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Statway and Quantway
Mathematics Pathways for Student Success in Community Colleges
In collaboration with the Charles A. Dana Center
Presenters
2
Jane Muhich
Quantway/Statway Director
Carnegie Foundation
Karon Klipple
Statway/Quantway Director
Carnegie Foundation
Julie Phelps
Pathways Networking Liaison
AMATYC
Professor, Valencia Community College
Uri Treisman – What’s the Problem?
3
The Problem
• Lack of Student Success in Developmental Math– 60 – 80% of community college students place into developmental
mathematics; Only 30% of those ever complete the sequence
– Primarily due to lack of persistence
• Developmental math sequence = 3-5 courses– Disconnected sequence of topics
– Topics lack relevance or connection to academic goals and real world situations
• A single pathway for STEM and non-STEM
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Creating New Mathematics Pathways
Accelerating students through developmental math
focusing on
• Conceptual understanding
• Authentic contexts
• Fewer topics more deeply
Statway™: to-and-through college level statistics in one year
Quantway™ : quantitative reasoning course in preparation for college level course
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This is more than a curriculum
• Combining research and practice
• Curriculum is based in learning theory
• Supporting pedagogy and professional development
• Removing barriers of language and literacy
• Assisting students in persisting productively
• Dedicated to continuous improvement through a networked community
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• Statway™
– College level statistics course
– Developmental math in the service of statistics
– Outcomes determined and sanctioned by members of leading statistical and mathematics organizations such as AMS, ASA, AMATYC, MAA
– 19 colleges, 3 CSU’s
– 5 states: CA, WA, TX, FL, CT
– 2010-2011 initial co-development year
– Fall 2011 pilot the course
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• Quantway™ – Quantitative reasoning course
– A developmental math course followed by a college level course
• Learning Outcomes– Mathematics learning outcomes – AMATYC, MAA, NCTM, NADE
– Quantitative Reasoning learning outcomes (NNN, AMATYC, MAC 3 Project, MAA)
• Content – Four main mathematics areas + Quantitative Reasoning– Numeracy, Proportional Reasoning, Algebraic Reasoning, Functions, Quantitative
Reasoning
– 8 community colleges
– 3 states: NY, OH, GA
– 2010-2011 initial co-development year
– Spring 2012 pilot the course
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Across both pathways
• Learning Theory
– Productive Struggle
– Explicit Connections
– Deliberate Practice
• Pedagogy and Professional Development
– Focus on explaining and justifying one’s thinking
– Reconciling multiple representations and solving approaches
– Developing comprehensive professional development
• Productive Persistence = Tenacity + Effective Strategies
– Connections with faculty and peers
– College Knowledge
– Productive mindsets
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Where are we going?
• Year 1: 2010-11 Initial co-development
• Year 2: 2011-12 Pilot and data-driven improvement
• Year 3: 2012-13 Continued improvement and expansion
Dependent upon funding
• Years 3 – 5 Scaling Up and Out
Development of college-level Quantway course
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Expansion Contingent upon Funding
Joining StatwayTM
• In Fall 2012, submit a letter of commitment based on Carnegie criteria, such as course approval, articulation, adherence to Statway learning outcomes, design approach, and networked improvement community.
• Fall 2013, implementation
Joining QuantwayTM
• In Fall 2013, submit a letter of commitment based on Carnegie criteria, such as course approval, articulation, adherence to Statway learning outcomes, design approach, and networked improvement community.
• Fall 2014, implementation
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Q & A
12
Jane Muhich
Quantway/Statway Director
Carnegie Foundation
Karon Klipple
Statway/Quantway Director
Carnegie Foundation
Julie Phelps
Pathways Networking Liaison
AMATYC
Professor, Valencia Community College