Transcript MathCIP - SuccessNC

MathCIP
Suzanne Williams, Director MathCIP
Matt Meyer, aVP STEM Innovations
SuccessNC
Improving Access
Enhancing Quality
Connection
Entry
Basic Skills Plus
(Accelerating Opportunity)
Developmental
Education Initiative
Career and College Promise
Common Core Alignment
Career & Technical
Education High School to
College Articulation
Progress
Minority Male Mentoring
Code Green Super CIP
(Curriculum Improvement
Project)
Financial Aid
Simplification
Increasing Success
Completion
P-20 Student Longitudinal
Data System
Data Initiative
Integrated Teaching &
Learning Gateway
Math Pathways CIP
(Curriculum Improvement
Project)
Comprehensive
Articulation Agreement
Revision &
Reverse Transfer Credit
Performance Measures/Funding
Identify & Mitigate Barriers to Student Success
Completion by Design
7/16/2015
2
SuccessNC
Improving Access
Enhancing Quality
Connection
Entry
Basic Skills Plus
(Accelerating Opportunity)
Developmental
Education Initiative
Career and College Promise
Common Core Alignment
Career & Technical
Education High School to
College Articulation
Progress
Minority Male Mentoring
Code Green Super CIP
(Curriculum Improvement
Project)
Financial Aid
Simplification
Increasing Success
Completion
P-20 Student Longitudinal
Data System
Data Initiative
Integrated Teaching &
Learning Gateway
Math Pathways CIP
(Curriculum Improvement
Project)
Comprehensive
Articulation Agreement
Revision &
Reverse Transfer Credit
Performance Measures/Funding
Identify & Mitigate Barriers to Student Success
Completion by Design
7/16/2015
3
Math in NC Community Colleges
83 Math Courses in Library
7 Math Courses represent 32% of all Math Enrollments
Duplication and Redundancy Exist throughout Library
Math CIP Team
What has the MCIP steering
committee been doing?
•
•
•
•
Two, day-long meetings
One, two-day meeting
Reports at two CIP State Leadership meetings
Report at College Transfer Program
Association (CTPA)
• Response to Comprehensive Articulation
Agreement (CAA) early pathway proposal
What have we found?
For a 2005-2007 Cohort, 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.
Associate
22%
Diploma
Certificate
Special
19%
17%
6%
4%
18%
12%
29%
30%
21%
9%
49%
11%
Credit and
Developmental
Developmental,
but no Credit
81%
7%
Credit and no
Developmental
65%
No Math in first
4 Years
NC Community Colleges
Challenges to Producing a Skilled Workforce
24% of Students in AA never take College Level Math
in first 4 years of College
23% Students Enrolled in AAS Engineering Programs
never take College Level Math in first 4 years of
College
“Math is the Bermuda Triangle of College
Aspirations” Dr. Scott Ralls
When do we lose our students?
Based on data from Completion By Design:
• In the first Connection to the College-students
receive little program-specific guidance.
• During Entry (enrollment through gatekeeper
courses)-students have too many choices and
poorly defined on-ramps.
• During Completion (75% of course work
done)-students find they have accumulated
credits not aligned to completion.
What will help?
• Clear, coherent pathways.
• “The many choices and options … create
unnecessary confusion and inhibit students’
success. By creating coherent pathways,
colleges can help students better navigate the
collegiate experience”
A Matter of Degrees: Promising Practices for Community College Student Success CCCSE 2012
What do we currently offer our
students?
In our current Common Course Library (CCL):
• 12 entry-level MAT courses.
• 4 different sets of courses dealing with or
called “Algebra/Trigonometry.”
• 4 entry-level MAT courses just for AAS
students.
• An entry-level MAT course that is for diplomaonly students.
Goals of Amending the CCL
• We propose to streamline the mathematical
experience for all NCCCS students.
• We want to encourage uniformity of content
within each math course no matter at which
NCCCS school it is taught.
• We desire to reduce the confusion that students
face when making choices regarding their math
curriculum.
• We seek to make more of the NCCCS math
curriculum transferable to the UNC system.
Proposed Revisions to CCL
• MAT 101/110
• MAT 121
• New Quant Lit
(2+2=3 credits)
• New Stat Course
Keep one course and
rewrite course description
Keep, rewrite course
description as needed
Replacing MAT 140 and
MAT 115
Replacing MAT 151 and
MAT 155
What are we proposing?
• 4 Math Pathways leading directly to programs:
– Each pathway is being created with input from math
faculty, program faculty, and business and industry leaders,
where appropriate.
– There is one general education MAT course per pathway.
– There are recommended points, along the way, to receive
advisement.
– There will be a supplemental instruction or student
support course, 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.
Timeline
March , 2013
April 15, 2013
April-May, 2013
May 30 , 2013
May 30, 2013
June 2013
June -July 28, 2013
Early August, 2013
Late August, 2013
Fall Semester, 2013
Early September, 2013
Early October, 2013
October, 2013
November, 2013
Survey Program Faculty desired math competencies
State Leadership Meeting
Writing Teams to develop SLOs
Writing teams to finalize courses
“informal” package to colleges for feedback
Deadline for responses Feedback
MAT course requests to System Office
Formal vote to be mailed
Formal vote due date from colleges.
New Quant Lit course beta tested
Academic Programs Review of course requests
CRC Notebook to be mailed to CRC members
CRC to meet
Courses built into Colleague
Questions?