• Tue tested a digital audio recorder. The audio recorder could by used to record student thinking (in lieu of videotape).

• Immersion Scheduling: Last meeting, we talked about intensive “immersion” scheduling (e.g. combining back-to-back 7.2-week (10 hr/wk) Math 12 and a 10.8-week (10 hr/wk) Math 25 in a single semester.)
• “Light Your Fire”: (Diego Navarro) – what excites students who end up succeeding? Quantitative literacy, teamwork, statistics projects about social justice issues. Could we do some of this in two or three weeks at the beginning of consecutive courses.
• Connecting Consecutive DE Math Courses (to be continued…)

   

  • Proposed cohorts (much discussion about whether to work programmatically, e.g. on course outlines and supplements, or to fund the pilot below, which would only affect individual professors–how would this improve articulation and persistence?):
    • 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 (little discussion, no disagreement with proposal):
    • Group dynamics
    • Building community
    • “Hyperbonding” of students
    • Study group formation
    • “Best practices” in classroom policies
    • Integrating activities
    • Preparing for the next level class
  • Funding: the LMC Learning Communities project can fund start-up.
  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.

Next Math DE meeting: 2007 10-22