implementing toc - how a department makes an impact on an urban college medgar evers college the...
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Implementing TOC - How a Department Makes an Impact
On an Urban College
Medgar Evers CollegeThe City University of New York
Umesh Nagarkatte, Darius Movasseghi, Chair, Joshua Berenbom, Tatyana Flesher - Department of MathematicsNancy Oley – Department of PsychologyGale Balah-Gibson, Dean, Freshman Studies Owen Brown, Director, Freshman Year ProgramChudi Nwasike, Director, Post Secondary Readiness Center (PSRC)
Creating Success,One Student At a Time
9th International TOCFE Conference,
Leon, Mexico
9/9/2006
9/9/2006 2
Overview
Background Current Status Impact of training in TOC and TP tools Next Steps Summary
9/9/2006 3
Medgar Evers College, City University of New York (CUNY)
CUNY - one of the two state universities of NY
College - One of 17 units of CUNY
Located in Crown Heights Section of Brooklyn
Has three schools – Liberal Arts and Education, Business, Science Health and Technology
Offers two and four year programs
Background - College
9/9/2006 4
5,000 - 54% fulltime, 98% minority, 78% women
African‑Americans: 92.3%, Hispanics: 3.8%, Native Americans: 0.1%
55% of women students - single heads of households
Average age 32, ages - from 16 to 60. 64% need competency in basic skills in writing,
84% in mathematics, 60% in reading Students have only one year to alleviate their
deficiencies in mathematics and English through remedial courses.
Background – Student Body
9/9/2006 5
The College and the Department have studied the problem of attrition and suggested remedies.
For example, in 1998, the College Faculty Senate published a document developed by the college-wide faculty identifying 24 issues of academic and non-academic nature in addressing attrition with one remedy for each issue, naming the Department to carry out the appropriate activity. They pointed out that there were many non-academic, personal issues that needed to be addressed to overcome attrition and failure.
But addressing the 24 issues without using TOC is an impossible task.
Background – Previous Efforts at address attrition
9/9/2006 6
Unlike industry and primary or secondary school, no professor will adopt new methods of instruction, however great, by a ruling of the Department chair or a college administrator. Considering union regulations and academic freedom, senior faculty do not feel obligated to accept any modifications in their normal activities and change in the curriculum. Any perceived activity extraneous to instruction is usually regarded as an impediment. Thus faculty buy-in of any new initiative is of paramount importance in a college setting.
Background – Reason why previous efforts failed
9/9/2006 7
Background – Previous Efforts to address attrition using TOC
In 2001, our Federal grant proposal was funded for training in TOC.
Hypothesis: Theory of Constraints (TOC) can address the problems with student retention in the Department of Mathematics
In January 2002, three faculty members from Department of Mathematics – Darius Movasseghi, Chair, Umesh Nagarkatte and Joshua Berenbom took the Jonah Course at AGI, New Haven, CT.
This presentation is about the progress made by the Department and the College in implementing TOC to improve retention.
9/9/2006 8
1. What to Change?Identifying the Problem
Analysis
1. Three-Cloud Process: What core conflictis responsible for the UDEs?
UDE
UDE
B
A
D’
Assumption/Injection
2. Current Reality Tree:Is the core conflict reallyreallythe core conflict?
3. Evaporating Cloud:
What assumption(s) are we going to challenge?
2. To What to Change?Constructing the Solution
Strategy
4. Future Reality Tree: Ensures that the
starting injection will lead to all the DEs without creating negative branches.
TO TO
All TO’s implemented
IOObs
ObsObs
ObsObs Obs
3. How to Cause a Change?Designing the Implementation
Tactics 5. PreRequisite Tree: In what order do
we implement the T.O.s and what blocks their implementation?IO
Action
Action
6. Transition Trees:What actions must we take to implement the PreRequisite Tree?
UDE
UDE
D D’
B C
D
C
IO
IO
IO IO
IOIOIO
DE
DE
DE
Great Idea
TO
TO
DE
AC
B
D’
DCore ConflictCore ConflictCore ConflictCore Conflict
A
The TOC Thinking Processes Roadmap
9/9/2006 9
Student Survey Issues (UDEs)1. The instructor moves too fast for students.
2. The instructor knows his subject matter but cannot teach.
3. I am not capable of doing mathematics.
4. I am not prepared for course (prerequisites for class).
5. I don’t have time to do the homework.
6. I don’t see importance/relevance of mathematics.
7. I am unable to attend class regularly and/or on time.
8. The exams are too hard.
9. I have to take care of my family/personal problems.
10. I (some students) go blank on exams (poor test-taker).
11. The instructor does not care about me.
12. There isn’t help outside of class when I’m free.
9/9/2006 10
Faculty/Instructor Issues1. Students do not prepare for class. 2. Students don’t attend regularly or on time.3. Students do poorly on tests.4. There is not sufficient time to cover all material in
the course.5. Students register late for semester, and don’t start at
the beginning of the semester.6. Students do not have prerequisites for class.7. No matter how well I teach, students aren’t learning
effectively.8. I receive very little satisfaction from my work.9. We feel pressure to pass students who are not
adequately prepared for the next course.10. Students haven’t mastered all the prerequisite topics
needed for my course.
9/9/2006 11
Department Chair Issues
1. There is a lack of cooperation by some faculty to carry out departmental agenda.
2. Too many students fail.
3. There is insufficient input by some faculty to address major departmental issues.
4. Some faculty are apathetic.
9/9/2006 12
Evaporating Cloud # 1Issue #5: “I don’t have time to do the homework.”
ABe a
responsible person.
BHave time to fulfill other obligations. DNot do the
homework.
CLearn the material. D’Do the
homework (on time).
Common Objective
Requirements/Critical Needs
Prerequisites/Means/wantsIn order to … I must (can)…
In order to …
I must
But at the same time, in order to …
I must
In order to …I must
Conflict!
9/9/2006 13
Issue # 7: “I am unable to attend regularly and/or on time.”
DNot attend regularly.
A
B
C D’
Be a responsible
person.
Fulfill obligations.
Attend regularly.
Learn the material.
Evaporating Cloud # 2
Conflict!
9/9/2006 14
Issue #12 : “There isn’t help outside of class when I’m free.”
DNot get help
A
B
C D’
Do well in course.
Understand everything on
my own.
Get help.Solve my
difficulties as they arise.
Evaporating Cloud # 3
Conflict!
9/9/2006 15
Root Cause of Students’ Issues
AB
C D’
Be a responsible
person.
Have time to fulfill other obligations.
Do the homework (on time).
Learn the material.
DNot do the homework.
Issue #5
AB
C D’
Be a responsible
person.
Fulfill obligations.
Attend regularly.
Learn the material.
DNot attend regularly.
Issue #7
AB
C D’Do well in
course.
Understand everything on
my own.
Get help.Solve my
difficulties as they arise.
DNot get help.Issue #12
AB
D’C
DBe successful & responsible
person.
Fulfill all obligations.
Learn the material.
Not do the required
activities for my math class(es).
Do the required activities for my math class(es).
9/9/2006 16
Addressing the Root Cause of Student Survey IssuesThe students assumptions of the system they’re operating in…
• They don’t get fulfilled on their own.• I have to take time from math to do those things.• There is no one else to fulfill my other obligations.• My other obligations can’t/won’t go away.• I can’t postpone my other obligations.
• I can only learn material by persevering in math.• I must do and hand in assignments to learn.• I must find the time to do the assignments..• I must do work on time.• I must study.• I must develop study skills.• I must work - do the work to learn the material.• I must do the work outside of class to learn the material.• I have to physically be in class during set times.
DNot do the required
activities for my math class(es).
AB
C D’Be successful & responsible
person.
Fulfill other obligations.
Learn the material.
Do the required activities for
math class(es).
• I can’t fulfill other obligations & math obligations at the same time.
• Focusing on mathematics detracts me from focusing on other obligations.
• My working hours and math class hours conflict.
• Math classes are not held at convenient times for students.
• Students can’t move freely from section to section.
• Classes are prof-centered, not student-centered.
• We have a structured curriculum.• A structured curriculum doesn’t permit
customization or doesn’t accommodate students with special needs.
• I can’t reduce the time I spend on my personal obligations (or math).
C - D’:
B - D:D - D’:
9/9/2006 17
Addressing the Root Cause of Student Survey IssuesThe starting point for a viable strategy…
“The department offers programs tailored to the needs of its students.”
DNot do the
required activities for my math
class(es).
AB
C D’Be successful & responsible
person.
Fulfill other obligations.
Learn the material.
Do the required activities for
math class(es).
D to D’:• I can’t fulfill other obligations & math
obligations at the same time.• Focusing on mathematics detracts me
from focusing on other obligations.• My working hours and math class
hours conflict.• Math classes are not held at
convenient times for students.• Students can’t move freely from
section to section.• Classes are prof-centered, not student-
centered.• We have a structured curriculum.• A structured curriculum doesn’t permit
customization or doesn’t accommodate students with special needs.
• I can’t reduce the time I spend on my personal obligations (or math).
9/9/2006 18
Current Reality Tree (CRT)
AI want to be a succesfuland responsible person.
BI must fulfill other
obligations (not mymath class.)
CI must learn the
material.
DI feel pressure to
fulfill my otherobligations.
D'I feel pressure todo the requiredactivities of mymath class(es).
*14*My load is too
heavy.
122I must carry a full
load to getfinancial aid.
*215*Students register
late and don't startat beginning of
semester.
*5*I do not have time todo the homework/or
prepare for thecourse.
120I do not know
how to managemy time.
115My math instructordoes not help me
realize relevance ofmath I am taking.
*6*I do not seeimportance /relevance of
mathematics I amtaking.
*4*I do not have theprerequisites for
the course.
100I do not workhard in math.
*7*I am unable to
attend regularly and/or on time.
135Tutors don'tshow up asscheduled.
125I cannot follow
the lecture.
130The hours for
tutorial or officehours of instructorare not sufficient.
*12*I cannot get help
outside of the classwhen I am free.
140I am not
motivated tolearn thematerial.
105I have difficulty
learning the material(in math classes.)
145There is insufficient
instruction in testtaking skills.
*1*I feel the
instructor goestoo fast.
*2*I feel the
instructor cannotteach.
*18*I feel the exam too
hard.
*8*Students/I do
poorly on tests.
*21*( New)I have difficulty taking
tests.
*3*300
*19*I cannot drop aclass withoutjeopardizingfinancial aid.
*11*
*37*
108I need all
thefinancialsupport.
Current Reality TreeCRT
CRT Page 1
Student UDEs
Legend:Intermediate steps
Faculty UDEs
CRT Page 2
150Instructor does not
help me. (e.g. doesnot respond to my
questions, etc.)
*1*I feel the
instructor goestoo fast.
105
*8*Students/I
do poorly ontests.
*3*I percieve I camnot capable of
doingmathematics.
100
140
205Sometimes theinstructor slows
down.
*210*There is not sufficient time
to cover the requiredmaterial in the course.
300Students stay in class
even though theycan't /don't do the
work.
105*19*
305We sometimes pass
students eventhough they have not
fully achievedobjectives of course.
*37*Level of achievement is too
low in classes.
D
*4*
105
*6*
*36*Dropout rate (in class)
is too high.
*28*Too many students
fail.
220Sometimes the
instructors do notslow down.
*20*I am forced to ask
for incompletegrades.
PIncompletes are
givenincorrectly.
*33*There are too many
incompletes..
*35*Students don't
graduate on time.
*11*I feel the
instructor doesnot care from
me.
*18*I feel the exam too
hard.
Student UDEsIntermediate Steps or Additional causes Faculty UDEs
9/9/2006 19
Negative Loops in CRT
DI feel pressure to
fulfill my otherobligations.
100I do not workhard in math.
125I cannot follow
the lecture.
105I have difficulty
learning thematerial (in math
classes.)
*21*( New)I have difficulty
taking tests.
*18*I feel the exam
too hard.
*3*I perceive I amnot capable of
doingmathematics.
*7*I am unable to
attend regularlyand/or on time.
*1*I feel the
instructor goestoo fast.
*11*I feel the
instructor doesnot care from
me.
140I am not
motivated tolearn thematerial.
*8*Students/I do
poorly on tests.
Intervention
Intervention
9/9/2006 20
1. The instructor moves too fast for students.2. The instructor cannot teach.3. Students are not capable of doing mathematics.4. Students are not prepared for course
(prerequisites for class).5. I don’t have time to do the homework.6. I don’t see importance/relevance of
mathematics.7. I am unable to attend class regularly and/or on
time.8. Students do poorly on tests.9. I have to take care of my family/personal
problems.11. The instructor does not care about me.12. There isn’t help outside of class when I’m free.13. (I don’t know how to graduate from college).14. My course load is too heavy (I’m forced to be
full time in order to get financial aid).15. I do not know how to get good grades in
important courses.19. I cannot drop a class without jeopardizing my
financial aid.20. I am forced to ask for incompletes.
Students’ Issues Desired Effects (DEs)
1. Instructor moves at a comfortable pace.2. Students are satisfied with the instructor’s teaching style3. Students do mathematics well.4. Students have all prerequisites for the course.
5. Student finish all homework on time.6. Students feel math is relevant for their career.
7. Students are punctual.
8. Students do well on tests.9. I take care of my family/personal problems.
11. Instructor helps me to keep up with the course. 12. There is adequate help when I need it.13. I have sufficient knowledge/help to plan my college career.14. I can handle my course load.
15. I get good grades in important courses.
19. I do not need to drop any class.
20. I am able to complete the course.
9/9/2006 21
21. Students do not prepare for class.
22. Students don’t attend regularly or on time.
23. Students do poorly on tests.
24. There is not sufficient time to cover all material in the course.
25. Students register late for semester, and don’t start at the beginning of the semester.
26. Students do not have prerequisites for class.
Faculty/Instructor Issues Desired Effects (DEs)
Department Chair Issues
27. There is a lack of cooperation by some faculty to carry out departmental agenda.
28. Too many students fail.
29. There is insufficient input by some faculty to address major departmental issues.
30. Some faculty are apathetic.
24. There is sufficient time to cover all material in the course.
25. All students begin at the start of the semester.
28. There is a high rate of passing.
9/9/2006 22
33.There are too many incompletes.
35.Students don’t graduate from college on time.
36.Drop-out rates (in class) are too high.
37.Level of achievement is too low in classes
38.The exams are too hard.
Additional Issues (Reselected) Desired Effects (DEs)
33.There are very few Incompletes.
35.Most students graduate on time.
36.Few students drop out of classes.
37.Student achievement is high.
9/9/2006 23
Desired Effects (DEs) Strategic Objectives (SOs)
1. Instructor allows time for review/enrichment (SI).2. Students seek to take more courses in
mathematics (D).3. Students become math majors (DSC).
6. Students incorporate math in their career daily life (D).
8. More students pass the course (DC).9. I take care of my family/personal problems.
13. Students graduate on time/complete math course requirements (SDC).
14. I can take extra credits (financial aid) (S).15. I get excellent in all courses.19. I can perform better in the course.20. I ACE the course! (S).21. The Department is a Center of Excellence (D).
1. Instructor moves at a comfortable pace.2. Students are satisfied with the instructor’s
teaching style3. Students do mathematics well.4. Students have all prerequisites for the course.5. Student finish all homework on time.
6. Students feel math is relevant for their career.7. Students are punctual.8. Students do well on tests.9. I have to take care of my family/personal
problems.
11. Instructor helps me to keep up with the course. 12. There is adequate help when I need it.13. I have sufficient knowledge/help to plan my
college career.14. I can handle my course load.15. I good grades in important courses.19. I do not need to drop any class.20. I am able to complete the course.
9/9/2006 24
Desired Effects (DEs) Strategic Objectives (SOs)
28. Everyone passes.
33. There are absolutely no Incompletes.
36. Retention in the Department/Program is high.
24. There is sufficient time to cover all material in the course.
25. All students begin at the start of the semester.
28. There is a high rate of passing.
33. There are very few Incompletes.
34. Most students graduate on time.
35. Few students drop out of classes.
36. Student achievement is high.
37. Students perform well on exams.
9/9/2006 25
Future Reality Tree (FRT) (pages 1, 2)
150Department andadvisors knowwhere to placethe student in
math.
100SI
Department offersprograms tailored to
the needs of students.
105We have ideal financial,academic, supplementalinstruction, career and
personal advisement andcounseling when needed.
115There are people and placeswhere students can get any
help they need.
110Department provides
guidelines forinstruction.
120Lecture is closely
related to syllabus.
111Faculty
punctualityis required.
112Substitutesare readilyavailable
whenneeded.
*22*Instruction is
provided for alllclasses asscheduled.
148There are
mechanisms inplace to determine
student's mathbackground.
165Advisors advise
students to take realisticcourse loads. (Omittedas the same as 170,
175)
175Student's workload isbased on academic
performance and noton financial need.
162Classes are
scheduled toaccomodate
students.
170We work with studentsto create realistic yet
challenging schedules.
180Students have
realisticschedules.114
Info. is readily availableand disseminated in a
variety of formsconcerning support
services.
*16*Students know
whom to contactwhen the needarises and how.
*20*Entire
syllabus iscovered.
*4*Students have allthe prerequisitesfor the courses.
*7*Students arepunctual and
attend all classes.
*14*Students can
handle courseload.
*18*Students know howto obtain informationregarding financial
aid/monetary award..
*13*Students have
sufficientknowledge to helpplan their career.
135Help is available
when they need it
185Student has
adequate timeclass prep/homework .
125Assignment is
closely related tomaterial covered in
class.
130Classtime prepares
students well fordoing homework/
assignments.
140Faculty hold appropriate
office hours.145
College provides adequatehelp in terms of tutorial and
drop in centers.
*12*Students get the
supplementalinstruction they
need whenneeded.
118Students who have not taken
seqential math courses inconsecutive semesters are
provided refresher.
119Students who do not take
sequential math inconsecutive semesters
forget math.
187Students are readyto understand the
lecture.
192Students are confidentthat they can completehomework successfully.
190Instructors take an activerole in developing study,
homework and test-takingskills..
*11*
*5*215
*8*
210
8
117Counselors getinvolved when
student does notattend.
186There is a mechanism for
students to have texts at thebeginning of the semester.
160Classes are scheduled to
accomodate students.
117AThere is a
mechanism forproviding
communicationwith instructorsand students'counselors.
191Instructors are actively
involved getting students tomake use of
Supplementary Instructionand Tutorial centers.
141Late registrants
are required to do adequatesupplemenatal instruction to
be current with the class.
134We communicate with
students the importanceof passing their classes
first time/finishing degreeon time showing thenegatrives of fail and
incompletes
SIMS catchesstudents'missingPrereqs.
* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam iscomprehensive.
*19*Students do notneed to drop any
classes or ask f orincomplete.
*7*
145ATutors show up on time.
220
121Studentsreceive
comprehensiveacademic
services to dealwith any math-
relateddifficulties .
FRT Page 1
Future Reality Tree
StudentDE's
Existing/Interm. steps
InjectionsLegend
*8*Students do well
on tests.
200Students learn all
expected and necessarymaterial.
210Students have opportunity fortest taking/prepare for tests.
205Department makes
prelude/practice testsavailable with feedback
and asistance.*12*
215Students have good test-taking
/preparation skills.
*7*
*3*Students do
mathematics well.
*4*
*14*
*15*Students get good gradesinmath dependent courses.
212Students get a brush up
on math needed forcourses.
*2*Students are satisfied with
instructor's style
*6*Students feel math is
relevant for their careers
*5*Students finish all
thomework ontime.
*11*Instructors helpstudents to keepup with the work.
*1*Students feel the
instructor moves ata comfortable
pace.
195Students receive timely
feedback/discussion etc.on homework.
*12*
*12*
*190*
*130*
*187*
*192*
FRT Page 2
220Math instructors are
involved in informing/training tutors in how to
do their work.
StudentDE's
Existing/interm.steps
InjectionsLegend:
StrategicObjectives
S studentsI instructorD deptC college
Student DEs Existing/Intermed. steps Injections
9/9/2006 26
Future Reality Tree (FRT) (page 3)
400The dept becom es
a "Center of Excellence."D , C
*1* *8* *14*
*8**6*
*6**3*
*19**8* *6*
FRT Page 3
360Students graduate ontime/complete math
major.D, C
370Faculty morale improves.
D, C
340Students incorporate
math in their career anddaily life.
D
330Students seek to takemore math courses
D
300There is time for review
and enrichment.S, I
310Dept has a high passing
rates.D, C
320Retention in dept./program is high.
D, C
350More students become
math majors.D, C
Student DEs Strategic Objectives
9/9/2006 27
Sustaining Instruction/tutoring/counseling Loops in FRT
Instruction and Tutoring
Counseling
*7*Students arepunctual and
attend all classes.192Students are confidentthat they can completehomework successfully.
*12*Students get the
supplementalinstruction they
need whenneeded.
*5*Students finish all
homework on time.
200Students learn all
expected and necessarymaterial.
*8*Students do well
on tests.
*3*Students do
mathematics well.
*4*Students have allthe prerequisitesfor the courses.
187Students are readyto understand the
lecture.
*14*Students can
handle courseload.
100SI
Department offersprograms tailored to
the needs of students.
162Classes are
scheduled toaccomodate
students.
*19*Students do notneed to drop anyclasses or ask for
incomplete.
120Lecture is closely
related to syllabus.
130Classtime prepares
students well fordoing homework/
assignments.
145College providesadequate help interms of tutorial
and drop incenters.
190Instructors take an
active role indeveloping study,
homework and test-taking skills..
117Counselors getinvolved when
student does notattend.
117AThere is a
mechanism forproviding
communicationwith instructorsand students'counselors.
165Advisors advise
students to take realisticand challenging course
loads.
Reinforcement: Prep for tests
Reinforcement: Writing summary of each section.
9/9/2006 28
1. What, if any, are the current initiatives underway, or under consideration (4.2.22) within the department?
• Rework curriculum so the liberal arts majors take appropriate math (multi-track proposal)
- Addresses an unverbalized assumption that “Today’s class content doesn’t meet my needs for what I need to learn.”
- Is an initiative between B and D side of the Core Conflict Cloud
• Designing a calculus course for business majors
• Curriculum development for sequential courses for MTH 136-141 or 138-151. The Development continues.
2. Are they sufficient to address the Core Conflict Cloud and the UDEs?
Given the starting point…
“The department offers programs tailored to the needs of its students”~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
9/9/2006 29
Example: Negative Branch Reservations (NBRs)What could possibly go wrong with the solution? (4.4.17)NBR on Entity 180: Students have realistic schedules.
Students work less.
The amount of student aid is
reduced.
Students take longer to graduate.
Students have insufficient income.
--
180Students have realistic schedules.
Students motivation and stick-to-itiveness drops.
Students drop out.
Counseling and Counseling and support activities support activities (assist students)(assist students)
Offer more required Offer more required courses in summer.courses in summer.
Provide $ support Provide $ support to students.to students.
Students have other commitments.
--
--
Many students take less credits per semester. Given today’s class support students have to
spend too much time struggling on their own to complete work for class.
Supplemental Supplemental instruction, child instruction, child care services, care services, counselorscounselors
9/9/2006 30
Prerequisite Tree (PRT) Example #1Concerns that there are obstacles that will block us from achieving the solutions’ tactical objectives…
145A (Tactical Objective)
(Alternate) Tutors show up and are on time.
145A.1Math Department has
enough qualified tutors available.
145A.2Math Department
recruits and encourages tutors.
Tutor Center doesn’t make allowances or provisions for
last minute contingencies
.
Math Dept does not
have enough tutors
available.
1. Because…
2. We must first…
3. Before we can have…
Tutors don’t follow
established policy for
absenteeism.
Tutors aren’t disciplined
about showing up on time or
being present.
145A.3Tutors understand
their role and contribution to peers.
9/9/2006 31
Getting Active CollaborationIdentifying what we need to get buy-in
How should we think about achieving Intermediate Objective 110.1?
110.1Have consensus on
what goes into guidelines.
110 (Tactical Objective)Department provides guidelines/policies for
instruction.
110.2Faculty committee
writes the guidelines.
Faculty may
object to any
guidelines.
We don’t agree on
what defines
the guidelines.
• Should we have guidelines (especially for adjuncts)?
• What guidelines/topics should we have, and what should these guidelines include?
• Create committee to write guidelines
• Process for writing/creating guidelines
9/9/2006 32
Prerequisite Tree (PRT p.1 – p.2)
110Department provides
guidelines for instruction.
111Faculty punctuality
is required.
* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam is comprehensive.
111.3College has a plan to verifypunctuality and attendance.
111.2Dept conducts workshops to
explain attendance andpunctuality policy.
111.1Dept guidelines makeclear the importance of
punctuality andcompletion of syllabus.
110.2Faculty committeewrites guidelines.
110.1We have consensus on
what goes intoguidelines.
p. 3
105.2Instructors makestudents aware of
availability of services.
105.4College provides
money for supportservices.
105.3Dept guidelines informinstructors of need to
make students aware ofavailability of services.
105.1College realizes theimportance of proper
support services.
PRT Page 1
105We have ideal financial,academic, supplementalinstruction, career and
personal advisement andcounseling when needed.
100SI
Department offersprograms tailored to
the needs of students.
112.4
134.1
160.2 190.2
p. 2
117.2
117A.1
$Dept. seeks funding.
186.2
p. 2
Prerequisite TreePRT
191.4
p. 3
145.1
p.3
118.1p. 4
121.4160.1
195.1
191.1
140.1
220..2
205.3
170p. 3
195p. 2
160p. 2
112p. 2
141.2p. 4
114Info. is readily availableand disseminated in a
variety of formsconcerning support
services.
145College provides
adequate help in termsof tutorial and drop in
centers.
121p. 3
191p. 3
195p. 2
117p. 3
141p. 4
190p. 2
175
191p. 3
140.3
p. 3
186There is a mechanism for
students to have texts at thebeginning of the semester.
160Classes are scheduled to
accomodate students.
134We communicate with
students the importanceof passing their classes
first time/finishingdegree on time showingthe negatives of fail and
incompletes.
112Substitutes are readily
available when needed.
190Instructors take an activerole in developing study,
homework and test-takingskills.
190.3Department conducts
workshop for faculty forimplementation of these
activities.
190.1Dept guidelines indicate the
importance of these activitiesas required instructional
activities.
190.2Dept provides
guidelines for effectiveinstructional activities.
112.1Dept establishes a contact
phone number and someoneto run it.
112.3The College
provides fundsto pay foradjuncts.
112.4Dept establishes policyon cancelled classes.
112.2Dept establishes a pool of
substitutes.and a pool of substitutes is
available.
100
195.1Dept establishes guidelines
on timely feedback.
195Students receive timely
feedback, discussion, etc. onhomework.
134.1Dept establishes guidelinesemphasizing the importance
of regular progress fromcourse to course.
160.1We explain to facultythat accommodating
student courseschedules will result inincerased enrollment inthe college and affect
students' moralepositively.
160.2We explain to faculty
the importance ofincreasing number of
students in upper levelmath courses.
PRT Page 2
186.2We provide books in the
library and drop -in center.
186.3Copies of homework and
relevant material are madeavailable to students for 1st
two weeks of class .
186.1We speed up the process
whereby students get bookvouchers (for students on
financial aid).
$
110Department provides
guidelines forinstruction.
105
145p. 3
121p. 3
100
100
111p. 1
Tactical Objectives (TOs) Intermed. Objectives (IOs)
9/9/2006 33
Prerequisite Tree (PRT p.3-p.4)
205Dept makes prelude/
practice tests availablewith feedback and
asistance.
220Math instructors are
involved in informing/training tutors in how to
do their work.
175Student's workload isbased on academic
performance and not onfinancial need.
170Counselors andadvisors insure
students have realisitcschedules.
114Info. is readily availableand disseminated in a
variety of formsconcerning support
services.
140Faculty hold appropriate
office hours.
191Instructors are actively
involved getting studentsto make use ofSupplementary
Instruction and Tutorialcenters.
145ATutors show up on time. 121
Students receivecomprehensive academicservices to deal with anymath-related difficulties .
170.2Only students with
advisors approval areallowed to register.
170.1Counselors/advisors get
available hours andobligations to create
his/her schedule.
175.1College mandates that
schedule reflect students'academic (previous
semester's) performance.
140.2(Adjunct) Faculty
schedule office hours/appointments to
accommodate students.
140.1Dept. guidelinesmake clear the
reponsibility of thefaculty to be
available duringscheduled office
hours.
140.3Dept compensates
adj. faculty forrequired office
hours.
110
220.1
121.2Students are encouraged and
pressured to use drop-in centerand tutoring center.
121.1Students are informed bysyllabus and instructor of
availability of drop-in center&tutorial center.
121.3Instructor informs
students of theimportance ofsupplemental
instruction.
121.4Dept guidelines
inform the instructorhow to make use of of
drop-in centers.
110
220.1Instructors are convinced of
the benefits of effectivetutoring in their work relatedto their instructional tasks .
191.1Dept provides guidelines
to instructors andconducts workshops.
220.2The mechanism forinforming/training
tutors will be identifiedin the department's
guidelines.
205.2Dept establishes a
mechanism fordistributing these tests.
110
191.3Dept obtains money topay adjuncts to attend.
191.4Funding sources are
contacted for requiredfunding.
191.2Facilities are set up to
hold workshops.
205.1Dept establishes a
collection of practicetests.
205.3Dept sets up special
workshops to provide afeedback on practice tests.
145A..3Tutors
understand theirrole and
contribution tostudents.
145A.1Math Dept has enough
tutors available.
145A..2Dept recruits and
encourages tutors.
145.1Dept seeks funding from
outside college toestablish drop-in centers.
$
117Counselors getinvolved when
student does notattend.
117AThere is a mechanism
for providingcommunication with
instructors andstudents' counselors.
117.3Instructor informs
counselors ofsuspected student
problems.
117.1Instructors inform
counselors excessivestudent absences.
117..2Dept guidelines require instructor to contact
counselors of absences or problems ofstudents.
117A.1Dept guidelines provides
guidance and instructions forcontacting students.
110
PRT Page 3
$
105
100
105
145College providesadequate help in
terms of tutorial anddrop in centers.
145
110
105
105
110
$
105
100
116p. 3
212p. 3
118Students who have not taken
seqential math courses inconsecutive semesters are
provided refresher.
141Late registrants
are required to do adequatesupplemenatal instruction to
be current with the class.
212Student get a brush upon selected topics in
math needed forcourses.
118.2Department surveys the
students to identifyappropriate time slots for the
workshop/s.
212.2There is a mechanism in placefor math dept to contact other
depts informing them ofavailability of brushup
workshops.
118.1Dept seeks money
from outside agencies.
$
170 170
212.3The math dept creates
a manual of math topicsneeded for brushup.
212.1We work with otherdepts to identify the
math topics they needand ones that give theirstudents most difficulty.
141.1Math instructors inform late
registrants to takesuppliemental instruction on the
first day of attendance.
141.2Dept guidelines inform
instructors proper proceduresfor late registrants.
110
121
191
121121
PRT Page 4
100
Tactical Objectives (TOs)
Intermed. Objectives (IOs)
9/9/2006 34
Project Plan – (Page 1 - Department)
110Department provides
guidelines for instruction.
111Faculty punctuality
is required.
* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam is comprehensive.
111.3College has a plan to verifypunctuality and attendance.
111.2Dept conducts workshops to
explain attendance andpunctuality policy.
111.1Dept guidelines make
clear the importance ofpunctuality and
completion of syllabus.
110.2Faculty committeewrites guidelines.
110.1We have consensus on
what goes intoguidelines.
105.2Instructors makestudents aware of
availability of services.
105.4College provides money for
support services.
105.3Dept guidelines informinstructors of need to
make students aware ofavailability of services.
105.1College realizes theimportance of proper
support services.
105We have ideal financial,academic, supplementalinstruction, career and
personal advisement andcounseling when needed.
100 GOALSI
Department offersprograms tailored tothe needs of students.
$Dept. seeks funding.
Project Plan
114Info. is readily availableand disseminated in a
variety of formsconcerning support
services.
145College provides
adequate help in termsof tutorial and drop in
centers.
134We communicate with
students the importanceof passing their classes
first time/finishingdegree on time showingthe negatives of fail and
incompletes.
134.1Dept establishes guidelinesemphasizing the importance
of regular progress fromcourse to course.
160.1We explain to faculty that
accommodating student courseschedules will result in incerased
enrollment in the college and affectstudents' morale positively.
160.2We explain to faculty the importance ofincreasing number of students in upper
level math courses.
160Classes are scheduled to
accomodate students.
190Instructors take an activerole in developing study,
homework and test-takingskills.
190.3Department conducts
workshop for faculty forimplementation of these
activities.
190.1Dept guidelines indicate the
importance of these activitiesas required instructional
activities.
190.2Dept provides
guidelines for effectiveinstructional activities.
100
Date
0 1 2 3 4 5 6 7
121Students receive
comprehensive academicservices to deal with anymath-related difficulties .
105100
195Students receive timelyfeedback, discussion,
etc. on homework.
DEPARTMENTProject PlanPage 1
9/9/2006 35
Project Plan – Page 2 (Adjuncts, Counselors, Supplemental Instruction)
112Substitutes are readily
available when needed.
112.1Dept establishes a contact
phone number and someoneto run it.
112.3The College provides funds to
pay for adjuncts.
112.4Dept establishes policyon cancelled classes. 112.2
Dept establishes a pool ofsubstitutes.
and a pool of substitutes isavailable.
195.1Dept establishes guidelines
on timely feedback.
110Department provides
guidelines for instruction.
* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam is comprehensive.
100 GOALSI
Department offersprograms tailored tothe needs of students.
195Students receive timelyfeedback, discussion,
etc. on homework.117Counselors getinvolved when
student does notattend.
117AThere is a mechanism for
providing communication withinstructors and students'
counselors.
117.3Instructor informs counselors of
suspected student problems.
117.1Instructors inform
counselors excessivestudent absences.
117A.1Dept guidelines provides
guidance and instructions forcontacting students.
117..2Dept guidelines require instructor to contact
counselors of absences or problems ofstudents.
105We have ideal financial,academic, supplementalinstruction, career andpersonal advisementand counseling when
needed.
141Late registrants
are required to do adequatesupplemenatal instruction to
be current with the class.
141.1Math instructors inform late
registrants to takesuppliemental instruction on the
first day of attendance.
141.2Dept guidelines inform
instructors proper proceduresfor late registrants.
191Instructors are actively
involved getting studentsto make use of
Supplementary Instructionand Tutorial centers.
175Student's workload is based on academicperformance and not on financial need.
170Counselors andadvisors insurestudents have
realisitc schedules.170.2
Only students with advisors approvalare allowed to register.
170.1Counselors/advisors get available hours and
obligations to create his/her schedule.
175.1College
mandates thatschedule reflect
students'academic(previous
semester's)performance.
121Students receive
comprehensive academicservices to deal with anymath-related difficulties .
Date
0 1 2 3 4 5 6
ADJUNCTS,COUNSELORS,
SUPPLEMENTALINSTRUCTION
Project PlanPage 2
9/9/2006 36
Project Plan – Page 3Tutors, Supplemental Instruction
205Dept makes prelude/practicetests available with feedback
and asistance.
220Math instructorsare involved in
informing/training tutors inhow to do their
work.
114Info. is readily available and
disseminated in a variety of formsconcerning support services.
140Faculty hold appropriate
office hours.
191Instructors are actively
involved getting studentsto make use ofSupplementary
Instruction and Tutorialcenters.
145ATutors show up on time.
140.2(Adjunct) Faculty
schedule office hours/appointments to
accommodate students.
140.1Dept. guidelines make clear thereponsibility of the faculty to be
available during scheduled officehours.
140.3Dept compensates adj.
faculty for required officehours.
121.2Students are encouraged and
pressured to use drop-in centerand tutoring center.
121.1Students are informed bysyllabus and instructor of
availability of drop-in center&tutorial center.
121.3Instructor informs students of the
importance of supplementalinstruction.
121.4Dept guidelines
inform the instructor how tomake use of of drop-in centers.
220.1Instructors are convinced of
the benefits of effectivetutoring in their work relatedto their instructional tasks .
191.1Dept provides guidelines to
instructors and conducts workshops.
220.2The mechanism for informing/training
tutors will be identified in thedepartment's guidelines.
205.2Dept establishes a
mechanism fordistributing these tests.
191.3Dept obtains money topay adjuncts to attend.
191.4Funding sources are
contacted for requiredfunding.
191.2Facilities are set up to
hold workshops.
205.1Dept establishes a collection of
practice tests.205.3Dept sets up special workshops to provide
a feedback on practice tests.
145A..3Tutors understand their role and
contribution to students.
145A.1Math Dept has enough
tutors available.
145A..2Dept recruits and
encourages tutors.
145.1Dept seeks funding from
outside college toestablish drop-in centers.
145College providesadequate help in
terms of tutorial anddrop in centers.
121Students receive
comprehensive academicservices to deal with any math-
related difficulties .
$Dept. seeks funding.
110Department provides
guidelines for instruction.
Date
0 1 2 3 4 5 6
105We have ideal financial,academic, supplementalinstruction, career andpersonal advisementand counseling when
needed.
100 GOALSI
Departmentoffers programstailored to the
needs ofstudents.
191
121
121.3
212.1We work with other depts to identify the
math topics they need and ones thatgive their students most difficulty.
212.3The math dept creates a
manual of math topics neededfor brushup.
212.2There is a mechanism in placefor math dept to contact other
depts informing them ofavailability of brushup
workshops.
212Student get a brush upon selected topics in
math needed forcourses.
170Counselors and advisors insure
students have realisitcschedules.
Project PlanPage 3
TUTORS,SUPPLEMENTAL INSTRUCTION
9/9/2006 37
Current Status Departmental Guidelines – developed 2002/03
Goal: To offer instruction and programs tailored to the needs of the student. Guidance to faculty for:
Instruction to faculty Supplemental instruction and tutors Counselor intervention
Accepted by department and full-time faculty Workshops for faculty and counselors – held in
2005-06 Maintenance skills workshops (MSW) for key personnel at
AGI, New Haven, CT TOC for Education workshops at the College for faculty
and tutors of PSRC and Mathematics and counselors of Freshman Year Program.
9/9/2006 38
100 (Starting Injection)Department offers programs
tailored to the needs of students
105We have ideal financial academic, supplemental instruction, career and
personal advisement, and counseling when needed.
115There are people and places where students can get any
help they need.
114 Information is readily available
and disseminated in a variety of forms concerning support
services.
120Lecture is closely
related to syllabus.
*DE 16*Students know whom to contact when the need
arises and how.
• No review• Complete syllabus• Keep pace• What section/date/schedule• Comprehensive final exam
110 (Complete)Department provides
guidelines for instruction.
150Department and advisors know where to place the student in
math.
100(SI) Department offers programs tailored to
the needs of students. (needs cooperation
from counselors)
105We have ideal financial, academic, supplemental instruction, career and
personal advisement and counseling when needed.
115There are people and places where students can get any
help they need.
110 (Complete)Department provides
guidelines for instruction.
120Lecture is closely
related to syllabus.
111 (110)Faculty
punctuality is required.
112 (110)Substitutes are readily available
when needed.
*22*Instruction is
provided for alll classes as scheduled.
148There are
mechanisms in place to determine
student's math background.
165Advisors advise
students to take realistic course loads. (Omitted as the same as 170,
175)
175 (Counselor)Student's workload is based on academic
performance and not on financial need.
162Classes are
scheduled to accomodate
students.
170 (Counselor)We work with students to create realistic yet
challenging schedules.
180Students have
realistic schedules. 114
Info. is readily available and disseminated in a variety of forms concerning support
services.
*16*Students know
whom to contact when the need arises and how.
*20*Entire
syllabus is covered.
*4*Students have all the prerequisites for the courses.
*7*Students are punctual and
attend all classes.
*14*Students can
handle courseload.
*18*Students know how to obtain information regarding financial
aid/monetary award..
*13*Students have
sufficient knowledge to help plan their career.
135Help is available
when they need it
185Student has
adequate time class prep/homework .
125Assignment is
closely related to material covered in
class.
130Classtime prepares
students well for doing homework/
assignments.
140 (110)Faculty hold appropriate
office hours.145 (Complete)
College provides adequate help in terms of tutorial and
drop in centers.
*12*Students get the
supplemental instruction they
need when needed.
118 (Started)Students who have not taken
seqential math courses in consecutive semesters are
provided refresher.
119Students who do not take
sequential math in consecutive semesters
forget math.
187Students are ready to understand the
lecture.
192Students are confident that they can complete homework successfully.
190 (started)Instructors take an active role in developing study,
homework and test-taking skills.
*11*
*5*215
*8*
210
8
117 Counselors get involved when
student does not attend.
186 (MEC) There is a mechanism for
students to have texts at the beginning of the semester.
160 (Started)Classes are scheduled to
accomodate students.
117A (Counselor)There is a
mechanism for providing
communication with instructors and students' counselors.
191Instructors are actively
involved getting students to make use of
Supplementary Instruction and Tutorial centers.
141Late registrants
are required to do adequate supplemenatal instruction to
be current with the class.
134We communicate with
students the importance of passing their classes
first time/finishing degree on time showing the negatrives of fail and
incompletes
SIMS catches students' missingPrereqs.
* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam is comprehensive.
*19*Students do not need to drop any
classes or ask f or incomplete.
*7*
145A (110)Tutors show up on time.
220
121Students receive
comprehensive academic
services to deal with any math-
related difficulties .
Example of Departmental Guidelines
INSTRUCTIONAL ACTIVITIES1. Students are given a syllabus on the first day of classRationale: The students should know what the course will cover, what the policies are on homework, attendance, and how the course will be graded.Implementation: The department will have syllabi for all courses through calculus. Instructors of higher level courses will complete their own syllabi and the department will keep these on file.2. Faculty are required to adhere to the syllabus. This means that all instructors should move at the pace specified in the syllabus and cover all topics .Rationale: Students are entitled to receive all the instruction that is supposed to be part of the course. Furthermore, failure to complete the syllabus means that students are not adequately prepared for their subsequent math courses. This imposes extra burdens on the instructors of the subsequent courses who have to decide whether to keep pace and complete the syllabus or spend time teaching the missing material. Moving at a uniform pace will mean that all sections of a course will be ready to take departmental exams on the dates they are scheduled. It also means that if a student transfers to a different section, the transition will be seamless.
9/9/2006 39
Results to date
Desirable Effects#12 Students get the supplemental
instruction they need when needed. #3 Students do mathematics well. #8 Students do well on tests.#15 Students get good grades in math
dependent courses.#14 Students can handle course load. #6 Students feel math is relevant for
their careers.
Strategic ObjectivesDepartment has high passing rates.Retention in department/program is high.
Conducive environment for math study Students receive immediate help
through drop-in center More students signing-up for precalculus
and calculus. More students enjoying math as a
subject. Number of math majors have increased
from 7 to 29, in addition to the fifteen graduated.
Several math graduates went on for Doctoral studies in Mathematics or Masters in Teaching.
9/9/2006 40
A system-wide solution“The department offers programs tailored to the needs of its students”
The starting point for a viable strategy is just the beginning. For a system-wide solution to be effective, we must have synchronization of all support activities:
150Department and advisors know where to place the student in
math.
100(SI) Department offers programs tailored to
the needs of students. (needs cooperation
from counselors)
105We have ideal financial, academic, supplemental instruction, career and
personal advisement and counseling when needed.
115There are people and places where students can get any
help they need.
110 (Complete)Department provides
guidelines for instruction.
120Lecture is closely
related to syllabus.
111 (110)Faculty
punctuality is required.
112 (110)Substitutes are readily available
when needed.
*22*Instruction is
provided for alll classes as scheduled.
148There are
mechanisms in place to determine
student's math background.
165Advisors advise
students to take realistic course loads. (Omitted as the same as 170,
175)
175 (Counselor)Student's workload is based on academic performance and not
on financial need.
162Classes are
scheduled to accomodate
students.
170 (Counselor)We work with students to create realistic yet
challenging schedules.
180Students have
realistic schedules. 114
Info. is readily available and disseminated in a variety of forms concerning support
services.
*16*Students know
whom to contact when the need arises and how.
*20*Entire
syllabus is covered.
*4*Students have all the prerequisites for the courses.
*7*Students are punctual and
attend all classes.
*14*Students can
handle courseload.
*18*Students know how to obtain information regarding financial
aid/monetary award..
*13*Students have
sufficient knowledge to help plan their career.
135Help is available
when they need it
185Student has
adequate time class prep/homework .
125Assignment is
closely related to material covered in
class.
130Classtime prepares
students well for doing homework/
assignments.
140 (110)Faculty hold appropriate
office hours.145 (Complete)
College provides adequate help in terms of tutorial and
drop in centers.
*12*Students get the
supplemental instruction they
need when needed.
118 (Started)Students who have not taken
seqential math courses in consecutive semesters are
provided refresher.
119Students who do not take
sequential math in consecutive semesters
forget math.
187Students are ready to understand the
lecture.
192Students are confident that they can complete homework successfully.
190 (started)Instructors take an active role in developing study,
homework and test-taking skills.
*11*
*5*215
*8*
210
8
117 Counselors get involved when
student does not attend.
186 (MEC) There is a mechanism for
students to have texts at the beginning of the semester.
160 (Started)Classes are scheduled to
accomodate students.
117A (Counselor)There is a
mechanism for providing
communication with instructors and students' counselors.
191Instructors are actively
involved getting students to make use of
Supplementary Instruction and Tutorial centers.
141Late registrants
are required to do adequate supplemenatal instruction to
be current with the class.
134We communicate with
students the importance of passing their classes
first time/finishing degree on time showing the negatrives of fail and
incompletes
SIMS catches students' missingPrereqs.
* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam is comprehensive.
*19*Students do not need to drop any classes or ask f or
incomplete.
*7*
145A (110)Tutors show up on time.
220
121Students receive
comprehensive academic
services to deal with any math-
related difficulties .
1
2
3
Page 1 of 3, Future Reality Tree
2. Tutors to instill confidence in math students through supplemental instructions
3. Counselors to collaborate with instructors, guide students on academic and personal conflict resolution, and create challenging yet realistic schedules
1. Faculty to instill confidence in math students and teach syllabus at comfortable pace
9/9/2006 41
Accomplishments to date Students know where to find supplemental instruction Tutor accountability has increased (show up on time and are
dependable) Students have direct access to faculty and tutors Mutual communication among faculty and with students Motivational Guide for Students Administrative Buy-in: The correspondence with the counseling
component brought out in the Departmental Guidelines required Administrative buy-in which took place in May 2005. For the buy-in process of the Departmental Guidelines the college President, Dr. Edison O. Jackson, required our trainer to come and present. The buy-in process was so impressive that the President accepted the Departmental Guidelines, commended the department for considering the college’s main issue of Student attrition and not just concentrating on the academic discipline. He elevated the issue to the college level and wants participation from the entire college faculty starting with Counseling and PSRC. The two departments directly affecting our students.
More than 150 people in the college have been exposed to TOC terminology and Thinking Process (TP) skills in the TOC workshops in April/May 2006 and Faculty Training workshops in January 2006.
9/9/2006 42
Impact of TP and TOC training The project plan lays down a step-by-step procedure to synchronize all the activities. Impact on instruction is on both the process and content of
instruction. Online Test Banks for all preparatory courses in mathematics are
being developed using TP by three faculty members – two from Department of Mathematics and one from PSRC, who received Sloan Foundation Grants for release time.
Typed summary of each section required in every class The goal Concepts and Skills of the section linked logically to attain the
goal Important examples is a reflection or mental imaging aiding crystallization of ideas is a good practice in writingBenefits – The folder of all section summaries becomes a portfolio
of the course taken, useful for exam review, brush up in future, and for seniors to take for an interview to the graduate advisor, who will be impressed, who will know how to guide the student, how the student writes.
9/9/2006 43
Impact on Tutoring and Counseling
What Who For
Thinking Process (TP) Tools
Counselors and Department Faculty
Guide other faculty and students in problem solving, decision making, and conflict resolution
Develop Peer-to-Peer TP Tools
Counselors and Students
Mathematics Department student population
Problem solving techniques
StudentsSupport services such as peer tutoring, mentoring, and counseling
9/9/2006 44
Workshop facilitators – Danilo Sirias, Kathy Suerken, Belinda Small
9/9/2006 45
Last screen Summarizing Instructors Workshop
9/9/2006 46
Counselors Workshop
9/9/2006 47
Counselors Workshop
9/9/2006 48
Instructors Workshop
9/9/2006 49
Impact on College of Freshman Studies
Attendance will be monitored using software starting Fall 2006 semester in remedial and beginning credit bearing courses in English and mathematics and absentees for a week will be contacted.
True Outcomes portal will be used for developing portfolios for students in Freshman seminars and PSRC courses.
Activities under different grants will be synchronized using TP skills.
9/9/2006 50
Impact on Freshman Year Program The Freshman Year Program has been redesigned
considering the following UDEs. Students that enroll late are more likely to perform poorly; Students do not have a clear understanding about the
enrollment process; Students are unprepared for the CUNY Exams and often
fail to understand its implications regarding the courses they will be eligible to enroll in;
The enrollment process is chaotic and stressful; Sink or Swim Approach to preparing students for MEC
experience
9/9/2006 51
Impact on Freshman Year Program (contd.)
Testing FYP/SEEK AFD
Academic Dept.
Admissions
College of Freshman Studies (Coordinating Entity)
Integrated Model – avoids students falling through cracks.
Focus: CUE Rigorous Preparation for the College Experience: Agreed upon Competencies
Pre-Orientation Dean CFS Expectations Identify Personal Impediments Diagnostic Test CUNY Exam Workshops Introduction Registration Delineate Mile- stones for progress
MEC SummerAcademic Academy
Rigorous Development Academic Skills Math/Writing Develop IDP Diagnostic Test Earn College Credits Based on Immersion Model
Assessment Number of students enroll- ed in BA prgs Numbers of students w/ 3 or more credit hours Number of Student exiting Exiting Remedial progs CUNY Pass rt.
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Impact on FYP and Academic FoundationsDivision (AFD) or PSRC Director wants to integrate TOC/TP skills based on the
TOC workshops in the course offering. Online test banks will be developed during the Fall 2006
semester in coordination with Math Department. Appropriate TOC materials, when available, will be used in
Freshman seminars. Use accelerated Learning & Integrated Course Learning
Models Accelerated Learning Model
Intensive instruction in Remedial Courses offered by AFD 7.5 Weeks of Instruction Diagnostic Testing IDP Computer Aids Intensive Tutorial
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Summary Evidence strongly suggests student retention is moving in the
right direction.
Resources (training, funding) available to continue forward. Our experience has been that the reviewers of proposals see the value of TOC in academic environment.
Administration support critical for a successful college-wide effort has continued through the year. For instance, the administration is open to TOC and TP skills, supporting TOC conference by arranging facilities, opening the conference and providing food.
Total solution is collaborative effort between math department faculty, faculty and counselors of School of Freshman Studies.
Introduction of TOC to conflict resolution throughout the college has started taking place.
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Acknowledgements - The presenters feel indebted to The originator of TOC – Eli Goldratt TOC Trainers – Steve Simpliciano, Tracy Burton-Houle,
Howard Meeks and Goldratt Institute, New Haven, CT for providing a secluded conducive environment for rigorous training, Kathy Suerken, Danilo Sirias, Belinda Small for TOC for Education workshops at the College
Federal grant funds - MSEIP (2001-2004, 2004-2007) and WEEA (2005-2007)
MEC President Edison Jackson – for recognizing that implementation of TOC in the department of mathematics is in fact a college-wide endeavor.
TOCFE - Kathy Suerken - for applying TOC to education and for providing a forum for dissemination of our ideas.