

Cinnamon Hillyard, Steve Branz, & Coskun Cetin

Instructional Innovation

6a. Statway at LaGuardia: Faculty Professional Development Serving Developmental Math Needs at Scale

Saturday, July 16 | 1:15pm – 2:15pm

LaGuardia Community College, with the Carnegie Math Pathways, has developed an ambitious faculty development program about problem-based, collaborative instruction and promoting productive persistence. This faculty development program, which currently serves over 30 LaGuardia faculty over 18 months, has been central to LaGuardia’s Statway implementation. During this workshop, participants will learn about program design, such as faculty enrollment, peer-mentoring faculty program, full-time and adjunct training, and curriculum enhanced support. They will also learn about how to evaluate this faculty development program through data collection and analysis to support improvement, and engage in example activities.

Milena Cuellar, Leo Mamplaisir, Steve Cosares, & Claudia Rizza

7b. Teaching Pathways with Large Enrollment Classes: Managing Pathways Across Multiple Sections and Multiple Instructors

Saturday, July 16 | 2:30pm – 3:00pm

The Quantway implementation at UW-Milwaukee serves over 1000 students per year in large enrollment classes (36 or 44 students). Managing multiple sections and multiple instructors in order to maintain a consistent QW experience, as well as supporting instructors to be able to effectively implement group work and discussion in large classes were core challenges for us. In this session, we will share our strategies for ensuring consistency and effectiveness at scale, and engage participants in how they are or might be addressing these challenges in our own contexts.

Kelly Kohlmetz, Jeff Cooley, & Matthew Madsen

7c. Helping students see the big picture of statistics in Statway

Saturday, July 16 | 2:30pm – 3:00pm

As teachers, some of the most basic concepts are the ones we don’t mention in class. We want our students to see the big picture, but what big picture do we want them to see? In this session we will present an organizing framework for thinking about statistics and show how instructors might use it to enhance the effectiveness of Statway lessons for students.

Ji Son & Jim Stigler

8a. Teaching Quantway with 75-minute class periods

Saturday, July 16 | 3:30pm – 4:00pm

Quantway is a tightly structured curriculum, designed for 50-minute class periods, that builds coherently from one lesson or unit to the next. However, at UW-Milwaukee we have had to teach the course with two 75-minute classes per week. This session will describe the challenges we faced in making modifications and engaging participants in possible strategies for addressing these challenges. Is it better to compress lesson, or to omit some? Can carefully-designed lessons reasonably be split between sessions? We will share our experiences with each of these strategies and what we’ve learned about their strengths and weaknesses in our context.

Kevin McLeod & Kelly Kolhmetz

8c. Improving New Statway/Quantway Faculty Support

Saturday, July 16 | 3:30pm – 4:00pm

As Statway and Quantway continue to expand, more faculty are assigned to teach the Pathways for the first time. The Pathways curriculum includes an instructional approach that is radically different than traditional developmental math courses, so new Pathways faculty often need support to teach Statway and Quantway. The Faculty Support Program (FSP) is designed to prepare and support those faculty up to and through their first year teaching in the Pathways. Throughout the 2015-16 academic year, the FSP Improvement Team has been using an innovative methodology—Improvement Science—to continuously improve the support the program provides. This session will give an overview of the FSP, its design, and the projects currently underway to make strategic improvements.

Carlos Sandoval, Maria Alzugaray, & Dan Ray

9a. Dive into the new Pathways Online Preparation course!

Saturday, July 16 | 4:15pm – 5:15pm

This workshop will provide participants with a structured, hands-on look at the new Pathways Online Preparation course. Special attention will be given to online resources available in the course that will aid all faculty to improve their teaching in a Statway/Quantway classroom. In the spirit of continuous improvement, attendees will also be polled for suggestions for improvements in content and usability.

Bethany Sansing-Helton & Haley McNamara

9e. Racism and White Privilege in the Pathways Classroom

Saturday, July 16 | 4:15pm – 5:15pm

This session explores how racism and white privilege affect the Pathways classroom. We will focus on racial stereotypes and microaggressions and how they play out in the classroom.

John Kellermeier & Diane Ulner

11c. "Problem Cycle" Versions of Pathways Lessons: Creating Learning Opportunities for Students

Sunday, July 17 | 10:00am – 11:00am

Carnegie staff and Pathways faculty will present replacement lessons for the Statway and Quantway curricula that feature improved rich tasks and instructional support. Developed collaboratively over the past three years, these optional lessons enable an instructional routine that enhances students’ opportunities to struggle productively with the content and make explicit connections between concepts. Presenters will discuss the structure of the lessons and the goals of their various components. Participants will examine sample lessons and be given a chance to ask questions of experienced faculty, in order to inform their decision to use the materials.

Bill Saunders, Scott Guth, Paul Verschueren, George Alexander, & Karen Givvin

11e. Staying Strong: Strategies to Maintain Students' Productive Persistence Throughout the Course

Sunday, July 17 |10:00am – 11:00am

Our students start the Pathways strong, yet we have seen that many students begin to lose their motivation and confidence as they progress through the course. To combat this dip, we formed Staying Strong — a faculty-led group collectively working to promote and sustain students’ mindsets and effective strategies. Building on the Starting Strong package, we have developed a suite of routines and activities called the Staying Strong package and have tested parts of this package in more than 40 classrooms. In this session, you will learn about the most promising activities in this package, how to adapt these routines and activities for your classroom, and how to use your own, daily classroom data (e.g., attendance) to continuously improve your students’ mindsets and strategies.

Mary Daunis, Cinnamon Hillyard, Duane Benson, & Michelle Brock

College-Wide Innovation

6c. New York State of Mind: Scaling and Spread in SUNY

Saturday, July 16 | 1:15pm – 2:15pm

The need to increase the number of students who successfully complete college in this country is a national challenge. The State University of New York (SUNY)’s scale-up of the evidence-based Carnegie Math Pathways will provide thousands of community college students with the opportunity for greater access to, and successful completion of a college credential in an accelerated time frame. In this session, learn from Rockland Community College – a campus that has scaled up within the SUNY System – and how a faculty-led scale up on a system level is made operational. The session will give the participants an opportunity to have a discussion and ask questions about the scale up of Quantway in NY and the successes, challenges and learning opportunities that came about and begin thinking about their campus and/or system plans.

Kris Baker & Eric Magaram

7a. Creating Community College-High School Statway Partnerships: An Example from Mission College & Fremont High School

Saturday, July 16 | 2:30pm – 3:00pm

This session will provide an overview of an innovative partnership between Mission College in Santa Clara, CA and Fremont High School in Sunnyvale, CA. Starting in Fall 2016, high school students will earn dual credit while taking the Statway course sequence taught by Mission College faculty on Fremont High School’s campus. The audience will learn the history and background behind this partnership, how Mission College leveraged its Title III AANAPISI Part F grant to support the partnership, and the steps undertaken in developing a collaborative infrastructure for implementation. The goal is to address the challenge of accelerating learning of high school students who are not prepared for college level math and to get these students math ready by the time they enroll in their first semester at Mission College.

Ken Songco & Lori Riehl

8b. One-term Statway at LaGuardia – First year at Scale

Saturday, July 16 | 3:30pm – 4:00pm

LaGuardia’s urban students are in great need of basic skills, about 87% of incoming students in Fall 2015 were in need of at least one developmental math class. Inherent constraints of belonging to a large system (CUNY) adds a complexity layer related to the system-wide math requirements, students’ articulation/transfer, and the sustainability of the program, as offerings scale up to 25+ sections. In this presentation, we will describe how these challenges are being tackled by adapting Statway to a 7-hour course targeted to non-STEM students that bridges developmental and credit-bearing material while satisfying students’ developmental math requirements. The diversity of the new faculty teaching the Statway sections prompted questions of the assessment of fidelity vs integrity of the implementation and its outcomes.

Milena Cuellar, Steve Cosares, & Abderrazak Belkharraz

8e. Integration of Statway with a Young Men of Color Cohort

Saturday, July 16 | 3:30pm – 4:00pm

The Men of Distinction program at Tacoma Community College is a successful cohort model student success program designed for young men of color. This session will describe the results of a collaboration between this program and a Statway instructor in which a cohort of these young men were placed in an accelerated Statway course. We will explain what we learned about this process and give suggestions for future collaborations of this nature.

John Kellermeier & Lorraine Parrish

9c. Taking a Systemic Approach to Math Program Redesign: The Experience of 2 NIC Colleges

Saturday, July 16 | 4:15pm – 5:15pm

A strategic goal to increase graduation set Chippewa Valley Technical College on a journey to redesign developmental education. Our goal was to accelerate student progress through developmental coursework to help students advance into and through academic programs faster. The cross functional team developed guiding principles which paved the way to transform math, writing, and program admission standards within one academic year. What does it take to convert 22 math courses into four math pathways? Join this session to find out. Learn about CVTC’s four math pathway options and our experience with change at the speed of light.

Dean McIntire, Warren Lemerich, Kathleen Hathaway, Jennifer Anderegg, Cherrie Bergandi, & Margo Keys

11a. Performance Measures and Longitudinal Cohort Studies for Statway and Developmental Math Students at Two California State University Campuses

Sunday, July 17 | 10:00am – 11:00am

Statway (SW) was implemented at San José State University (SJSU) and at CSU, Sacramento (CSUS) in AY 2011-12. Our session will begin by describing our target populations and some of the important differences from California Community College students who take SW. After briefly introducing the similarities and the differences between the courses offered at our two campuses, some of the performance measures for the Statway students and for suitable comparison groups at CSU will be discussed. In particular, the post-performance (GPA, retention and graduation rates) of the CSU Statway students and the transfer Statway students will be compared to the comparison groups. Moreover, the retention and graduation rates (four-year, five-year) of the first cohort of Statway students will be analyzed, and some of the success indicators will be discussed. The results for cohorts from later years will also be presented. At SJSU, a longitudinal cohort study followed those SW students and traditional remedial students who later enrolled in upper division research methods and intermediate statistics courses requiring a lower division statistics prerequisite. SW students significantly outperformed students following the traditional path (p < 0.05), even though the upper division courses were taken 3 or more years later. We will conclude with discussion and Q&A about future plans (at our campuses or yours) to extend or improve these analyses. Other possible topics for discussion include a factor analysis of the variables related to the success of SW students.

Stephen Branz & Coskun Cetin

11d. Scaling Statway at LaGuardia Community College – An Institutional Effort with NIC support

Sunday, July 17 | 10:00am – 11:00am

In this interactive workshop we describe how the scaling effort of the (one-term) Statway implementation at LaGuardia Community College was planned for and implemented during the 2015-2016 academic year. We list the drivers for growing Statway at LaGuardia and present some details about the preparation of instructors, the collaboration with Carnegie’s Networked Improvement Community (NIC), and the garnering of the institutional support necessary to achieve and maintain our current level of scale.

Participants will have the opportunity to reflect on their own drivers regarding the appropriate scale of Pathways-based course offerings at their own institutions and consider the resources/activities that may be required to achieve those goals.

Milena Cuellar & Steve Cosares