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Mathematic and Media Literacy:Reconnecting the Liberal Arts

(Revised)

Total Funding Requested: $34,463

The Team:Paul R. McCreary, FacultyGilda Sheppard, Faculty

Alexandra Auguste, Student (A00279187)Tim Hearn, Student (A00269503)

Helen Hernandez, Student (A00276898)Sol Mendez, Student (A00278271)

A Junior-level Student (TBA)

Contact Information:Paul R. McCreary, Faculty

The Evergreen State College – Tacoma(253) 680-3032

mccrearp@evergreen.edu

Signature___Paul R. McCreary_____________

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Contents.

Mathematics and Media Literacy: Reconnecting the Liberal Arts Pages 3-7

Summary of Proposed Assessment/Evaluation of Project. Pages 8-10

Budget Page 11

Benchmarks for Project Page 12

Bibliography Page 13

Sheppard CV Pages 14-15

McCreary CV Pages 16-17

Letter from Tyrus Smith Page 18

4Mathematic and Media Literacy:

Reconnecting the Liberal Arts

Paul R. McCreary, FacultyGilda Sheppard, FacultyAlexandra Auguste, Student (A00279187)Tim Hearn, Student (A00269503)Helen Hernandez, Student (A00276898)Sol Mendez, Student (A00278271)A Junior-level Student (TBA)

This project, Mathematic and Media Literacy, proposes an innovative collaboration between faculty and students. Students and faculty will integrate math into every course on the TESC Tacoma campus. Media literacy will provide a context to enhance the visibility and accessibility of complex math ideas across the curriculum. Both math and media use ideas of representation. Basic math ideas such as ratio, causal relationships and variables have both numeric and symbolic representations. Media uses these same basic ideas as representations to construct stories and images of people and ideas. Previously, the math addressed in non-math courses on the Tacoma campus has been implicit in nature. In this project, we will be making the connections explicit between foundational math ideas and the rest of the curriculum. Student investigators will locate where in the courses math ideas can support and extend course content. They will use media as a tool to create, analyze and evaluate activities for the courses. Together we will create a library of resources that provides sustainable access to both faculty and students. In addition, a public space on the Tacoma campus will exhibit the math and media resources where all students can interact with math ideas embedded in riddles, video clips, interdisciplinary content, and student presentations.

Project activities will encourage a cultural change on the Tacoma campus that connects math with other fields, that evokes conversations about math and media beyond courses, and that supports community building.

In many respects, we are working on processes that are being invented: integrating math into courses with no math faculty instructor, facilitating students’ involvement in curricular development, and harnessing media literacy for program development and assessment.

We would not expect to get funding for this project from other college sources, since it is not a faculty development project and not a student activity project. Indeed, students will be engaging in curricular development rather than in student research or other student activities.

Needs/opportunities, problems solved, value added, possibilities created.

“I believe that the absence of math literacy in urban and rural communities throughout this country is an issue as urgent as the lack of registered voters in Mississippi was in 1961." (p. 5). Robert P. Moses, Radical Equations

“This school reflects social justice by offering a curriculum that is community-based, promotes access, equity and excellence and seeks to serve populations not historically included in higher education.” Tyrus Smith, Director, TESC-T

Math has been a particular area where barriers to success have been documented as distinctive among the economically disadvantaged and people of color. Taken together media representations of oppression and math as a barrier to success has the potential to promote anxiety among our students as well as to veer innovation away from the interdisciplinary integration of mathematical ideas across curricula.

5Because of our innovative teaching and learning that centers its work in community based social justice education, TESC-T has become a successful model in liberal arts education. These outcomes are reflected in our high retention of students (90%), success in students, particularly students of color, graduate school entrance and completion as well as in our extension of learning and teaching from the classroom to marginalized communities.

TESC Tacoma program has been successful in integrating mathematics across curricula. Courses that integrate math with art, humanities, science and social science have proven so successful that we now have students pursuing graduate degrees in social studies education with endorsements in mathematics.

“Liberal arts education is to make people into good citizens, not into good workers.” Rob Knapp

Substantial barriers currently exist to adopting math ideas into non math courses. Instructors need support in identifying and adapting activities that can support their non math course content. They, rightfully, hesitate to add material unless they are convinced it will add value to and support other course content. Experience and support must be provided to non math instructors to enable them to tap into the rich potential for supporting course content with mathematics material. This project will provide a means for faculty members to eliminate barriers and develop professionally.

Not every student or faculty is confident about his or her skills in mathematics, however media consumption is an abundant and familiar area for critical inquiry via media literacy. Media literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms. Media literacy, as an entre to mathematical ideas, offers the opportunity to alleviate math anxiety and help level the playing field for students who might otherwise think of themselves as poor math students. Moreover, by tapping into students’ and faculty “natural” preferences for media consumption, we can channel some of that enthusiasm into the realm of mathematics (Matt Lane).

In order to effectively integrate math activities in courses and to provide support for the faculty instructors, collaboration between TESC Tacoma students who have indicated interest in the project and faculty who are knowledgeable of math (Paul McCreary) and media literacy (Gilda Sheppard) will work together to:1. Identify where in course content math ideas and activities can best support course content.2. Develop skills in curricular design that utilize critical and creative thinking activities that support and extend student learning and faculty development in connecting math ideas with other course content.3. Implement classroom activities and learning tools using media technology to instruct and assess student learning.4. Create a library of instruction and teaching, documented using media as a tool and as an area of exploration.5. Enhance awareness of and document the benefits of teaching and learning in an interdisciplinary liberal arts education

So-called big math ideas, such as ratios are encountered at every turn in this 21st century. Without a thorough grounding, one will miss the importance of survey results, comparison of prices and values, comparative risks of medical procedures. These are all skills that are necessary for effective citizenship, economic understanding, and physical health. This project will focus on big math ideas, such as ratios, in order to raise the effective math literacy among all Tacoma campus students. It will provide a greater number of positive math experiences connected with fields that students already value.

Each of the student-investigators for this project has ended a mathematics class on the Tacoma campus with an enthusiasm for their own advancement and their increased ability to identify applications for mathematics in the fields that they value most highly.

The civil rights activist Bob Moses has given us an inspired vision of the possibilities of fusing mathematics together with social justice in U.S. schools. We have had good success in applying his

6principles. Indeed the demographics of the Tacoma campus insists on this direction. Within the context of individual classes on the Tacoma campus, mathematics as a discipline has been crafted into forms that diverse adult learners can accept, value and succeed in. Indeed a community of mathematical investigators and future teachers is developing that provides a corps of tutors for a much larger portion of their classmates. There is currently a sufficient number of students who have had positive math experiences on the Tacoma campus that they can provide the tipping point in group math activities for all other students even in non-math courses. We see an opportunity to expand the process of acceptance and success in confronting and becoming skillful with mathematical ideas. We have an opportunity to reestablish classic liberal arts connections between mathematics and other fields in the academy.

Many students on the Tacoma campus have returned to college with bitter memories of past math classes. There is distaste, distrust, and often a fear of the subject. The connection that mathematics has with all liberal arts fields is invisible so that even those few who have liked math fail to see much use for it in their chosen fields. A small positive experience in math could go a long way in relieving this negative blockage. Further, there are few sources of robust activities that can be incorporated into non-math courses. This is especially problematic for faculty members whose fields lie outside of mathematics or physical sciences. This project presents an opportunity to fill this need for positive experiences in math, for making clear the connections between math and the fields that students already value, and for providing faculty with access to a group with the needed skills for integrating math into their courses.

Students who take a mathematics course on the Tacoma campus often reflect that, in spite of very negative feeling at the beginning, they experience a great sense of relief upon finding that they can “face the math monster and not wither, not die, but rather feel even competent.” The group work in math classes also gives them opportunities to offer support to classmates who are experiencing feelings of insecurity. Students reflected that these interactions were instrumental in boosting their confidence and allowing them to view their own academic futures in an even more positive light than before. These same students have tended to take additional math courses. Extending these very experiences beyond the mathematics classes and into all classes on the Tacoma campus through this project could positively impact the already high retention rate for the Tacoma campus students (90% for all, 87% for students of color).

A one-time grant from an individual TESC Foundation Board member allowed us to begin developing the ideas on which this project is based. We have already identified the necessary interest, motivation and skills in students on the Evergreen-Tacoma campus. We propose to organize a group of these students and facilitate their participation in an interdisciplinary integration of math that supports course content into classes on the Tacoma campus. Using media technology we will develop procedures/protocols for observing, analyzing, and communicating learning.

Dr. McCreary, has in the past developed mathematics activities for interdisciplinary courses with a wide range of fields. However, these efforts have been for a single course each quarter. While students have had definite impact on course content, it was not an explicit intention to facilitate student involvement in planning course activities and structure. This is a dramatic departure for the project leader and a dramatic evolution of student involvement in curricular influence for the Tacoma program. The integration of higher level media literacy into the curriculum, made possible by Dr. Sheppard’s contributions, will also be a dramatic departure from past practices for Dr. McCreary.

This will be the first time that Dr. Sheppard participates in forging connections between mathematics and fields that are not her own. While teaching with Dr. McCreary in the past, she has constructed bridging connections to math from sociology and visual art. However, connecting math with Northwest history, young adult literature, and digital storytelling will signify a dramatic departure from her ongoing work. Applying her video and sociology background to assess impact of the project will also be new ventures.

We will be developing protocols for assessing the impact that integrated math activities may have on the learning of other course content. The tools that we expect to use are brief written surveys, formal and informal interviews with students and teaching faculty members, video clips for analysis and editing for

7communicating observed results. Throughout the project we hope to identify “indicators”, that is, factors that can indicate the extent and nature of the impact that math activities actually have on the students’ learning of the other course material.

A summer institute mid-way through the project for students and faculty members will provide a venue to reflect on the processes implemented in bringing math activities into the courses and the reflection process following each activity. This dialog among faculty and students will provide essential feedback and inform the planning for the subsequent academic year. The institute will also address the issue of programmatic barriers for the integration of math into non-math course

Project description. Work plan.

The student-investigators will meet each week to discuss what big and/or basic math ideas might be related to material being taught in their courses. The group of student-investigators will design math activities, with the help of math instructor McCreary, that integrate math ideas into their courses. When we believe we have an activity that could add value to the course, we will work with the teaching faculty members to decide where and when the activity seems appropriate for the class. The student-investigators will plan the ways and means of recording, analyzing, and communicating the events and their impact on wider course activities.

Basic/big math ideas that many students find challenging are ratios (applied representations of fractions), causal versus coincidental relationships (dependent and independent variables and their relationships), multiple representations of any situation (numeric, symbolic, graphic, and verbal), exponential functions (including fractional exponents), and sample size (how this can produce surprising changes in observations). These concepts will be connected with courses in history, research methods, politics, and sociology, to name a few fields.

Each of the activities integrated into a course will be designed around a “big” math idea as a connecting theme. The math idea will be chosen to support the course content and will also serve as a platform on which to review basic math competencies and to establish connections with “everyday” activities.

The student-investigators will learn how to record activities that happen during their class sessions in a manner that does not disrupt the class. They will learn methods of editing that capture the essence of observed learning processes in the classroom and that allows viewers to engage in analysis of the activities. Video taping will also record the preparations that go into designing and testing the math activities, the actual implementation and facilitation of the activities in classes, and the reflection process that follows each activity to uncover what impact it had on overall learning in the course.

During a summer institute we will interrogate and critique the quarterly cyclic process of student-investigators and course faculty locating places in curriculum, creating and facilitating activities in class, assessing impacts, and fine-tuning the communication process to accomplish all of this.

Responsibilities of team members.

The student-investigators will gather ideas from their own courses, work together to design, test, facilitate, and assess impact of math activities, with the guidance of the project faculty. They will communicate with Tacoma QuASR math tutors about what activities they might expect to receive questions on. They will also keep written accounts of their learning process, creative designs, and assessment activities.

McCreary will convene weekly meetings of the student participants, discuss progress and concerns with all faculty members at the weekly faculty meetings for the Tacoma campus, and guide students through the process of developing activities for their courses. He will also produce a reference guide of products created (activities and artifacts) for the project.

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Sheppard will organize media literacy learning, which will include videotaping of project activities, especially those conducted in classes. These will provide an integral part in reflections on the impact that math activities have on student learning in the course in which the activities are implemented. She will also produce a video of project highlights.

Anticipated outcomes.

We will produce a library of math resources and activities, descriptions and assessment of implementations of math activities designed for specific non-math courses. We will carry out analyses about the impact that each math activity had on the associated non-math activities and on the learning of the course content. The complete and implemented activities will present an invaluable resource for use in future courses and will be included in the library.

Perhaps the greatest resource will be the collective skills developed by the student-investigators working in conjunction with the faculty members in all course on the Tacoma campus. With the sustained efforts, in a few short years a culture of anticipation and acceptance of math in every course could evolve as the accepted norm.

Our institutional experiences could also be of value for other colleges or programs wishing to focus on integrating math or media literacy, in particular, or on student engagement in course content design and implementations, in general.

New approaches to teaching, learning and other student experiences – innovative and true to Evergreen’s core values. Advance the Evergreen’s unique approach to higher education.

Project activities will lead to a more effective partnership between students and faculty in creating and designing math activities that support and even extend course content. This process could become an integral part in planning and implementing courses by Tacoma faculty. This would be an immensely valuable resource for all faculty members. Student involvement in curricular development would match with faculty needs to identify and create opportunities to bring math into their courses.

The project will allow us to reach the entire students body with activities and experiences that will lessen barriers to success in math. Further, they will be enlightened to the connections between math and the fields that they already value.

9Summary of proposed assessment/evaluation of Mathematics and Media Literacy Project.

To help assess the project activities, we will conduct reflection/assessment institute days during the summers of 2013 and 2014. All Tacoma campus faculty members will be included together with all student-investigators in the project. Also, for at least one of the first summer institute days, we will bring in one individual who has substantial experience observing/assessing academic projects to help assess activities in the first two quarters and to help plan for assessment in the following academic year. We will produce a final assessment report by September, 2014 that will include video and text descriptions of project activities and their impact on student learning. Care will be given in the final report to provide information about recommended processes and procedures for replicating/extending project results.

Student-investigators who participate in the project will have essential roles in assessment efforts. Together with their work in bringing math activities into their non-math courses, they will have the task of observing and recording incidents that indicate an impact in students or faculty reactions to project activities, e.g., greater recognition in class discussions about connections between math and other course content.

Each student-investigator will participate in all summer institute sessions, adding breadth to assessment efforts for the project. Each will also keep a running journal of observations, activities and problems designed, and reflections on personal and peer development. Further, each will continue to work for one week after project activities end for classes, in order to facilitate the recording of final comprehensive reflections in written word, video taped discussions, and other debriefing artifacts.

Based on experiences in a series of activities related to and leading up to this project, we have two new and specific goals. We will conduct out-of-class small group sessions with students. These will help train the student-investigators and help to collect assessment data on project activities. We will also produce short videos that can be used to help orient new students to the Tacoma campus class settings and also to sensitize the new students to the possibilities of math having essential connections with all other areas of study.

Some Clarifying Text.

New insights with regard to assessment and goals that led to two new project goals.

Thanks to a donation from an individual TESC Foundation Board member, we have been engaging with students in preliminary activities that have added much to our awareness and understandings of some particular challenges we will face in this project. We have noted that student-investigators, no matter how skilled and well grounded they may be, have a level of confidence that must be bolstered before they are ready to directly and effectively facilitate academic activities with their peers. This is not to say that they are timid or that they shy away from the challenges, we just recognize that some amount of practice at facilitating groups of their peers is called for. We also see that such activities conform well to assessment efforts that we envision for the project.

A number of student group sessions will be planned and conducted, approximately four each quarter. During some of these sessions, student-investigators will lead a group of student volunteers through a series of academic activities that make apparent the connections between math and the content of at least one of the courses in which those students are currently enrolled.

10Attention will be given to assure that connections are made with content most recently addressed in the courses and also with some content materials soon to be covered in the same courses. During and subsequent to these content-rich group sessions, care will be taken to witness the impact on students who participate in the activities and even on students in the courses who may experience impact from secondary or indirect exposure to the activities. These training/teaching/tutoring/learning sessions, as well as raising the confidence level of student-investigators, will also serve to help assure all Tacoma campus faculty members that the activities hold great promise for supporting content learning in their classes.

Another type of group meeting will be focus groups conducted with students to assess their views and impressions on the project activities and to gain data on the extent of the project’s impact. Each of these types of student gatherings, focus groups and training sessions, will be conducted outside of class and will carry no credit earning status for the participating students (volunteers). In order to increase the likelihood of student participation, increase the stamina of the participants during activities designed to be somewhat challenging, and to increase the likelihood of repeat participation, we will offer some type of (healthy) snacks to the participating students. Further, participation in all of these student group sessions will help increase awareness of project activities throughout the campus, facilitating wider participation and impact.

In addition to the use of multimedia to facilitate learning in small group sessions, multimedia will also be used as a digital storage medium to keep records of these sessions. Using multimedia as a storage device/medium will provide a reflexive tool for participants to examine, assess, evaluate and build on these sessions.

An observation made by one of the students participating in our “pre” project activities has led to a new goal for the project. She noted that soon after only a few conversations about observing math being applied in non-math courses, she began seeing math “everywhere”. In particular, she noticed math applications lurking in the background of class discussions even when they were not acknowledged by the speakers and quite likely not noticed by most of her classmates. She suggested that a video could reveal these “hidden” associations in class settings. We soon realized that such a video could be a valuable asset to use in orienting new students to the Tacoma campus. Such videos are shown during new student orientation sessions each fall on the Tacoma campus. Besides introducing new students to the Tacoma campus settings, a video might also sensitize their awareness so that they too could “see math everywhere.” Producing a video as an eye-opener to the connections of math with many other academic areas is now one of the explicit goals of this project. It also is a use of media as a tool to bring real world examples into the classroom yielding an intimacy and utility of math in everyday life.

Summer days for planning and assessing.

The summer institute days will serve several extremely vital functions. The faculty and student-investigators will discuss and reflect on past activities, identifying best practices and critiquing the overall project. The student-faculty working relationships, initiated during previous quarters, will be fortified and future collaboration on activities inside and outside of classes will be greatly facilitated with increased and shared understandings. Student-investigators will gain an increased awareness of the challenges routinely faced by faculty, becoming better acquainted with the points-of-view that guide the planning and execution of course activities. This is essential, since the activities planned by the student-investigators must mesh with and support the faculty plans for the courses. The faculty will gain increased appreciation of the tasks carried

11out by the student-investigators and their commitment to supporting the faculty’s teaching efforts. Both faculty and student-investigators will gain a deeper understanding of the assessment process for the project, join in critiquing and modifying the assessment plan, and in so doing, increase their commitment to and greatly strengthening the prospects of meaningful assessment. All Tacoma campus faculty members will be invited to participate in the summer institute days. Including part-time faculty in the institute session will bring in the participation of many non-math instructors whose cooperation and ideas will provide valuable support.

Student-investigators will have essential roles in assessment efforts

To generate greater participation within our program, every three weeks student-investigators will choose a provocative lesson they have developed or gathered from a class that represents a foundational math idea and pose it as a succinct problem of inquiry. This lesson will be represented using multimedia and displayed visually in the public space, i.e. the “Lyceum” room with an accompanying comment board for students and faculty to post steps for solving this inquiry or to rephrase the inquiry for greater clarity etc. This, as a “living blog”, will help build community and support the integration of math and media across the program.

One indicator of math ideas being effectively applied in courses will be math represented in student work and in their interactions with other students and faculty. We will certainly record and report on the math that students are exposed to via activities introduced into the classroom and in group sessions after class. Much more revealing may well be the products that students produce themselves following exposure to the concepts to which math may be related and have applications in these other courses and contexts. Recording and reporting on such incidents will become one of the tasks for the student-investigators, which will be natural, since they will be fully participating as students in these other (non-math) classes.

12Budget.

Faculty:McCreary $5436 (six days full salary in first summer, six days in the second summer)

Sheppard $5084 (six days full salary in first summer, six days in the second summer)8 others $5000 (@ $125/day for 3 institute days in 1st summer and 2 days in 2nd summer)

Total $15,520 Students:

Each of five quarters: Six students @ $512 ($10/hr x 5 hr/wk x 10 wk + one week 2nd summer) $15,672Six students (for 3 institute days in 1st summer and 2 days in 2nd summer) $1536

Total $17,208Supplies (for the public space to display and interact with project materials):

One 6’ by 4’ dry-erase board $100One wall-mount flip chart rack $35One hard drive for video storage $300Breakfast for five summer institute days (@ $4/individual meal) $300Healthy snacks for student group sessions (twenty: focus groups and facilitation training

sessions for student-investigators: @ $2.50/individuls) $1000 Total $1735

Grand Total $34,463

Project faculty will facilitate the process with students-investigators, organize the project products in an accessible library curriculum resource, create written and video summaries of project activities and results, develop and carry out an assessment of project activities, oversee assessment work of student-investigators, and plan for summer institute days.

A three-day institute during the first summer will bring together all Tacoma faculty and student-investigators to interrogate the process of the first two quarters, identify practices that could improve communication between all participants, and identify course ideas that could be loci for math activity integration for the upcoming year. A two-day institute the second summer will allow all parties to participate in a focused assessment of the project, considering best practices and possible features that could be continued in the following years to sustain the gains achieved by the project activities.

Six student-investigators in each of five quarters will collaborate with TESC-Tacoma faculty to integrate math activities into all courses on the Tacoma campus. They will meet weekly to create activities focused around math ideas associated with content in non math courses, help facilitate activities in courses, and help assess the impact on all learning in the courses. Particular attention will be paid to developing assessment methods and procedures for the math activities introduced for non-math classes.

The supplies will help create and support a public space on the Tacoma campus to display project products and provide an arena for community building interactions around math and art/video collaborations. A hard drive dedicated for use by the student-investigators will assure safe and secure deposit of the video clips taken as teaching devices and as assessment artifacts for the project.

13Snacks during the student small group sessions will help provide the needed motivation for student volunteers to participate in assessment and training sessions for the student-investigators.

14Benchmarks for Project. Winter quarter of 2013.

Completing study of necessary background (basic skills) information for math and for video skills. Week 3.

Present an activity in the public space for presentations and community building. Week 5. Completing an integration of a math activity in a non math course (selecting location in

particular course, negotiating with teaching faculty, selecting math idea for focus, crating activity, practicing facilitation, actually facilitating activity in class). Week 6.

Assessing impact of activity on other learning in course. Week 9. Creating a video report (taping, editing, and presenting). Week 10.

Each quarter presents a new cycle of events and opportunities. We anticipate similar benchmarks in subsequent quarters. However, in each successive quarter we expect student-investigators to be able to carry out the cycle of creating/implementing activities more quickly and more effectively. For example, locating where in a course curriculum and selecting appropriate math ideas on which to focus will all happen in earlier weeks.

Spring quarter of 2013. Bring one or two additional first year students into the project group to replace anticipated natural attrition of graduating second year students. This will also help achieve continuity into the second year of the project.Summer, 2013.

Intensive conversations among all faculty and student-investigators to determine how to best communicate needs and interests between faculty and student-investigators during the second year of the project.

Produce of a library of ideas and artifacts from the project. Produce a video that provides a summary of project activities for the first two quarters of

the project.Second year.

Fall – introduce basic skills to newly joining student-investigators with full cooperation and assistance from returning student cohort. Carry out the cycle of integrating math ideas into Tacoma campus courses.

Winter – document the overall process that has evolved through four quarters of integrating math into all courses on the Tacoma campus.

Spring – document, primarily in edited video tapes, the assessment process that has evolved through five quarters of the project.

Summer, 2014. All faculty and student-investigators will discuss and reflect on activities, identifying best practices and critiquing the overall

project. participate in a focused assessment of the project, considering best practices and possible

features that could be continued in the following years to sustain the gains achieved by the project activities.

Finalize an abstract reference list for the library of resources created of math activities and video clips.

Finalize a video that summarizes the activities for the five quarters of the project.

15Bibliography

Boaler, J., (2008). What's math got to do with it? Viking.

Drew, D., (1996). Workshop groups and calculus instruction, in Aptitude Revisited: Rethinking Math and Science Education for America's Next Century, The Johns Hopkins University Press.

Hart, L., (2005). Some directions for research on equity and justice in mathematics Education, in Which Way Social Justice in Mathematics Education, Leone Burton (Ed), Information Age Publishing Inc.

Hobbs, R., (2010). Math Goes Pop: Making the media and mathematics connections. Journal of Media Literacy Education, Vol. 2 (2), 169-170.

Hobbs, R. & Jensen, A. (2009). The past, present and future of media literacy education. Journal of Media Literacy Education 1(1), 1 -11.

Hobbs, R. (1998). The seven great debates in the media literacy movement. Journal of Communication, 48 (2), 9-29.

Hughes-Hallett, D., Gleason, A. & McCallum, W. (2005). For the calculus consortium, Calculus. Wiley.

Lane, M., Math Goes Pop! (blog) http://www.math-goespop.com

Moses, R. & Cobb, C., (2001). Radical equations: Math literacy and civil rights. Boston: Beacon.

Meyer, D., http://blog.mrmeyer.com/

Liberal Education and America’s Promise. College learning for the new global century. www.aacu.org/advocacy/ leap /.../GlobalCentury_final.pdf

Shekhtman, Z., http://www.unizor.com/

Sheppard, G, & Waluconis, C. (2005). Ways of seeing: media literacy and writing. Black Filmmakers, Vol. 7, (23) 30-40.

16Curriculum Vita

Gilda L. Sheppard, Ph. D. shepparg@evergreen.edu 253 680-3033

Education:The Union Graduate School, Cincinnati, OHPh. D. in Sociology.

Vancouver Film School, Vancouver B.C.-Certificate in Beginning Film Making

University of Washington, Seattle, WA.Masters of Social Work (MSW),

University of Detroit Mercy, Detroit, MI. Bachelor of Arts Degree, Sociology/Psychology

Teaching Experience:1998-Present The Evergreen State College, Tacoma Campus

Faculty member, in Sociology, Media Literacy and Cultural Studies.

2009-2012: Sociology Professor for University Beyond Bars at Monroe Correctional Facility for Men and Women’s Correctional Facility for Women

2000-2010 Adjunct Faculty Antioch University, Education Department and Teacher Certification Program

1987-1998 Seattle Central Community College: Full time tenured faculty, Position in the Sociology Department.

1996Rockefeller Foundation Research Fellow Grant at University of Georgia “Media and Culture”

1996-97Participant Scholar for National Faculty Institutes. Residency program at Tulane University, Southeast Missouri University, Little Rock Ark., Memphis, Tenn. On Media Literacy and Cultural Studies.

1992-93Visiting Professor position at University of Cape Coast, Cape Coast, Ghana. Sociology, anthropology and demography

Publications: 2012 Culturally Relevant Art Education for Social

Justice: A Way Out of No Way Art Routledge 2012 Precious Precious Co author with bell hooks 2008 Online publication “Interdisciplinary Learning among Adultsa

Community Practice and inquire based approach” Barcelona, Spain 2006 “Talking Trash about Crash” co-authored with bell hooks

2005 BFM London Vol. 8 No29 “Media Literacy and Education”

2000 Washington Center for Innovative Education Vol. 6 No.33 “Culture, Race and the Construction of Whiteness in Curriculum”

1999 Western Washington University Press“Learning Community Development and the Importance of Critical Thinking”

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Video Productions2009 present Documentary in Production: “Swinging With No Hands”

www.swingingwithnohands.com

2007-8 CANNES FILM Documentary Short “Liberian Women Together As OneFestival Cannes Film Festival Afrique 360 Section

1999-2000 Director, Offline digital editor and Director of Photography “The Yard People: An Intergenerational Love Story”

2002 “Yard People” Winner Silver Image Film Festival Chicago —Screening of “Yard People” -Winner 'Best in The Fest'

2001 Berlin International Black Cinema Festival Screening “Yard People: An Intergenerational Love Story” Winner Best Video Documentary of Marginalized Black Population

Presentations & Awards2012 Social Justice Award University of Puget Sound2011 Artist in Residence for Reel Grrrls Media Arts2011 Graduation speaker Washington Correctional Center for Women2010 Race And Pedagogy Conference University of Puget Sound:

Race, Prisons and Education: Cultures of Transformation2009 Recipient of Pioneer Fund Award for Documentary Production

Swinging With No Hands

2009 Speaker at Whitman College on Ethnographic Research "Moving "from “Object to Subjsct”

2009 Presenter at Fifth International Congress on Qualitative Inquiry University of Illinois at Urbana-Champaign

2008 Seattle Central Community College Film and social Justice2008 Western Washington University World Issues Forum

Ethnography: Moving from Object to Subject2008 Learning Communities Triton College, Chicago, Illinois2008 Screening “Liberian Women Together As One” 2008

Short Film 61st Cannes Film Festival

18Curriculum Vitae Paul R. McCreary

Professional Preparation. Institution and Location Degree Field of Study Massachusetts Institute of Technology BS Political Science 1970 Harvard Graduate School of Education MAT Education 1971 University of Illinois at Urbana-Champaign MS Computational Math 1984 University of Illinois at Urbana-Champaign PhD Mathematics 1998 Appointments. 2006-Present. Faculty Member at The Evergreen State College-Tacoma, Tacoma, WA. 1999-2006 Assistant Professor of Mathematics at Xavier University of Louisiana. 1988-99 Founding Dir. of the Merit Workshop Program in the Dept of Math at UIUC. 1983-88 Coordinated tutoring and counseling for mathematics and science at UIUC's

Office of Minority Student Affairs and Project Upward Bound. 1981-83 Served as Teaching Assistant for the Department of Mathematics, UIUC. 1971-80 Taught high school mathematics and social studies in Urbana, Illinois. Publications. 1. Subsequent Course and Degree Paths of Students in a Treisman-Style Workshop Calculus Program , with T. Murphy, K. Stafford. 1998. The Journal of Minorities and Women in Science and Engineering, 4(4), 381-396.

2. Hopf Fibrations and Pinkall Tori, 1999. Abstracts of Papers Presented to the American Mathematical Society, 20(1), 191.

3. The Modular Group; a finitely generated group with interesting subgroups, with T. Murphy, C. Carter. 2005. The Mathematica Journal 9(3), 564-582.

4. Navigating 3D Models, Biological and Mathematical, 2005. Abstracts of Papers Presented to the Mathematical Association of America, MathFest 2005, 46.

5. One-Room School House Mathematics Class, 2009. Abstracts of Papers Presented to the Mathematical Association of America, MathFest 2009, 37.

Modeling Biochemical Interactions of Large Molecules. Professor McCreary was awarded a three-year grant from the National Institutes for Health to develop software tools for investigating structures of large molecules. During the first summer of the project, in 2005, a parser was constructed to read protein data bank files and display protein models in a 3D visualization system. A preliminary version of the molecule viewing software is available to download from the following web address. http://academic.evergreen.edu/m/mccrearp/atp.zip.

Interactive Computer Animations for Undergraduates. During the summer of 2009, McCreary developed two lab modules for teaching undergraduates the use of molecular dynamic software to create interactive animations. This work was done at the request of members the Northwest Distributed Computer Science Department, an NSF funded project. The materials are available for distribution at http://ai.vancouver.wsu.edu/~nwdcsd/wiki/index.php/Modules.

19BioQuest Curriculum Consortium. Professor McCreary was invited to serve as an adjunct faculty member at two of the BioQuest curriculum consortium national workshops in February and June of 2005. He made a series of presentations on scientific visualization and helped train biology, chemistry, physics and mathematics faculty to operate 3D visualization systems to investigate surface structure in biochemical and mathematical models.

Learning Communities for STEM Academic Achievement. In fall, 2004, Professor McCreary was invited to participate as a founding member of a project sponsored by the Fund for the Improvement of Postsecondary Education, Learning Communities for STEM (Science, Technology, Engineering, and Mathematics) Academic Achievement. This project includes faculty from the campuses of four Historically Black Colleges and Universities. In conjunction with this project, Professor McCreary helped plan an interdisciplinary seminar for undergraduates at Xavier University, which was conducted jointly by Professor McCreary and Professor Marion Carroll, a colleague in the Department of Chemistry at Xavier University.

Interdisciplinary Institutes. In the summer of 2002, Professor McCreary organized a two-week interdisciplinary institute on the dynamical structure of DNA. The institute was supported by the National Institutes for Health through the Livingston Center for Computational Science at Tulane and Xavier Universities. Presenting at the institute were faculty members and undergraduates from the Departments of Chemistry, Biology, Mathematics, and the College of Pharmacy at Xavier University and from the Center for Bioenvironmental Research at Tulane University. In the spring of 2004, Prof. McCreary organized a four-day mini-conference on scientific visualization and on the mining of human genome data as two applications of cluster-based computation.

Merit Workshop Program. In 1988 Professor McCreary cooperated with three faculty members in the Department of Mathematics at UIUC to implement a program for promising first year calculus students from minority and small high school backgrounds. The performance of the participants on mathematics department examinations was consistently a full letter grade above class average and almost two letter grades higher than the average of students with similar ACT scores who came from similar backgrounds. Activities with Undergraduates, High School Teachers and High School Students. Prof. McCreary has used his computer applications in research experiences for undergraduates, whose work he has supervised, in several workshops to introduce high school teachers to the use of computer technology in teaching geometry, and at a summer program for high school students highlighting art in science and science in fine arts. Collaborators and Other Affiliations. Marion Carroll, Department of Chemistry, Xavier University of Louisiana.George Francis, Department of Mathematics, University of Illinois, U/C. (Graduate Advisor)Bradford Kline, National Security Agency. Teri Murphy, Department of Mathematics, University of Oklahoma Sindhu Unnithan, Department of Mathematics, Xavier University of Louisiana. Gilda Sheppard, The Evergreen State College, Tacoma Campus.

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