MATHEMATICS MODELING AN ALTERNATIVE

COLLEGE PREPARATORY

COURSERODNEY NULL, THERESA

DAHLINGHAUS, LARISA RUSSELL NSF-ATE PROJECT

DUE #1204849

THE ADVANCED TECHNICAL EDUCATION (ATE) PROGRAM

NSF created the ATE Program to improve and expand educational programs for technicians to work in high-tech, STEM fields that drive the US economy.Two-year colleges have a leadership role and work in partnership with universities, secondary schools, business and industry, and government agencies to design and carry out model workforce development initiatives.

www.aacc.nche.edu/ateprogram

THE ADVANCED TECHNICAL EDUCATION (ATE) PROGRAMStarting with the Science and

Advanced Technology Act of 1992 (SATA), ATE is in its 20th year of funding two-year colleges.

Over 1200 grants have been awarded, with fewer than 60 in mathematics.

HOW WE GOT HERE (FALL 2011)

275 Propos

als

253 determi

ned eligible

75 New Awards Granted

MATHEMATICS TRANSITIONS

IN STEM EDUCATION NATIONAL SCIENCE FOUNDATIONS-

ADVANCED TECHNOLOGY EDUCATION

(DUE #1204849)Funding Period

August 1, 2012 to July 31, 2015

GRANT PERSONNEL

POST SECONDARY DEGREE ATTAINMENT

DEMOGRAPHIC/ECONOMIC DATA

US OHIO LIMA ALLEN AUGLAIZE

HANCOCK HARDIN MERCER PAULDI

NGPUTNA

MVAN

WERT

Population, 2008 estimate

301,461,533

11,511,858 38,083 104,946 46,620 74,058 31,739 40,761 19,096 34,529 28,748

Minorities, percent, 2008 25.5% 16.0% 30.1% 15.5% 2.8% 6.8% 3.1% 2.0% 4.8% 3.7% 3.1%

Individuals below poverty, percent, 2007

13.5% 13.6% 29.4% 15.4% 7.0% 11.6% 15.5% 8.0% 9.4% 6.9% 7.4%

Per capita income (in 2009 inflation-adjusted dollars)

$27,041 $24,830 $16,151 $21,781 $25,185 $25,273 $19,530 $22,373 $21,019 $23,393 $21,174

Residents without a post-secondary degree

65.1% 69.3% 82.5% 75.5% 76.0% 66.8% 79.0% 77.4% 81.5% 72.0% 77.9%

Source for Demographic/Economic Data: U.S. Census Bureau, 2005-2009 American Community Survey

US

DEGREES AWARDED IN THE STEM FIELDS

ChinaSouth Korea

Germany

STEMOtherScience and Engineering Indicators. (2010)

Source: National Science Board

THE U.S. STEM EDUCATION PIPELINE

9th Graders 3.8 Million

(1997)

High School Graduates2.7 Million

(2001)College

Freshmen1.7 Million

(2001)Total STEM Graduates233,000(2007)

15.2% of all students

17.3% of all students

25.4% of all students

42.1% of all students

High

Low

High

Interest

Low

Profi

cien

cy

Students taking ACT test in 2008.Source: ACT, Inc.

DISTRIBUTION OF STEM INTEREST AND MATHEMATICS PROFICIENCY AMONG 12TH GRADERS

MATHEMATICS IS A FACTORNationally 55% of students taking the ACT exam do not meet the benchmark for college readiness in Mathematics

Students needing math remediation take longer to complete a degree, and are less likely to complete degree programs than students not needing remediation.

84% of college freshman (19 and under) need developmental math courses if they choose to pursue a STEM program. (Rhodes State College in 2010-2011)

16%

84%

45%55%

The condition of college and career readiness. Source: ACT. (2011)

Teachers account for approximately 8.5% of the variation in student performance during elementary and high school.

Moving a student from a teacher in the 50th percentile to one in the 85th percentile increases a student’s performance on standardized mathematics tests by 7% in a given year.

Teachers can help

Increasing the number of STEM-capable teachers leads to an increase in the number of math-proficient students who declare STEM majors.

To increase the number of students that matriculate into post-secondary STEM technician programs

OUR GOALS

Science

Technology

Engineering

Mathematics

To enhance high school mathematics teacher understanding of the applications of mathematics in STEM fields

To enhance high school mathematics courses through the use of relevant content embedded in STEM contexts and applications; research-based pedagogical "best practices"and relevant technologies

To reduce the percentage of post secondary STEM students requiring developmental/remedial mathematics in college.

OBJECTIVES Develop a math course for High School

seniors

Institutionalize the course

Engage teachers in professional

development

Evaluate course & teacher effectiveness

Enhance awareness of STEM technical

careers

DELIVERABLESDevelop a mathematics course for High School seniors

High School mathematics teachers participate in 70 hours of professional developmentStudents measure gains in math understanding

by COMPASS test and are prepared to enter college without remedial math.

TIMELINE

Course Development

Professional

Development

Implement

Course

Assessment

Academic Year 2013-2014 Summer 2015Academic Year

2014-2015Summer 2014

Course Developm

ent

Professional

Development

Implement

Course

Assessment

Cohort 1

Cohort 2

Academic Year 2012-2013 Summer

2013

PRINCIPAL ROLE Promote the project in the school and community

Support participating teachers and grant related

activities

Facilitate course adoption and student recruitment

Assist in providing assessment and tracking data

TEACHER ROLE - YEAR 1 Participate in 5 afterschool,

2 hour meetings

Assist in identifying and recruiting business & industry partners

Participate in course/curriculum development –2 release days.

Establish Transitions course at school

But Wait…

There’s

More!

TEACHER ROLE – YEAR 1 (CONTINUED)

Identify and recruit students

Assist in base line assessment

Provide inventory of resources & equipment Participate in summer professional

development -2 weeks and 1 day

STEM CONNECTIONS: TEACHERS VISITED THE ET DEPARTMENT• Saw how ET students applied math in these

programs• Learned more about STEM majors, including

Mechanical Engineering Technology and Concrete Technology

• Explored the machinery and equipment students use in these fields

• Learned the areas in which beginning college students are lacking math skills

BUSINESS AND INDUSTRY SITE VISITS• Teachers visited local businesses/industries during Year 1.• Participating industries included:

Husky Energy Hartzell (oil refinery) (commercial fan producer)

BUSINESS AND INDUSTRY SITE VISITS

Miller Precision Kennedy Manufacturing (Precision Machining, CNC) (Tool Chests, Medical Carts)

BUSINESS AND INDUSTRY SITE VISIT QUESTIONNAIRES • Are any screening tests given to job

applicants? Problem solving Critical decision making test Math screening test (no calculator)

• For positions that require 2-year technical degrees, what mathematics knowledge/skills are considered essential and in addition to these are there others that would enhance a potential employees chance at a job with your company? Strong knowledge of percents and fractions Reading instruments and conversions Formulas with unknowns (Algebra)

BUSINESS AND INDUSTRY SITE VISIT QUESTIONNAIRES • Describe some workplace applications of

mathematics Measuring precision Print reading requires trig to determine dimensions Angle of elevation for rise/fall of pumps

• Describe potential context, applications, labs affiliated with this site visit that might be developed around what you have seen at this company.

Determine missing dimensions on a print using trig

Gauge capability study Reading charts and graphs that show

errors (Trouble shoot)

TEACHER ROLE - YEAR 2

Teach Transition courses Participate in 9 afterschool, 2 hour

meetings Assist in assessment data Work with Cohort 1 mentors

EQUIPMENT

COHORT 1 (IN PROGRESS)• 10 High Schools

• 19 High School Teachers and 4 College Faculty

• Approximately 22 Companies

• Over 300 high school seniors in the newly developed course 2013-2014

• Rhodes State’s HippoCampus for the course

A TYPICAL WEEK IN THE SENIOR MATH CLASS• 3 days of math modeling investigations, • 2 days of differentiated instruction• Teachers serve as facilitators. Minimal direct

instruction. • Students have hands on experience with

experimental design, measurement, data collection/organization/analysis

• Students utilize Hippocampus videos or other online learning resources outside of class

GRANT PERSONNEL AND TEACHERS’ SHAREPOINT SITE

RHODES STATE COLLEGE’S HIPPOCAMPUS SITE

NEXT AMATYC• Would there be interest in a

workshop where you can participate in a sample of the modeling projects/activities from the senior math course?

QUESTIONS ???Rod Null

Principal Investigatornull.r@rhodesstate.edu

Rhodes State College4240 Campus Drive

Lima, OH 45804