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Math DE minutes 2007 10-01

Page history last edited by PBworks 4 years, 2 months ago
Math DE Minutes
Monday, October 01, 2007
 
Attendance:
 
Michael, Poku, Nick K., Tue, Clint R., Erich, Jeannine, Julie V.
 
Corrections to 09/17/07 minutes:
  • WZ à WX
 
Announcements:
  • CAHSEE (CA High School Exit Exam)-prep class (temporarily called Math 900) will be offered in Spring 2008 at Pittsburg High instead of Math 12 and Math 25. Erich thinks that the CAHSEE-prep class can be designed have SLO’s of passing CAHSEE and assessing on Accuplacer into Math 25, as both CAHSEE and Accuplacer are multiple-choice tests, both heavy on symbolic manipulation, and both cover up to the Algebra I level.

    Erich has the CAHSEE-prep course outline from CCC (ACSKL 802N) and needs help putting this into a Math 900 course outline.

  • Michael and Myra, English, and managers attended a SPECC meeting on campus about the DE program. They discussed advertising the DE program more like an academic achievement program, perhaps with a “diploma.”
  • There was a discussion about the paths Math 4 à Accuplacer à Math 25, Math 12 à Math 25, and CAHSEE à Accuplacer à Math 25. Which paths have the highest overall success rates? Do we need to improve the alignments between the links of these chains? See next item: Connecting Consecutive DE Math Courses.
 
Connecting Consecutive DE Math Courses:
  • Jeannine proposes that we form DE student cohorts in consecutive semesters (e.g. 12 à 25, 25 à 30) with “seamless” connections between semesters (between curricula and between faculty). Jeannine distributed a summary of what we learned about cohort models from the Transfer Achievement Program. Jeannine proposed the following cohorts:
    • Group A: Math 4 (Fall 2008) à Math 12 (Spring 2009)
    • Group B: Math 12 (Fall 2008) à Math 25 (Spring 2009)
    • Group C: Math 25 (Fall 2008) à Math 30 (Spring 2009) [nursing students?]
  • Proposed professional development:
    • Group dynamics
    • Building community
    • “Hyperbonding” of students
    • Study group formation
    • “Best practices” in classroom policies
    • Integrating activities
    • Preparing for the next level class
  • The LMC Learning Communities project can fund start-up.
  • Questions: control group? If the second semester section is under-enrolled, we will open up the section to everybody (but additional community-building will be necessary).
 
Next steps:
 
 

 

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