Increasing Student Success in Developmental Mathematics Proceedings of a Workshop (2019) / Chapter Skim
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5 Building Capacity to Meet the Needs of Students
5 Building Capacity to Meet the Needs of Students
Pages 73-82
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From page 73... ...
Instructional Practices Guide (Mathematical Association of America, 2018) and served on the Steering Committee for AMATYC's instructional standards guide, IMPACT: Improving Mathematical Prowess and College Teaching (American Mathematical Association of Two-Year Colleges, 2018)
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From page 74... ...
The MAA Instructional Practices Guide emerged from the Common Vision Project as a tool for faculty to use to implement high-quality instruction, and it has been used most recently to train graduate teaching assistants. This guide, and the chapter on classroom practices in particular, suggests that fostering student engagement and sense of belonging begins by building community MAA Common Vision Project Status quo unacceptable Less traditional lecturing & more ‘active learning' Technology to techniques, develop students' enhance student communication skills learning Common Themes in Increasing Curricular Curricula role of two- Guides development with year colleges partner disciplines Multiple More pathways modeling FIGURE 5-1 Seven common themes found across the curricular guides from mathematics professional societies as part of the MAA Common Vision Project.
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From page 75... ...
, a faculty-led effort to revise standards for teaching, learning, assessment, evaluation, and professional development in the mathematics offered in the first 2 years of college. This guide offers strategies to expand students' mathematical proficiency, to help students develop "ownership" of mathematics learning, to foster intellectual curiosity and motivation in the learning of mathematics (for both students and instructors)
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From page 76... ...
IMPLEMENTING WRAPAROUND SUPPORT FOR STUDENTS A third approach highlighted to meet the needs of students is wraparound support, and Brongniart shared about the experiences of students who receive additional supports both within and outside of the classroom through CUNY ASAP.1 She described CUNY ASAP as a "common sense approach to comprehensive wraparound support for students," and provided an overview of the program's components, including the following: • Structured pathways -- Consolidated full-time course schedules, first-year blocked courses, and winter and summer courses. • Comprehensive supports -- High-touch, individualized advisement; career readiness development; academic support services; and early engagement.
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From page 77... ...
She added that with the program expanding at this scale, increased investment in technology and tools to support advising will be needed. DISCUSSION Observing that it can be difficult for faculty to change their instructional practices, Mesa wondered how to embed high-quality instruction in all developmental courses and how to use institutional resources to support faculty in "this era of math pathways." Quoting her mentor Pat Thompson, Strom noted that "changing one's teaching practices is as hard as changing somebody's personality." She emphasized that investing in professional development that engages faculty in activities that they would actually do with their students is the first step to implementing high-quality instruction.
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From page 78... ...
Implementation of high-quality instructional practices, she continued, requires a cultural change for faculty, and although that could be difficult, many faculty are eager for opportunities to re-envision their roles, and these cultural changes could eventually transform faculty hiring and evaluation processes. Mesa wondered about the cost to implement such extensive programs and suggested performing an analysis to understand how much these initiatives would save an academic institution over time if students persisted as a result.
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From page 79... ...
Strom agreed that educators should better understand how to identify equity issues and how to overcome them, both in reforming teaching practices and in implementing appropriate course content. The mathematics education community, she continued, could spark these conversations locally, especially for faculty who do not have the resources to attend national workshops and conferences.
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From page 80... ...
Referring back to Brongniart's remarks about intensive advising as a mechanism for student success, Heidi Schweingruber wondered about building capacity, in terms of professional development for advisers to do intensive advising, which would potentially be very different from what some of them may be used to. In response, Brongniart explained that dedicated training in intensive advising helps academic advisers to become comfortable with identifying students' individual needs and then tailoring the modality and frequency of interaction with those students appropriately.
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From page 81... ...
BUILDING CAPACITY TO MEET THE NEEDS OF STUDENTS 81 been and will likely continue to be studied as a comprehensive model. She commented that the ultimate goal is to transform CUNY ASAP from a "program model" to standard practice infused throughout all the areas of operation on each campus.
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