VALENCIA COLLEGE
Faculty Portfolio Professor Julia Nudel Tenure class of 2011
Educational and Professional Background
Julia Nudel 837 Arbor Hill Circle Minneola, FL 34715 Education: Master’s of Arts, Mathematics, UCLA, 2004 Bachelor’s of Science, Mathematics, Departmental Honors, UCLA, 2002
Teaching Experience: -Professor, Valencia College
May 2007 – Present
Teach College Algebra, Pre-Calculus, Trigonometry, and Intermediate Algebra. Hold office hours. Use technology in the classroom including graphing calculators and MyMathlab. Maintain WebCT course shells for classes. Develop teaching materials. Participate in committees, college-wide, campus-wide and departmental meetings, and participate in faculty development.
-Professor, Pierce College
September 2005 - February 2007
Teach Pre-Calculus and Intermediate Algebra. Write and grade examinations. Assign extra material for Honors students. Excellent teaching reviews.
-Professor, East Los Angeles College
February 2005 - February 2007
Teach Pre-Algebra, Algebra, Statistics, Mathematics for Elementary School Teachers. Hold lectures. Use technology in classroom, including graphing calculators, Power-Point presentations, and MyMathlab.
-Instructor, UCLA Extension
January 2006 - February 2007
Teach Algebra. Hold lectures. Create weekly quizzes. Demonstrate problem-solving techniques. Use online support system.
Professional Development: TLA Seminars and Online Course Series
Fall 2008 - present
Digital Professor Certification
Spring 2009
Destinations
Summer 2009
Professional Conferences Attendance: FTYCMA, MAA
Spring 2006-Fall 2007
Academic and Community Service: Tutor Training Coordinator
Summer 2010 - present
Textbook Selection Committee, MAC 1114
Spring 2010
Online Coursework Development
Summer 2009 - present
Publications: Mention in research paper: L-estimates on Welsh Integral Spring 2002
Honors: Cota Robles Fellowship, UCLA
August 2002 - August 2004
UCLA Departmental Highest Honors
June 2002
Individualized Learning Plan (ILP)
Year – 1 Individualized Learning Plan (ILP) Submission Form Candidate’s Name
Julia Nudel
Dean’s Name
Dr. Lisa Armour
Candidate Context Attach Educational & Professional Background (Brief Resume) to ILP:
Candidate’s Workload:
Number of credit hours/contact hours per week:
Usually 15 - 18 hours per week
Number of preparations:
Usually 3 per semester Year 1: Statistics, College Algebra, Intermediate Algebra, Trigonometry, Pre-Calculus Year 2: College Algebra, Intermediate Algebra, PreCalculus, Trigonometry Year 3: College Algebra, Intermediate Algebra, PreCalculus, Trigonometry
Other Professional Commitments:
Tutor Coordinator, Tutor Training Facilitator TLA seminars and follow-up roundtables, Professional Development classes, Online Courses Development
Professional Strengths:
After teaching at the community college level for five years, I have developed the ability to teach multiple levels of mathematics effectively. I adapt my teaching style in individual classes based on students’ learning styles and personalities. I also have a strong background in mathematics. I continually look for new ideas and methods of teaching that may improve the effectiveness of my teaching. During pre-tenure period, I plan to focus on development of real-life applications in my classes, using WebCT to create alternative assessments, and learning more about assessment of students’ learning styles and study skills. I have placed my Needs Assessment above the Learning Outcomes where they are addressed. Philosophy of Teaching, Counseling or Librarianship (1-2 pages):
In addition to teaching fundamental content in my classes, my goals as an instructor are to develop students’ critical thinking skills, promote the acquisition of life-long learning skills and to prepare students to function effectively in the
current economy. I strive to develop teaching strategies that let the students become active in their learning. I hope that my students take away the ability to use and apply mathematics to their lives. I believe that giving my students the tools to apply mathematics to real-world situations makes learning more effective. In my College Algebra classes, I have used projects such as “Having your own business” to utilize concepts of the linear and quadratic equations; in completing the project students devised the model of their “dream” business and applied their knowledge of linear and quadratic equations to construct cost and revenue equations. I received positive feedback from students, who found this application useful and stated that they enjoyed applying what they learned in class and would like to see more applications in the future. This feedback confirmed my belief that integrating real-world problems enhances the learning experience for my students. I plan to also integrate projects and presentations involving applications of exponential and logarithmic functions into my courses as well. When I teach, I frequently use collaborative learning techniques to increase students’ collaboration with each other while participating in class activities. I find that using small group activities and discussions significantly increases students’ interest and involvement in class. I believe that collaboration between students improves their learning and improves their retention. Some of the activities I have used to implement collaborative learning include Think Pair Share, Round Robin, and other group activities. I continuously receive positive feedback from students who feel that that they learn more if they work in groups. One of my goals as a mathematics instructor is to increase students’ confidence and motivation in learning mathematics, particularly in developmental mathematics courses. I believe that by including activities that address individual learning styles and study skills such as individual and group activities utilizing students’ individual strengths and needs, their self-reflection will increase in the process. Through participation in professional development opportunities offered at Valencia, I was able to learn about and develop technology and internet resources in my courses. I have developed an online course shell for Pre-Calculus course through participation in Online Bootcamp and seminars for Digital Professor Certification. I was also able to apply portions of online course shells such as online discussions to my face-to-face courses as well. I believe that utilizing online components further enhances my instruction in the classroom and engages students outside of classroom as well. I really enjoy my profession. It is truly rewarding to see my students grow and evolve as independent learners. I also continuously strive for improvement in my practice through student feedback, colleague collaboration, self-reflection and taking advantage of professional development opportunities.
Faculty Learning Outcome & Implementation Plan #1: Action Research Project Needs Assessment for Faculty Learning Outcome #1 Action Research Project: (needs are based on what the faculty member wants to learn to improve student learning)
Students in College Algebra classes usually do not relate the material learned in class to real world applications. I would like to explore if incorporating real-life applications in my College Algebra classes will improve students’ comprehension
of exponential and logarithmic functions. I also want to see if student retention of the material is affected Faculty Learning Outcome and, if developed at this point, Research Question: FLO: Develop real-life application based collaborative learning activities in College Algebra to improve student
comprehension of exponential and logarithmic functions. RQ: Will the use of group projects consisting of applications of exponential and logarithmic functions improve student
comprehension and retention of material? Essential Competencies Addressed:
1) Scholarship of Teaching and Learning Produce professional work (action research or traditional research) that meets the Valencia Standards of Scholarship Build upon the work of others (consult literature, peers, self, students) Be open to constructive critique (by both peers and students) 2) Learning-Centered Teaching Strategies Use collaborative/cooperative learning strategies Integrate concrete, real-life situations into learning strategies Invite student input (choice among assignment topics) 3) Outcomes-based Practice Construct measurable learning outcomes Help students understand their growth in Student Core Competencies (Think and Communicate) and program learning outcomes Design assessments that demonstrate student growth in the student core competencies (Think and Communicate) and program learning outcomes Conditions:
I will design the collaborative students’ activities using real-world applications in the unit of exponential and logarithmic functions. I plan to implement the action research portion of the project in the summer following my first year. I will be able to compile the results by fall of my second year. Products/Evidence of Learning:
Assignments/activities created Student survey results Students test results following the project to assess project’s effectiveness Action Research Project
Faculty Learning Outcome Statement (FLO) & Implementation Plan for FLO #2 Needs Assessment for Faculty Learning Outcome # 2: (needs are based on what the faculty member wants to learn to improve student learning)
I would like to utilize the WebCT platform to create mini-projects and alternative assessments in Pre-Calculus, structured so that students collaborate with each other outside of class. Faculty Learning Outcome Statement # 2:
Develop formative and summative assessments (online discussions) using WebCT for my Pre-Calculus classes to promote and improve student collaboration outside of class. Essential Competencies Addressed:
1) Assessment Employ formative feedback early and often to assess the learning Employ formative feedback early and often to inform students of their learning progress Employ a variety of assessment measures and techniques (both formative and summative) to form a more complete picture of learning (authentic assessments, online discussions)
2) Learning-Centered Teaching Strategies (Use of collaborative learning strategies to promote learning outside of class) Employ strategies and techniques that guide students to become more active learners (use of discussions) use collaborative/cooperative learning strategies invite student input (choice among application topics, bonus activities)
Conditions:
I will develop the assessments in MAC 1140 using WebCT. I anticipate to have the assessments ready for use by the fall of my second year.
Products/Evidence of Learning:
Examples of assessment tools Student assessment survey results Examples of student work
Faculty Learning Outcome Statement (FLO) & Implementation Plan for FLO #3 Needs Assessment for Faculty Learning Outcome # 3: (needs are based on what the faculty member wants to learn to improve student learning)
The most common problem in developmental mathematics courses is lack of confidence and motivation in students. I would like to design activities that involve study skills and learning styles in such courses to help students increase their confidence for studying mathematics.
Faculty Learning Outcome Statement # 3:
Design learning-centered activities and handouts (group activities and online journal activities) that lead students to make study plans appropriate for their learning styles.
Essential Competencies Addressed:
1) LifeMap Help students assume responsibility for making informed decisions Help students transfer life skills to continued learning and planning in their academic, personal and professional growth Employ electronic tools to aid student contact (Use of Journals in WebCT, email)
2) Inclusion and Diversity Design learning experiences that address students’ unique needs Develop students’ self-awareness (connect learning styles to study skills through class activities and online journals) Design learning experiences that address students’ unique strengths
Conditions:
I will develop the activities and handouts ready for use in fall of my second year in MAT 1033C. Products/Evidence of Learning:
Examples of activities Examples of student work Student survey results
Competencies Demonstrated Outside the Portfolio (if applicable)
Professional Commitment
Access faculty development programs and resources at Valencia Participate actively in department meetings and committees Collaborate with colleagues in department/discipline
Professional Development Attach Professional Development Transcripts (seminars, courses completed, etc.) Transcripts follow the ILP. (TLA Note: Courses were not recorded in Banner at the time this portfolio work began.) Describe any other professional development activities, such as graduate courses completed, conferences attended, books read, and/or journal articles read in the space provided below. List/describe your Professional Development plans for Year-2 in the space below. See transcripts.
Learning Outcome # 1 Action Research Project Adequate Preparation Appropriate Methods Significant Results Reflective Critique
LO # 1: Action Research Project Learning Outcome: Develop real-life application based collaborative learning activities in College Algebra to improve student comprehension of exponential and logarithmic functions. Essential Competencies Addressed:
1) Scholarship of Teaching and Learning
Produce professional work (action research or traditional research) that meets the Valencia Standards of Scholarship
Build upon the work of others (consult literature, peers, self, students)
Be open to constructive critique (by both peers and students)
2) Learning-Centered Teaching Strategies
Use collaborative/cooperative learning strategies
Integrate concrete, real-life situations into learning strategies
Invite student input (choice among assignment topics)
3) Outcomes-based Practice
Construct measurable learning outcomes
Help students understand their growth in Student Core Competencies (Think and Communicate) and program learning outcomes
Design assessments that demonstrate student growth in the student core competencies (Think and Communicate) and program learning outcomes
Clear Goals: A. Abstract I have developed group projects involving real-life applications of exponential and logarithmic functions for College Algebra courses. The goal of the project is to determine whether including applications as group activities in College Algebra courses will improve student understanding of the material. The group projects consist of mortgage, bacterial growth and decay, hurricane (data of loss of electricity), and forensics (determining time of death). Groups are determined based on student indicated interests. The projects involve groups of students learning about their chosen application, solving a specific application problem via exponential or logarithmic functions, and presenting their findings in an interactive manner. Qualitative and quantitative analysis of the results of student survey and grades on the chapter test (exponential and logarithmic functions) compared to results from my previous semesters’ College Algebra courses demonstrate that the use of group projects involving applications improves student understanding of material.
B. Research Question Will the use of group projects consisting of applications of exponential and logarithmic functions improve student comprehension and retention of material?
Adequate Preparation: A. Learning Outcome Statement: Develop real-life application-based collaborative learning activities in College Algebra to improve student comprehension of exponential and logarithmic functions.
B. Background from Multiple Perspectives: 1. Student Perspective: One of the most challenging concepts for students in College Algebra classes tends to be the chapter on exponential and logarithmic functions. These concepts occur for the first time in this course, and students find the new notation and numerous rules involving logarithms overwhelming and confusing. The test given on exponential and log functions tends to have one of the lowest averages in College Algebra classes; students appear to simply give up on the problems because they find the concepts too confusing. One of the
questions that I hear from students often is, “Where would we use exponentials and logarithms in real life?”
2. Colleague Perspective: Learning about applications of mathematics in other fields via collaborative group activities is a popular technique used in the Math Division at West Campus. Many of my colleagues actively employ application-based collaborative activities in their classes and report positive feedback from students. Scott Krise and Boris Nguyen developed honors courses in College Algebra specifically focusing on applications, and they reported that students find applications useful in learning mathematics. Last year I was working on the development of team-based College Algebra courses with my colleagues, and I decided to try small group collaborative activities in my College Algebra classes.
3. Expert Perspective: In order to prepare for this action research project, I decided to consult several resources on active and collaborative learning. The following resources that have been particularly helpful Siberman, Mel, Active Learning: 101 Strategies, MA: Allyn & Bacon, 1996 Bean, John C., Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, CA: Jossey-Bass, 2001 Michaelsen, L., Knight, A., Fink, D., Team-Based Learning: A Transformative Use of Small Groups in College Teaching, NY: Stylus, 2004
Some of the collaborative activities that piqued my interest in the readings were on peer teaching, such as group-to-group exchange and peer lessons where the students study a topic of their choice, then present it to their peers. I decided to incorporate peer presentations of applications of exponential and log functions into my College Algebra classes.
The seminars that I attended that helped me learn more about active learning and collaborative activities were Understanding Learning-centered Teaching Strategies, Facilitated by Dr. Susan Ledlow Understanding Scholarship of Teaching & Learning, Facilitated by Dr. Lisa Armour Understanding Valencia’s Student Core Competencies: TVCA, Facilitated by Dr. Philip Bishop
4. Self-Perspective: The concepts of exponential and log functions have widespread applications in finance, sciences and statistics. I would like to expose students to the wide range of such applications, so they can relate the concepts of such functions and equations to their lives, which, if relevant, can aid the comprehension and retention of material. Also, I believe that working in small groups on the problem of students’ choice can help them “decode” the information about their problem and find the applicable solution, which can further their learning of the material. Furthermore, presenting the solution to their peers in an active learning manner is very beneficial to increasing the understanding of concepts of exponential and log functions.
From expert perspective and my student, colleague and personal observations, I noted that collaborative activities help to facilitate learning in a more active manner. Through many resources I also discovered that active learning and relevance of material to students from use of applications help to promote mastery of material. Through this action research project, I intended to find if collaborative projects used in my classes, which involve students’ choice of application, peer review, collaborative solutions to posed problem(s), and group presentations, will increase students’ understanding of material.
Appropriate Methods: A. Methods and Assessment Plan
1. Student Learning Outcomes 1. Student will solve equations involving exponential and log functions. 2. Student will apply knowledge of exponential and log functions to applications.
2. Performance Indicators of Student Learning Outcomes For SLO 1: Student will solve equations involving exponential and log functions.
i. Student will apply properties of exponential and log functions in solving exponential and log equations. ii. Student will solve the equation by simplifying the expression via algebraic steps and appropriate properties of exponential and log functions.
For SLO 2: Student will apply knowledge of exponential and log functions to applications. i. Student will apply the appropriate application model to set-up the initial equation (exponential growth/decay model, Newton’s Cooling Law, etc.). ii. Student will employ the applicable facts and formulas when reaching the solution to the problem. iii. Student will complete the initial solution to problem. iv. Student will revise the initial solution, if applicable, to complete the final draft of solution. v. Student will communicate the results to peers.
3. Teaching Strategies of Student Learning Outcomes Step 1: Present students with four applications of exponential functions in calculation of mortgage (finance), population growth/decay (biology), statistical data of loss of power in aftermath of the hurricane (statistics), and finding the time of death (forensics).
Step 2: Let the students pick an application of their choice and form the groups accordingly.
Step 3: Present preliminary information to the groups on the application of their choice, and have the groups answer questions based on the information. LO 1 Artifact 1A: Example of Mortgage handout LO 1 Artifact 1B: Example of Population Growth handout LO 1 Artifact 1C: Example of Hurricane handout
LO 1 Artifact 1D: Example of Forensics handout
Step 4: Give students a homework problem (a problem that involves solving an exponential equation), so they can attempt the problem individually. LO 1 Artifact 2A: Example of Mortgage problem LO 1 Artifact 2B: Example of Population Decay problem LO 1 Artifact 2C: Example of Hurricane problem LO 1 Artifact 2D: Example of Forensics (time of death) problem
Step 5: Distribute checkpoints for each problem along with the rubric used to grade the problem. Have students fill-in parts of Checkpoints handouts. Have students compare the results within the group and come to a consensus on the appropriate final solution. LO 1 Artifact 3A: Mortgage problem checkpoints LO 1 Artifact 3B: Population Decay problem checkpoints LO 1 Artifact 3C: Hurricane problem checkpoints LO 1 Artifact 3D: Forensics problem checkpoints LO 1 Artifact 3E: Rubric used to grade application problems
Step 6: Have groups present their group solution to the class via an active learning exercise such as use of visual aids, analogies, simulations, question/answer activities. LO 1 Artifact 4: Presentation Rubric (checkpoints)
Step 7: Have each group evaluate each member based on effort and performance LO 1 Artifact 5: Team member evaluation
Step 8: Administer student feedback survey.
LO 1 Artifact 6A: Student feedback survey LO 1 Artifact 6B: Student feedback survey results
4. Assessment Strategies 1. Qualitative and quantitative assessment of results of student survey feedback 2. Qualitative and quantitative assessment of student results on Chapter 6 exam (applications part)
5. ARP Design The project has no control group. The project was implemented in two College Algebra courses during Fall 2009 semester. It will be evaluated qualitatively and quantitatively by looking at student feedback data and by looking at the results of the appropriate chapter tests (Fall 2009) and comparing them with the test results from previous semesters (Fall 2008).
6. Results I used the results of the Student Survey to gain a quantitative and qualitative measure of this LO. 22 students participated in the survey.
Survey question 1: Did use of projects and presentation help you learn the material in Ch 6 (exponential and log functions) better? strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
Average score: 4.13 The response from the students was overwhelmingly positive from both sections. Most students indicated that the group projects were very helpful because they provided extra
practice for solving problems, seeing application of material, and working with each other and learning from each others’ mistakes. One student indicated that the projects were helpful, but there should have been more review of earlier sections. Another student indicated that it would have been more helpful if I went over the material necessary for the projects before the group projects.
My response to above: I was impressed by positive results to this question. The practice of solving problems several times (including rough and final drafts of solution), and then presenting the problem to the class was indeed helpful to raise students’ confidence in their ability to solve the problems. However, implementing this project was time-consuming and it took up 2 weeks for student group work and presentations, so I did not have a chance to review earlier chapter sections adequately. So, in the future implementations of this project, I am dedicating the last 15 minutes of class of the three presentation days to reviewing earlier sections. In response to one of the student’s comments that I should have gone over the material before the group projects, I feel that it would defeat some of purpose of solving the problems in groups and collaborating on the solution instead of me presenting the solution to a similar problem ahead of time. There will always be students who would rather I go over the material on the board, but I feel that students are capable of solving the problems in groups with minor guidance from me.
Survey Question 2: Did making a presentation involving the problem in the project help you understand your problem better? strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
Average score: 4.04 All of the students agreed or strongly agreed in response to the question. Their comments stated that solving the problems multiple times and presenting them to class was indeed helpful.
My response to above: During the course of this project my students realized that teaching the material to peers is really helpful in learning the material and requires understanding of the problem prior to presentation. It was interesting to see that the students realized that writing out the problems multiple times starting with a rough draft as a first attempt at solution where it is acceptable to be messy and trying things then proceeding to final draft, which is a clean step-by-step solution to problem. I hope to incorporate such a method (rough and final drafts of solutions) more often into my classes.
Survey Question 3: Were you satisfied with your group’s performance? very unsatisfied
unsatisfied
neutral
satisfied
very satisfied
1
2
3
4
5
N/A
Comments:
Average score: 4.32 I was rather surprised that the answer to the question was rated very highly by students, but from reading the comments, some students indicated that there could have been more involvement or excitement from their group members, or one or more of their group members could have contributed more.
My response to above: I have limited control over how the group members perform. I do have each group assign individual member grades based on their participation and effort in the project. This provides students with a chance to let me know if some members are over or underperforming. Most of the grades on the team evaluation form had been high, and there were no reported complaints. However, I did have trouble with attendance in one of my sections. Individual attendance is important and I emphasized this to students. Last semester I determined groups according to student indicated interests. During my second implementation of this LO, I formed groups according to students’ indicated interests and similar academic levels in the course, which resulted in better student contribution to their group project.
Student Survey 4: Were the directions for the project easy to understand? The majority of students answered yes, that the directions to the project were clear and easy to understand. Some students indicated that while there was some initial confusion, I was able to clarify any misunderstandings. One of the students suggested my giving detailed, written guidelines prior to the project.
My response to above: I usually walk around the room while the students work on the project, so I am able to answer any questions from students as they arise. However, I really liked the suggestion of written guidelines of expectations and instructions given at the beginning of assignment. During my second implementation of the projects, I wrote out the schedule and grade breakdown of the projects ahead of time and also provided students with the applicable rubrics. I still walked around and answered questions, which were minimal. I find that most of confusion with students arises from having rough and final drafts to solutions, the process, which they are not used to. I may emphasize that portion of the project a bit more in the future.
Survey Question 5: Do you have a suggestion for improvement for project or presentation? There were many different suggestions from students. A couple of students preferred more directions about the project. A few students recommended more practice. One suggested having a practice presentation in front of instructor. Some indicated that there should more involvement or enthusiasm from other group members. Another student suggested spending less time on the project. Another student suggested different problems for groups with the same application to present on to make it more interesting.
My response to above: Although it was interesting to read students’ comments and responses to this question, aside from having more directions to the project I did not find many of student suggestions feasible. We do spend couple of weeks on the project, where one week consists of solving a few problems, including the one with the rough and final drafts, and one session is dedicated to preparation for presentation, so I think students have adequate practice time in class. At the same time, I can’t spend less time on the project without eliminating one or more important components of the project. Aside from assigning individual as well as group grades, I have limited control over student enthusiasm or involvement in the project. I believe this is up to the groups to cultivate. And, the groups do have an option to present on a different problem
than the one they were assigned if they choose to do so; some groups did write their own problems and solutions to make their presentation unique.
Survey Question 6: Would you recommend using projects involving presentations in the future College Algebra courses? Everyone who participated in the survey answered yes to this question. Some commented that they definitely recommend group projects because they are fun and exciting. Others implied that the projects are more hands-on activities that are helpful to learn and are beneficial for other courses as well, and that the projects add a more personal experience in the subject matter.
My response to above: I was very pleased to see such overwhelming support from the students about the group projects. Although they are time-consuming and take careful planning and preparation throughout the semester, I definitely intend to utilize such projects again in my College Algebra courses.
Comparison of Chapter test averages: In addition to student survey results, I decided to test the effectiveness of group projects in students’ comprehension and retention of the material by comparing test averages on the chapter test on exponential and logarithmic functions (Ch 6 Test) from both of my College Algebra courses during Fall 2009 to the average on the same exam in College Algebra course I taught during Fall 2008 semester since I taught College Algebra course without utilizing group projects in that chapter during Fall 2008.
Average score in College Algebra: Fall 2009 Ch 6 Test Section I: 76.9% Section II: 68.5%
Average score in College Algebra: Fall 2008 Ch 6 Test Section I: 52.5%
The averages in both sections of College Algebra during Fall 2009 semester were considerably higher than the average score in College Algebra in Fall 2008. The average score in the second section of College Algebra in Fall 2009 was lower than the average in the first section, which I
think may be due to the factor of many absences during presentations week when the applications had been discussed in detail. Overall, I notice that not only the averages on the test were higher in the sections where I implemented the project, which can be due to many compounding factors such as student backgrounds and motivation, time and days of class, etc., but I also recall that a clear majority of the students in College Algebra in Fall 2008 semester left the application questions on the exam blank and reported major misunderstanding of the material despite examples being done in class. This fact actually prompted me to think about group projects involving applications of the material. Whereas, almost everyone in both courses during the last semester attempted application problems, and more students than in Fall 2008 performed correct calculations on those questions. I was also able to observe student confidence rise over the course of group projects, so the students felt they were more prepared to tackle the chapter exam. I think that along with the review of earlier sections of the chapters, implementing group projects along with presentations are very beneficial for students.
7. Reflection A. General Reflection During the implementation of this action research project, I was impressed with student enthusiasm for group projects involving a presentation, which prompted me to repeat the implementation with some minor adjustments. I once again observed general excitement and enthusiasm of the students for the projects. I saw the level of enthusiasm rise even with students, who do not consider mathematics their strong point, and who are not as involved during lecture classes. I can see that utilizing applications of the material to the real world situations, giving students a choice among applications, and having them work in groups to gain a deeper understanding of the material and present the application in an interactive manner are definitely helping students engage in more active learning in my classes.
I plan to continue utilizing these group projects in my future College Algebra courses. Some of the improvements that I am currently utilizing and am planning to implement are
1) Write out clear guidelines, schedule and grade breakdown of the project and presentation. 2) Implement Myers-Briggs test or equivalent early in the semester to help me form groups more effectively.
3) Introduce smaller, less time-intensive group projects earlier in the semester to get students used to presenting in front of the class.
I think these changes will improve these projects even more in the future semesters.
B. Critical Evaluation of each Essential Competency addressed in this LO Scholarship of Teaching and Learning (SOFTL) Reflection In order to construct the appropriate applications for my projects, I consulted internet resources, where I was able to find the appropriate problems for mortgage, population growth/decay, and hurricane (loss of electricity) problems. During Year 1 meeting with my committee members, I took up the suggestion from Jody DeVoe, one of my panelists, to seek the application involving time of death in Forensics. During Summer 2009 semester, I posed a question in one of the online discussions regarding applications of exponential and logarithmic functions and finding appropriate resources in my online PreCalculus course. One of the students pointed out a resource of forensics application of Newton’s Cooling Law in a humorous scenario, which I found perfect for the use in group projects in College Algebra. Also, I consulted the appropriate literature in designing this action research project. I have produced the work that meets Valencia Standards of Scholarship. I am also open to constructive feedback from students and colleagues on how to improve future implementations of this project.
Learning-Centered Teaching Strategies Reflection I have learned and borrowed some ideas on learning-centered teaching strategies and effective group work from Susan’s Ledlow’s seminar on this competency and her website. I found a rubric for grading presentations and team member evaluation forms on Susan Ledlow’s website and was able to adapt both to my action research. I also learned about the importance of assigning both individual and group grades throughout the project to ensure personal responsibility from students.
I have utilized real-world applications for the purposes of this project to ensure that the assignments are learning-centered. Since the students had to rank the applications according to their interests, a majority of students were able to focus on either the first or second choice of their application. I have students rank the applications (not simply choose one) in order to
ensure adequate participation in all areas (four applications) and to minimize students picking an application in hopes of working with their friends. I also give careful consideration to the construction of groups to encourage active participation from within each group. I currently do this by grouping students with similar academic levels.
In order to improve on future implementations, I would like to go over the rubrics used to grade the problem and presentation in addition to posting both in WebCT with the class during the group activities to ensure clarity and understanding of expectations. Also, I would like to develop more handouts on giving an effective presentation to students in addition to the rubric, so they learn to develop effective presentations for their future courses.
Outcomes-based Practice In developing the Faculty Learning Outcome and the student learning outcomes for this project, I followed the design principles established in the Outcomes-based Practice seminar. I paid specific attention to establishing collection methods that would produce sufficient data to measure whether the learning outcomes were achieved. During the course of this action research project, the students implemented Valencia Student Core Competencies (Think, Communicate, Value and Act). The application problems involved students in active construction of knowledge. Before the project, I gave a minimal introduction to students regarding the applications of exponential and logarithmic functions, then students would actively discover for themselves how to solve a problem involving the application of their choice (TVCA Indicators: Think, Act). The students had to communicate effectively the results first among their group members and myself, then later through presentation of their application (TVCA Indicator: Communicate). I also liked the idea of implementing first and final draft solutions, so students receive a better experience of solving real-world problems, where the process can be messy at first and quite involved, but through the process of working with the peers and myself, they can arrive at a complete and cleaned-up final version of the solution to the problem (TVCA Indicator: Value). In moving through these stages, students also recognize the incremental development in their thinking. During this problem, students not only realize the importance of practice with different problems, but they also learn how to make the solution to a single problem better, and that solutions can be a work in progress similar to other disciplines, instead of a single attempt at a solution to the problem. In order to improve on students’ ideas of first and final drafts of application problems and to emphasize building more effective group work and presentations, I would like to include
smaller group projects in applications of linear and quadratic functions as well, so the students get more exposure to applications of mathematics and working effectively in groups.
7. Dissemination I plan to present the results of this action research project to the members of my panel during my Year-2 meeting. I would also post this project in Action Research builder, so all interested faculty members will be able to view this project.
Supporting Artifact Documentation for LO #1
LO 1 Artifact 1A Mortgage There is a relationship between the mortgage amount, the number of payments, the amount of the payment, how often the payment is made, and the interest rate. The following formulas illustrate the relationship:
where P = the payment, r = the annual rate, M = the mortgage amount, t = the number of years, and n = the number of payments per year. Example 1: What is the monthly payment on a mortgage of $75,000 with 8% interest that runs 20, 25, or 30 years? How much interest is paid in each of these situations? Answer: 20 years: payment = $627.33 per month; after 20 years of payments, you will have paid $150,559.20 ($75,559.20 in interest)
25 years: payment = $578.86 per month; after 25 years of payments, you will have paid $173,658.00 ($98,658.00 in interest).
30 years payment = $$550.32 per month; after 30 years of payments, you will have paid $198,116.43 ($123,116.43 in interest). Solution and Explanations: 20 Years: In the equation
substitute $75,000 for M (the mortgage amount), 8% for r (the annual interest rate), 20 for t (the number of years), and 12 for n (the number of payments per year. You are solving for P (the monthly payment for the 20 years)
The monthly payment will be $627.33. After 20 years of payments, you will have paid
Everything over the initial $75,000 is interest. Therefore, after 20 years, you will have paid
in interest.
Questions: 1) Find monthly payments on a $100,000, 30-year mortgage, with monthly payments at 9.5%. How much interest will you have over 30 years?
2) Suppose a bank offers you a 10% interest rate on a 20-year mortgage to be paid back with monthly payments. Suppose the most you can afford to pay in monthly payments is $700. How much of a mortgage could you afford?
LO 1 Artifact 1B Measurement of Bacterial Growth Growth is an orderly increase in the quantity of cellular constituents. It depends upon the ability of the cell to form new protoplasm from nutrients available in the environment. In most bacteria, growth involves increase in cell mass and number of ribosomes, duplication of the bacterial chromosome, synthesis of new cell wall and plasma membrane, partitioning of the two chromosomes, septum formation, and cell division. This asexual process of reproduction is called binary fission. For unicellular organisms such as the bacteria, growth can be measured in terms of two different parameters: changes in cell mass and changes in cell numbers. Methods for Measurement of Cell Mass Methods for measurement of the cell mass involve both direct and indirect techniques. 1. Direct physical measurement of dry weight, wet weight, or volume of cells after centrifugation. 2. Direct chemical measurement of some chemical component of the cells such as total N, total protein, or total DNA content. 3. Indirect measurement of chemical activity such as rate of O2 production or consumption, CO2 production or consumption, etc. 4. Turbidity measurements employ a variety of instruments to determine the amount of light scattered by a suspension of cells. Particulate objects such as bacteria scatter light in proportion to their numbers. The turbidity or optical density of a suspension of cells is directly related to cell mass or cell number, after construction and calibration of a standard curve. The method is simple and nondestructive, but the sensitivity is limited to about 107 cells per ml for most bacteria. Table 1. Some Methods used to measure bacterial growth Method
Application
Comments
Direct microscopic count
Enumeration of bacteria in milk or cellular vaccines
Cannot distinguish living from nonliving cells
Viable cell count (colony counts)
Enumeration of bacteria in milk, foods, Very sensitive if plating conditions are soil, water, laboratory cultures, etc. optimal
Turbidity measurement
Estimations of large numbers of bacteria in clear liquid media and broths
Fast and nondestructive, but cannot detect cell densities less than 107 cells per ml
Measurement of total N or protein
Measurement of total cell yield from very dense cultures
only practical application is in the research laboratory
Measurement of Biochemical activity e.g. O2 uptake CO2 production, ATP production, etc.
Microbiological assays
Requires a fixed standard to relate chemical activity to cell mass and/or cell numbers
Measurement of dry weight or wet weight of Measurement of total cell yield in cells or volume of cells after centrifugation cultures
probably more sensitive than total N or total protein measurements
Source: http://www.textbookofbacteriology.net/growth_2.html
1. The number A of bacteria present in a culture at time t (in hours) obeys the law of uninhibited growth A(t) = 1000e0.02t. a) Determine the number of bacteria present at t=0 hours. b) What is the growth rate of bacteria? c) What is the population of bacteria after 4 hours? d) When will the number of bacteria reach 1700? e) When will the number of bacteria double (in other words find “mean generation time”)?
2. Suppose you were observing the behavior of cell duplication in a lab. In one experiment, you started with one cell and the cells doubled every minute. Write the equation with base 2 to determine the number (population) of cells after one hour. Determine how long it would take the population (number of cells) to reach 100,000 cells.
3. Growth of bacteria in food products causes a need to “time-date” some products (like milk) so that shoppers will buy the product and consume it before the number of bacteria grows too large and the product goes bad. Suppose the initial count of bacteria in the food product is 500 cells and the number of bacteria increases every day by 1%. Write an equation f(t) that represents the growth of bacteria in the food product. (Round k to 2 decimal places).
The variable t represents time in days and f(t) represents the number of bacteria in millions. If the product cannot be eaten after the bacteria count reaches 4,000,000, how long will it take?
LO 1 Artifact 1C Hurricane Problem
How Many Customers were Without Power during Hurricane Fran? Hurricane Fran hit North Carolina on the evening of September 5, 1996. Over one million homes and businesses were left without power. Repair crews began immediately restoring electrical service. This data is taken from the Algebra II Indicators prepared by DPI.
Date
Customers without power
Sept 6
1,159,000
Sept. 7
804,000
Sept. 8
515,000
Sept. 9
340,500
Sept. 10
195,200
Sept. 11
136,300
Sept. 12
77,000
Sept. 13
37,600
Sept 6 represents Day 0, Sept 7 represents Day 1 and so on‌
Say, this example uses exponential decay model (gotten by exponential regression on calculator)
y = 1306850(0.6191)x
which uses ordered pairs (# days, number of customers)
1) In this model, what does 1306850 represent? Why is it different from 1,159,000?
2) What does x represent?
3) What does y represent? Why does this model represent exponential decay?
4) When would fewer than 1000 customers be left without power?
LO 1 Artifact 1D Determining time of death The time of death is a critical piece of information for investigators attempting to understand the cause of suspicious deaths. Temperature The temperature of a body can be used to estimate time of death during the first 24 hours. Core temperature falls gradually with time since death, and depends on body mass, fat distribution and ambient temperature. If the body is discovered before the body temperature has come into equilibrium with the ambient temperature, forensic scientists can estimate the time of death by measuring core temperature of the body. Rigor mortis The presence of rigor mortis also assists forensic scientists in determining the time of death. The body muscles will normally be in a relaxed state for the first three hours after death, stiffening between 3 hours and 36 hours, and then becoming relaxed again. However, there is considerable uncertainty in estimates derived from rigor mortis, because the time of onset is highly dependent on the amount of work the muscles had done immediately before death. Insects The presence of insects in a corpse is a critical clue towards estimating the time of death for bodies dead for longer periods of time. Because flies rapidly discover a body and their development times are predictable under particular environmental conditions, the time of death can be calculated by counting back the days from the state of development of insects living on the corpse. Usually, time determinations would not be so easy because weather conditions are more variable, and identification of most maggots to species level is difficult. Forensic scientists usually undertake more detailed entomological work to determine time of death.
Source: http://www.deathonline.net/decomposition/forensic/timing.htm
Cooling of a body (Forensics) Scenario: Mr. Potato Head was found dead in his apartment around midnight. He died sometime during the night. When a person dies, their body temperature begins to cool. The detective (you) need to determine the time of death. Let’s use Newton’s Cooling Law measuring the cooling of the body of Mr. Potato Head to determine the time of death. Newton’s Cooling Law: T(t) = A(0) + (T(0) – A(0))ert A(0) – Air temperature at the time the body was found T(0) – The temperature of the body when it was found T(t) is the temperature of the body r – rate of cooling (r is a negative number, why?) To find r, it may be necessary to collect some data (a few temperature readings), and to find exponential regression (an equation that passes through most points). It can be done by computer software or graphing calculator. Of course, forensic scientists may have their own methods of finding the equation. When Mr. Potato Head’s body was discovered, the air temperature was 50° C (pretty warm), and the temperature of the body when it was found was 56° C. The normal living body temperature of Mr. Potato Head (also the temperature at the time of death) was 59° C (if we were using a real body it would 98.6° F). Now, you are ready to find the time of death! (We’ll take this for granted: r = -.5) Newton’s Law applied to this situation
Solve for t. Answer: t = -.81093. Congratulations! The time of death would be .81093 hours before the body was discovered. If the body was discovered at midnight, then the time of death was around 11:11PM (How did I arrive at this answer?)
LO 1 Artifact 2A Mortgage Problem Suppose you wanted to take out a mortgage for $100,000 with monthly payments at 9%, but you can only afford $800 monthly payments. How long will you have to make payments to pay off the mortgage, and how much interest would you pay for this period?
LO 1 Artifact 2B Population Growth and Decay If you start a biology experiment with 5,000,000 cells and 45% of the cells are dying every minute, how long will it take to have less than 1,000 cells?
LO 1 Artifact 2C Hurricane Problem 1) What if we switch x and y in Hurricane Problem equation (see handout on Hurricanes) to obtain (# customers, #days) to ask the following question: How long will it take until the power is restored (less than 1000 customers are left without power)? a) First obtain the equation by switching x and y and solving for y (use inverse functions). x = 1306850(0.6191)y When you solve for y, you can use ln (natural log). What is the equation for y?
b) How long will it take until there is less than 1000 customers left without power? Note: x is now # of homes and y is the number of days after the hurricane.
Is the result the same as in the handout?
LO 1 Artifact 2D Cooling of a Body Problem 2 At midnight, police were called to the scene of a brutal murder and found the body of Neils Nieley. The officer immediately noted that the temperature in the apartment was 68°F and Neils’ body temperature was 85°F. The police arrested Neils’ wife Narley Nieley and charged her with murder. She had eyewitnesses that said that she left Ned’s Bar at 11:15PM. She had just been jilted by Neils and was a good suspect.
Narley’s lawyer knew about Newton’s Law of Cooling and used the function to find the time of death. He also found from the police that the body’s temperature was 74°F after 2 hrs. Can you help him prove that Narley could not have done it? (When you find rate of cooling (r), round it to 4 decimal places). Hint: Recall that the temperature of the living body is 98.6°F. Explain and show your calculations.
LO 1 Artifact 3A Mortgage Checkpoints Suppose you wanted to take out a mortgage for $100,000 with monthly payments at 9%, but you can only afford $800 monthly payments. How long will you have to make payments to pay off the mortgage, and how much interest would you pay for this period?
5 points checkpoint:
7 points:
10 points:
9600(1 – 1.0075-12t) = 9000
Final Answer
LO 1 Artifact 3B Population Decay Checkpoints If you start a biology experiment with 5,000,000 cells and 45% of the cells are dying every minute, how long will it take to have less than 1,000 cells?
5 points checkpoint:
7 points:
10 points:
P(t) = 5,000,000 e-.5978t
Final Answer
LO 1 Artifact 3C Hurricane Problem Checkpoints 1) How long will it take until the power is restored (less than 1000 customers are left without power)? a) First obtain the equation by switching x and y and solving for y (use inverse functions). x = 1306850(0.6191)y When you solve for y, you can use ln (natural log). What is the equation for y? b) How long will it take until there is less than 1000 customers left without power? Note: x is now # of homes and y is the number of days after the hurricane. Is the result the same as in the handout?
5 points:
7 points:
10 points:
y=
ln x ď€ ln(1,306,850) ln(.6191)
Final Answer
LO 1 Artifact 3D Cooling of a Body Checkpoints At midnight, police were called to the scene of a brutal murder and found the body of Neils Nieley. The officer immediately noted that the temperature in the apartment was 68°F and Neils’ body temperature was 85°F. The police arrested Neils’ wife Narley Nieley and charged her with murder. She had eyewitnesses that said that she left Ned’s Bar at 11:15PM. She had just been jilted by Neils and was a good suspect.
Narley’s lawyer knew about Newton’s Law of Cooling and used the function to find the time of death. He also found from the police that the body’s temperature was 74°F after 2 hrs. Can you help him prove that Narley could not have done it? (When you find rate of cooling (r), round it to 4 decimal places). Hint: Recall that the temperature of the living body is 98.6°F. Explain and show your calculations.
5 points checkpoint:
7 points:
10 points:
T(t) = 68 + 17e-.5207t
Final Answer
LO 1 Artifact 3E Rubric
Beginning
Content
Attempt to set up the equation not successful (incorrect equation), or an incomplete solution (missing steps)
Accomplished
Successful attempt to set-up the equation, but leading to a different solution
5 points
Additional Comments, Suggestions:
Successful attempt to set-up the equation leading to the correct solution
10 points 7 points
Comments:
Exemplary
Score
LO 1 Artifact 4 Presentation Checklist Team ____ Checklist Item: Yes or No 1. Did the team member designated speakers give the presentation?
2. Did the presentation start with identification of the speaker(s) and the team members?
3. Did the presentation keep to the time limit? (Start: _________ End: __________)
4. Was there an explicit Introduction/Context?
5. Was there an Explicit Discussion/Conclusion?
Revealed Features Rarely
Sometimes
Always
Rarely
Sometimes
Always
Rarely
Sometimes
Always
Rarely
Sometimes
Always
Minimal
Complete and relevant
Exceptional
6. Speaker(s)’ Voice: audible, animated, clear
7. Speaker(s)’ body language: eye contact, relaxed, good posture, engaging, nondistracting gestures 8. Speaker(s)’ language: polite, professional, appropriately technical, few verbalized pauses
9. Visual Aids: readable, nondistracting, appropriate in number, enhance the content of the presentation
10. Introduction/Context
11. Description of problem
Present
Complete and relevant
Exceptional
Present
Complete and relevant
Exceptional
Present
Complete and relevant
Exceptional
Present
Complete and relevant
Exceptional
12. Description of results
13.Discussion/Engage ment with audience
14. Conclusion/WrapUp
15. Exciting Features (Engaging Activity) Description: (Attach document, if applicable)
Total Score:
LO 1 Artifact 5 Team Member Evaluation For each team member fill out the column to evaluate their team contribution. You may use 0, check minus, check, or check plus to evaluate each member (check minus - 5 points, check -7 points, and check plus - 10 points). For attendance, use 0 for attending 0 days, check minus – 1 day, check – 2 days, check plus – 3 days (attendance for team work days).
Member names
1. Attended team meetings (11/18, 11/20, 11/23) 2. Participation in the presentation. 3. Quality of ideas in the team activities. 4. Quality of work in the team activities. 5. Quantity of work in the team activities. 6. Helped keep the team organized, and progressing toward completion of the goals. 7. Showed concern for other team members (help others get on board) 8. Demonstrated a positive attitude towards the team. 9. Listened to the ideas of other team members. 10. Encouraged other team members to contribute to the discussion. Total (out of 100):
Additional Comments: Is there anyone on the team that you feel is doing an exceptional job either during team activities or presentation? Please include their name below and explain in detail. Is anyone holding your group back, not adhering to deadlines or expectations, etc.? Please explain the situation below.
LO 1 Artifact 6A Survey 1. Did use of projects and presentation help you learn the material in Ch 6 (exponential and log functions) better? strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
2. Did making a presentation involving the problem in the project help you understand your problem better? strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
3. Were you satisfied with your group’s performance? very unsatisfied
unsatisfied
neutral
satisfied
very satisfied
1
2
3
4
5
N/A
Comments:
4. Were the directions for the project easy to understand?
5. Do you have a suggestion for improvement for project or presentation?
6. Would you recommend using projects involving presentations in the future College Algebra courses?
LO 1 Artifact 6B Survey Results 22 Students participated in the survey. 1. Did use of projects and presentation help you learn the material in Ch 6 (exponential and log functions) better? strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
Average score: 4.13 Student Comments: 1) It helped with the teammates helping each other. 2) Yes, they were helpful, but I think we should have had a little more time in class to review the material in the beginning of the chapter. 3) At first, it was like a foreign language, but now I understand. 4) helped us practice 5) It was great help. 6) Working in groups made the material in Ch 6 easier to understand. We learn from each others’ mistakes. 7) The homework problem helped me understand the subject more. 8) It helped me better because it make the stuff easier to understand 9) It helped me to remember each step very easily. 10) I feel I learn the material better if you gone over all of it before the presentation. 11) Yes, I got to see it in application.
2. Did making a presentation involving the problem in the project help you understand your problem better? strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
Average score: 4.04 Student comments: 1) You need to know the stuff so you can explain it. 2) It made me think about the problem more and also have to explain it, so I need to know mine. 3) Yes, we had more practice with the group. 4) By explaining the problem to others helped me easier comprehend the problem in my head. 5) I understand a little. The material was difficult to understand. 6) I got a better understanding of all the problems. 7) Yes, seeing the problem & working the same type of problem out multiple times on the rough draft & then the final presentations helped. 8) Working the problem out helped a lot.
3. Were you satisfied with your group’s performance? very unsatisfied
unsatisfied
neutral
satisfied
very satisfied
1
2
3
4
5
Comments:
Average score: 4.32
N/A
Student comments: 1) 3/5 showed up to present 2) I think we covered the material well enough, but I think because we were the last group to go and our presentation wasn’t as hands on as others, we lost the group’s attention. 3) We all contributed and made it easier to understand. 4) People could’ve done a little more. 5) I think that presenters could’ve spoken at a higher volume. 6) They did such good work, I was impressed from we encountered. 7) My group was very helpful and supportive throughout the project and presentation. 8) there were really helpful to each other 9) We worked together really well. 10) We had a powerpoint presentation. 11) think some just wanted to get through 12) All but one person 13) could have been more group involvement
4. Were the directions for the project easy to understand?
Student comments: Majority of students answered yes. I will include some longer comments. 1) Yes, just the calculations were difficult. 2) Yes, they were very easy to understand. 3) Not really, but with the help of the teacher and student it turn out to be really easy. 4) Yes, they were easy and very clear on what you wanted. 5) They were easy, but I think it should have been more instructions for us to do the problem.
6) Yes, just that we at first didn’t know how to but with your help we understood what we had to do. 7) At first, not really but after asking it was all understood.
5. Do you have a suggestion for improvement for project or presentation?
Student suggestions: 1) No, I think the guidelines were clear and to the point. 2) More group participation in presenting 3) probably some more directions but it was all very well formatted. 4) emphasize to others that they have to be enthusiastic about their topic. 5) just give more directions on how to do the project 6) yes, doing more practice 7) no, the project was pretty clear, and the presentations were simple. 8) My only thought would be to include a powerpoint 9) Not really except for the group to try to work together and make sure everybody get it. 10) For the teacher go over each first before the class do their project. 11) Maybe have the time be less. 12) No, I don’t have any suggestions for improvement on the project. Everything was laid out simple and understanding. 13) Not really as long as the groups put more creativity 14) I think they were clear and easy to understand. 15) more group involvement 16) I would suggest that each group would have a different problem in order to make the presentations more interesting.
6. Would you recommend using projects involving presentations in the future College Algebra courses?
Everyone of the students answered yes. Here are some comments: 1) Yeah! fun learning experience 2) yes, they helped me learn! 3) yes, that would be cool and very exciting 4) yes, it is very fun 5) Yes, I would highly recommend it. 6) Yes, but I think we should learn and project before the teacher first. 7) yes, because math is a really boring subject, that’s a fun way to learn 8) yes, they would help a lot of students who work hands on and who work by visualizing. 9) Yes, of course. It adds a personal experience that the student can relate to. 10) Yes, students would have more experience in group works. They’ll have more potential to work in group works activities in their other classes. 11) Yes, it will help in learning the subject. 12) Yes, it involves the students. 13) Yes, it helps you understand the problem better. 14) Yes, having to present means you must know the material well enough to teach it to others, so group projects are beneficial.
Learning Outcome # 2 Adequate Preparation Appropriate Methods Significant Results Reflective Critique
LO # 2 Learning outcome: Develop formative and summative assessments (online discussions) using WebCT for my Pre-Calculus classes to promote and improve student collaboration outside of class. Essential Competencies Addressed: 1) Assessment
Employ formative feedback early and often to assess the learning
Employ formative feedback early and often to inform students of their learning progress
Employ a variety of assessment measures and techniques (both formative and summative) to form a more complete picture of learning (authentic assessments, online discussions)
2) Learning-Centered Teaching Strategies (Use of collaborative learning strategies to promote learning outside of class)
Employ strategies and techniques that guide students to become more active learners (use of discussions)
use collaborative/cooperative learning strategies
invite student input (choice among application topics)
Adequate Preparation: When teaching the online MAC 1140 (Pre-Calculus Algebra), I had the idea to develop and use “Online Discussions” via WebCT in my face-to-face Pre-Calculus Algebra class as a way to increase student collaboration with each other and myself outside of class, and to use the discussions as formative and summative assessments. I developed discussion prompts for use in online Pre-Calculus class in collaboration with Amy Comerford, my colleague in Math Division, and from my participation in seminars for Digital Professor Certification and Bootcamp for
Online Instruction. During Destinations in Summer 2009, I re-developed the discussion activities to align them with learning outcomes for MAC 1140 courses and to administer them via “Discussion Board” in WebCT for my face-to-face MAC 1140 class during Fall semester.
Sources consulted for this Learning Outcome: TLA seminars: Assessment as a Tool for Learning Authentic Online Assessment Building Online Learning Communities Engaging the Online Learner Bootcamp for Online Instruction Destinations: LO to Assessment
References: Bean, John C., Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, CA: Jossey-Bass, 2001 Angelo, T., Cross, P., Classroom Assessment Techniques: A Handbook for College Teachers, CA: Jossey-Bass, 1993
Both the seminars that I attended and the readings gave me further insight in how to develop and structure the use of online discussions for online courses, adapt them for face-to-face class, and develop the appropriate rubrics for assessing the discussions.
Through participation in Engaging the Online Learner seminar I discovered how use of online discussions helps to create learning communities in both face-to-face and online courses. A seminar, Building Online Learning Communities, covered similar ideas that online discussions help to form and maintain learning networks. In the book, “Engaging Ideas”, the author emphasizes how the use of writing and revision activities helps to promote deeper learning and
critical thinking. For this reason I chose to use online discussions over other activities in order to introduce an element of writing in mathematics courses. Also, the act of revising a document (multiple drafts) can also be applied in mathematics courses to improve multi-step solutions to problems. To follow up on this idea, I decided to include applications that require multiple-step solutions through use of online discussions.
Appropriate Methods: Step 1: Administer the Icebreaker discussion as the first online discussion to follow in-class icebreaker activity, so that each of the students will get a chance to learn more in-depth about their classmates by posting an original post with a brief autobiography and by writing at least 2 replies to their classmates.
Step 2: Administer a set of weekly discussions as summative assessments to be graded with appropriate rubrics.
Step 3: Integrate the use of discussions with the in-class project based on real-life applications in the chapter of exponential and logarithmic functions by asking students to indicate a choice of application using exponential and logarithmic functions: forensics (finding time of death based on the temperature of the cooling body), business (mortgage), statistics (loss of electricity after hurricanes), earthquakes (Richter Scale), biology (bacterial growth and decay, “time-stamp� by FDA). This discussion is a part of Course Content Discussions.
Step 4: Form groups according to student indicated interests. Assign introductory readings and practice problems to groups based on their selected application.
Step 5: Assign homework problem using exponential and/or log functions based on the chosen applications. Have students post first-draft solution (formative assessment) to the problem in the appropriate discussion. Then, let students peer review each others’ posts in their respective discussion (based on their chosen application) via Student Rubric, where they can rate and give feedback to their peers on the homework problem they completed. After the peer review and my comments, students turn in final draft of their solution in class.
Step 6: Administer exit survey as the last discussion post to gather student feedback regarding use of discussions in mathematics courses (formative assessment).
Significant Results: This Learning Outcome directed me to develop and implement Assessment and LearningCentered Teaching Strategies in my MAC 1140 class. As evidence of this Learning Outcome, I will provide ten documents:
LO 2 Artifact 1: Icebreaker Prompt LO 2 Artifact 2a: Set of weekly Course Content Discussions (summative assessments) LO 2 Artifact 2b: Examples of student posts in Course Content Discussions LO 2 Artifact 2c: Rubrics used to grade Course Content Discussions LO 2 Artifact 3a: Discussion prompts with directions to post the solution to chosen problem (chapter on Exponential and Logarithmic functions) LO 2 Artifact 3b: Examples of students’ first draft solutions and peer reviews LO 2 Artifact 3c: Student Rubric that students used for peer review LO 2 Artifact 3d: Rubric used to grade the peer review discussions (first draft post and at least 2 peer reviews) LO 2 Artifact 4a: Discussion Student Feedback prompt (formative assessment) LO 2 Artifact 4b: Results of Student Feedback regarding use of discussions
I used the results of the exit survey to gather student perceptions about use of discussions. 18 students participated in the Discussion Feedback survey via Discussion Board in WebCT.
Survey question 1: Did use of discussions help you learn in the course? If so, in what ways? Here is a summary of students’ answers to the question:
Students reported that discussions
improved communication with classmates improved retention of course material provided immediate feedback and extra practice bonuses were very helpful
There were a couple of responses that indicated preference of face-to-face discussions and that they did not learn as much from online discussions.
My response to the above: It seemed that the online discussions achieved the goals of collaboration among students and myself outside of class as many students felt that the discussions either helped them to review the material or answer their questions, and see different points of view in solving problems. Some students craved more challenging discussions, or learning something “new” via discussions, in which case I can introduce some bonus challenging problems (perhaps as a friendly competition). Also, I may use some discussions in class instead of online to vary the pace a bit for those students who prefer more face-to-face discussions and guidance.
Survey Question 2: Would you recommend to continue using discussions in the upcoming semesters? Students responded by stating that they would recommend to continue discussions and suggested improvements
have discussions only in longer chapters (instead of weekly discussions) move due dates to Friday or Saturday instead of Wednesday have more reminders about due dates make deadlines longer
One student recommended not to continue with discussions because they were difficult to remember to complete and not helpful.
My response to the above: Most students recommended that I continue to use the discussions. There were some helpful suggestions regarding the due dates and reminders. While I tried to remind students of due dates in class and also post announcements in WebCT regarding due
dates, it didn’t seem to be enough. This semester, I simply put due dates in the title of discussions and remind students in class, which helps somewhat more. Also, weekly discussions in a face-to-face class seemed to be a bit too much for students and myself, so I plan to cut down on the number of discussions and give students more time to complete them. But, I would definitely continue to implement them in my future courses!
Survey Question 3: Would you like to see discussions in your other math courses? Out of nine responses to this question, five replied that they would like to see discussions in other math courses since the discussions
engaging for students a way to learn and ask for extra help a good idea since it’s a different way of learning math a way to relate to other students and see that others may have similar difficulties with the material a way to communicate with the classmates
Four students indicated that they would not like to see discussions in other math courses since
mathematics is difficult to discuss because it is either right or wrong, so replying to other students was a challenge if the material is very visual then the discussions are not as helpful the online discussions are more helpful in online courses
My response to the above: There were varying responses to this question. Having successful discussions implementations in mathematics is very challenging in both online and face-to-face classes as students seem to think that math has a “right” or “wrong” approach. I find students, in general, are not very interested in talking about mathematics, so there was some initial resistance to writing meaningful replies (beyond simple compliments). However, I was impressed how much enthusiasm most of my students showed towards online discussions in a math class during my first implementation, so I would try them in different math courses (such as Trigonometry), but with a different approach (maybe locating different resources to utilize via internet).
Survey Question 4: What suggestions do you have for improvement? There were numerous suggestions from students regarding online discussions. Here is a summary of the replies I received for this question:
extend the deadlines to allow students more time to reply have mini-quizzes aside from tests to give more practice with the material have more problems to work out not have to reply unless the original response is incorrect extend the deadlines and offer discussions as extra credit have a guideline on how to post meaningful reviews and replies to each other
Four or five students suggested to have quizzes during class and to extend the deadlines to discussions.
My response to above: I got very helpful suggestions from students via this discussion. There seems to be an interest in having quizzes in this class, so, in the future, I will consider coupling some discussions with quizzes in class, perhaps to give students more motivation to complete them and to remember the deadlines. I would also consider having fewer online discussions in face-to-face classes, so students have more time to post and reply to each other (maybe biweekly discussions). Students seemed to have difficulties replying to each other with “meaningful” replies, so while I do not agree with students’ suggestions to reply only to “incorrect” responses, the suggestion to provide the guidelines outlining expectations, and some examples of excellent replies and also examples of what “not to do” is an excellent suggestion.
Reflective Critique: A. General LO Reflection: While implementing this LO, I discovered that the use of discussions in math courses is an excellent learning and collaborative tool for the students and for me in online and face-to-face courses. I was impressed by the level of enthusiasm of my students in posts of discussions. I have learned as much, if not more, from reading and responding to discussion posts as I feel
they learned from me and each other. However, implementing discussions in mathematics courses (both online and face-to-face) presents unique challenges in two areas: 1) Students sometimes tend to think of “discussions” as solving additional problems, which tends to be intimidating for them initially. 2) Students have difficulty continuing the discussion after the problem is solved, and are not able to introduce new ideas or connect different concepts.
So, with that in mind, I created discussions that align to the concepts learned in class, and I have clarified what expectations I have for posts and replies via rubrics and verbal instructions in class. However, I encountered several unique challenges during the implementation of this LO in the classroom that I did not encounter in the online class such as students forgetting deadlines despite my mentioning them in class and via WebCT, and, in some cases, underestimating the importance of discussions. I believe students learned a great deal from discussions whether they realized this or not, as they wrote complete solutions to math problems, which is a very important skill in mathematics. They had to evaluate the solutions of their peers, give feedback, and, in certain cases, further mathematical discussion. I was pleasantly surprised by the level of enthusiasm from my students and quality of posts and replies. However, some students, particularly, the ones who were familiar with the content of the course (sometimes from their previous courses) tended to undervalue their learning from discussions. They felt they were not learning anything new. So, in my future implementations of this LO, I would like to do the following:
1) Write out guidelines for discussions outlining the expectations for student responses and replies, including some examples of excellent responses and what “not to do”, or “can be improved”. 2) Align discussions with Learning Outcomes and specific goals applicable for learning mathematics. 3) Align online discussions with activities in class such as quizzes, problem-solving activities, etc., so they will not seem as separate, “extra” assignments, but, rather an integral part of the class.
I also plan to discuss these items with students during class as well. I hope that these minor changes will enhance the experience with discussions for students. Implementing discussions in my courses was time-intensive activity for me as an instructor, but it was worthwhile for me and my students, so I definitely plan to implement them again.
B. Critical Evaluation of each Essential Competency addressed in this LO Assessment Reflection The use of online discussions in implementation of this LO helped me to introduce alternative formative and summative assessments in my Pre-Calculus course. Traditionally, I assign homework through MyMathLab and chapter tests in MAC 1140 to assess student understanding of material. Occasionally, when time permits, I use class exercises, which I collect, as formative assessments. However, it is challenging to ensure timely feedback to students using class exercises. I noticed that using discussions in WebCT helped me in multiple ways to check student understanding of material before the chapter tests. I was able to answer students’ questions if they arose, but, while I did not get many questions, students also got feedback on their work from their peers and me via replies, and students were able to learn from reading responses from others, which they mentioned as being very helpful.
Also, when I was covering the chapter on sequences and series, which is a new topic for most of Pre-Calculus students, I noticed that a few students confused the definitions of sequences and series when I read the weekly discussion posts, so I was able to clear up the definitions by the next class. I think, without the discussions, I may not have been able to catch the misunderstanding until it was too late (exam time). So, the discussions proved to be an invaluable formative assessment tool that allows me to see what students understand well, and where they need more clarification of material.
Some discussions I used as summative assessments via use of rubrics to ensure the quality of posts. I was impressed by the quality of posts and replies I have received in discussions. The use of rubrics conveyed expectations for students. I also made use of the comments when grading, so the students can view their grade and my comments or suggestions at the same time. In the future implementations of discussions, I would like to tailor rubrics to specific discussions a bit more to make them more assignment specific. I would also like to go over the rubrics in class more often, so I can clarify the main points and answer questions, if necessary.
During the implementation of this LO, I used a variety of discussions to suit specific chapters and form a more complete picture of learning for students. In some chapters, students had to solve specific problems utilizing concepts learned in class, then proof-read each others’ solutions. In other discussions, students had to come up with their own examples of specific functions or sequences, or choose a preferred method of solving a problem. In the chapter of exponential and log functions, students applied their knowledge of material to solve problems using real-world scenarios. I think the students preferred more open-ended discussions, where they discussed applications, preferred methods, or had to come up with their own examples. The students liked problem-solving discussions least, but I think those discussions are helpful as well, so the students get to see complete solutions of their peers as well as write their own solutions. In the future implementations, I would like to come up with more real-life applications, not just in the chapter of exponential and log functions, but other chapters as well. Also, I would like to come up with more critical thinking or challenging problems as well as bonus activities for students who are interested in learning more. Overall, I enjoyed implementing this method of assessment, and I plan to use and improve on it in my future courses.
Learning-centered Teaching Strategies reflection Most online discussions were collaborative activities in a sense that students had to reply to at least two of their peers by either answering questions, suggesting possible improvements, or introducing a new idea. However, the activity that illustrates the use of collaborative/cooperative teaching strategies the most was the use of applications and tying the online discussions to the class group project.
First, the students had to pick their preferred application via the specific discussion online. I then formed groups based on students’ indicated interest. The interest in applications turned out to be uniform resulting in well-formed groups, however in my future implementations of this LO, I plan to have students rate their choices of the applications from most to least (1 – 5) and indicate how strong their top choice is. While some students felt strongly about their chosen applications due to their majors or interests, others did not mind as much which one they ended up doing. That way, I have more leverage in forming groups for this project (I tried it in my College Algebra classes and it worked out better this way).
The peer review was conducted in WebCT, where students posted their first draft solution in the Discussion Board, then used a rubric (“peer review” discussion function enabled) to rate each others’ solutions and give suggestions for improvement. Students proof-read at least two solutions from their group and posted their rating (based on rubric) and comments. It was interesting to read the comments students posted for each other. They either confirmed that the solution was correct or gave constructive feedback. Some of the comments consisted of comparison of reviewer’s own solution to the one they reviewed (original post), which helped the reviewer realize and clarify their own mistake (this happened quite a bit in Bacterial Decay application, where most students make a common error in their first attempt at a problem). Although the students tended to be more on the generous side when rating each other, the rubric was very specific, which enabled the students to give an accurate assessment of each others’ solutions. I have also provided feedback on students’ first drafts.
While I was impressed with the quality of peer review via WebCT, the activity proved to be very time-intensive for me and the students. First, explaining how to use “peer review” function in WebCT proved a bit challenging as the process was not intuitive for students. I found myself explaining the process several times during class. Also, the implementation in WebCT was not aesthetically pleasant as some of the lengthier comments were difficult to read (appeared as one continuous long line of text instead of paragraphs), and it was difficult to access peer review ratings for both myself and the students. During my second implementation of online discussions I have reserved some time to have peer review sessions during class rather than online in a face-to-face class. This enabled the students to receive immediate feedback on their work, and I was able to circulate around the class and answer questions or provide comments, if necessary. Implementing peer review sessions in class eliminated a lot of initial confusion with students. However, the method of using WebCT for peer review will work well for a group project in an online class, where I can post a video with detailed instructions on how to proceed with peer review in such a course. I would also like to try it as a regular discussion, where students can post their first draft and provide feedback to each other via replies (easier to implement and read the comments). Overall, it was interesting to utilize “peer review” function via WebCT, and I was impressed with the results I have received at the end of the project.
Supporting Artifact Documentation for LO # 2
LO 2 Artifact 1 Icebreaker Discussion Prompt Hello everyone, Let’s get to know each other! Please create a post with a short bio (click on “create a message” button). I would like you to address the following in your bio: 1) your name (including a preferred name, if any) and a brief bio of yourself 2) your background in mathematics and your degree/career goals 3) one interesting piece of information about yourself
Do you have any questions or concerns as we are getting started? After creating the post, please read bios of your peers. Reply to at least two of your peers' postings.
LO 2 Artifact 2A Course Content Discussions 1. Ch 4A Discussion 1. Please pick one of two questions to answer. 1) When does a rational function have a "hole" instead of a vertical asymptote? Provide an original (not from notes or book examples) example of such a function. 2) Outline (in your own words) the steps needed to solve 1/(x + 1) > 1. What is the solution? 2. Post at least one question about sections 4.1-4.3. Please read at least 5 of your classmates' posts and reply to at least 2 posts.
2. Ch 4B Discussion For this Discussion, either use WebCT equation editor or attach a document (either Word document using equation editor or handwritten document scanned as PDF file). If you're using attachments, please post .pdf or .doc files only. 1. Please pick one of two questions to answer. a) Post your example of a radical equation so that not all original solutions work. Solve it. b) Post your example of a radical equation so that you may have to use substitution such as 2x-2 - x-1 = 3. Solve your example. 2. What question(s) do you have about these sections? Read at least 5 of your classmates' posts. Reply to at least 2 posts.
3. Ch 5A Discussion Exponential and Logarithms chapter is rich with applications. We will have an opportunity to explore different applications (of your choice) in detail. The following applications will be explored in groups focusing on applications of choice. The groups will be formed according to
your responses. Choose one of the following applications of exponential or log functions and explain why you made such a choice: 1) Mortgage/Interest application (finance). In this application, we'll explore different parts of mortgage formula (how those mortgage calculators work) and how the interest is computed over the time period of mortgage. 2) Population growth/decay (biology). Population growth and decay of bacteria will be explored and the question of when it becomes unsafe (threshhold) will be raised. 3) Hurricane application (rate of restoring electricity to houses without power). After a hurricane, many houses are left without power. How long will it take to restore the power? (Something to think about when a major hurricane strikes). 4) Earthquakes - Richter scale (Intensity of earthquakes is compared to its magnitude). Where does measure of earthquake of magnitude of 7 (or 8 or 9) come from and how intense is such an earthquake? 5) Cooling of a body (Forensics). Based on a rate of cooling of a body and using Newton's Cooling Law, it is possible to compute the approximate time of death of a body.
4. Ch 5B Discussion: Bonus (Question and Answer) What questions do you have about Chapter 5: Exponential and Log functions so far? Post specific question(s) (you can include questions from homework, or project, if you wish, but make them specific), or answer a question of a classmate if you think you have a reasonable answer.
5. Ch 6 Discussion 1. If you are given the equation of a conic section (parabola, circle, ellipse, hyperbola), how can you tell which one of the graphs it will resemble? Please give specific examples of each kind. 2. Do you have any questions from these sections, course, etc.? For your 2 responses, please either add a "new thought" or answer a question.
7. Ch 7A Discussion In this chapter, we will be learning about various methods to solve systems of equations. Which method do you prefer most (graphing, substitution, elimination)? For solving a system x2 + y2 = 61 x-y=1 which method would be most appropriate to solve it, substitution or elimination? How many solutions does the system have? Why? If you have any questions, post them as well.
8. Ch 7B Discussion Please post your response on the following: 1) What questions do you have on Row-Echelon (Matrix) method of solving systems of equations, or matrices in general? 2) If A is 3x2 matrix and B is 2x2 matrix, is AB (product) defined? If so, what are the dimensions? Is BA defined? If so, what are the dimensions? For replies, please add new thoughts or answer questions.
9. Ch 7C Discussion (Bonus) Please choose one of the questions to answer: 1) What does it mean if the system of equations can't be solved by Cramer's Rule (i.e. D = 0)? 2) What is the first step of partial fraction decomposition of (7x2 - 18x + 12)/((x + 4)(x - 3)2) ?
What is the final answer? If you have any questions from sections 7.5 or 7.8, post those as well.
10. Ch 11A Discussion Post your example of an arithmetic sequence that can't be found in the notes or elsewhere. What is the sum of 60 terms of your sequence? What questions do you have about sequences/series? For replies, please add a new comment or a suggestion, or provide an answer to a question.
11. Ch 11B Discussion Pick one of 2 options for this post: 1. Post your example of an infinite geometric sequence (different from notes or homework). a) What is r? b) Does the sum of your sequence converge (a definite answer) or does it diverge (infinite)? 2. Post a question that you have from 11.3 or 11.4. For replies, either post a new comment/suggestion or answer a question.
LO 2 Artifact 2B Examples of student posts in Course Content Discussions Ch 4A Discussion: This student picked one of questions to answer. Sample Student Response: When does a rational function have a "hole" instead of a vertical asymptote? Provide an original (not from notes or book examples) example of such a function. A rational function has a hole instead of a vertical asymptote when it's not in its lowest form. It then has a point of discontinuity. For Example: f(x) = (X^2-64)/(X+8) 1st you would have to factor the numerator. You would then get f(x) = (X+8)(X-8)/(X+8). 2nd you would cancel out (X+8) which would leave you with f(x)=x-8. The removable discontinuity would lie at x=-8.
Ch 5B Discussion: Question/Answer Discussion in Ch 5: Exponential and Logarithmic functions. Here are a couple of students’ questions and responses from classmates: 1) Student Question: Ive been trying to figure out this problem for awhile now, but my results arent what the program wants me to have.... Im having problems with question 7 on 5.6 trying to figure out the rate percentage.... The problem says: Ben Franklin's Gift of 3,000 to New York City grew to 6,000,000 in 200 years. At what interest rate compounded annually would this growth occur? Please try it and lemme know..... Your results should be 3.87% Response to the question (from another student): This was a tricky one for me also but you set up your equation into A=P(1+r)^t so the equation becomes 6,000,000=3000(1+r)^200. Then you divide both sides by 3000 and that leaves you with 2000=(1+r)^200 then to cancel the square root 200 you take the 1/200 root of the 2000 and you get this: 1.03873592 and then you subtract 1 and it leaves you with .03873592 and then you multiply it by 100 because they ask you for the percentage. And dont forget to round because it will mark it wrong if you don' round properly. I believe its to the nearest hundredth.
Ch 7A Discussion: In this chapter, we will be learning about various methods to solve systems of equations. Which method do you prefer most (graphing, substitution, elimination)? For solving a system x2 + y2 = 61 x-y=1 which method would be most appropriate to solve it, substitution or elimination? How many solutions does the system have? Why?
Sample Student Response: I personally prefer the elimination method because I like the ability to take a variable out of the equation and concentrate on the one I have left. However for the problem given to us, substitution would be the better method to use since you can solve for x, and substitute it back into the original equation and solve. This equation will have two solutions because the first equation is a circle, both x and y are squared which means there will be two solutions. The second equation is a line that intercepts at two points. Reply to this post (by another student): I would like to see the equation being solved by the process of elimination, im not entirely certain on how to do it but i do agree with you that this equation is best solved by using subsitution.
Ch 7B Discussion: Please post your response on the following: 1) What questions do you have on Row-Echelon (Matrix) method of solving systems of equations, or matrices in general? 2) If A is 3x2 matrix and B is 2x2 matrix, is AB (product) defined? If so, what are the dimensions? Is BA defined? If so, what are the dimensions? For replies, please add new thoughts or answer questions.
Sample Student Response: 1) Are there any practical/real life uses of matrices; why were matrices introduced as a way to solve linear systems. 2) A= 3x2 B= 2x2 AxB=C 3x2* *2x2 3x2 AB is defined because the last and first numbers match BxA 2x2 3x2 BA is not defined
Reply to this post (by another student): yes.. Matrices can be used to collect data. They can also be used in cryptography--the practice and study of hiding information.
good job on your 2nd problem . your answers were all correct. AB can be defined. and the dimentions are 3x2 and BA cant be defined because of the inner numbers (they dont match up)!
Ch 11A Discussion: Post your example of an arithmetic sequence that can't be found in the notes or elsewhere. What is the sum of 60 terms of your sequence?
In this Discussion, I noticed that some students had misunderstanding of finding 60 th term vs. finding the sum of 60 terms. However, some students were able to clarify the misunderstanding for others. Sample Student Response: The terms are 21,26,31,36,41,46 The difference (d) is 5 and in order to find the 60th term we have to to a(60)=5(60)+21=321+21= 342 Reply to this post (by another student): did you ever get the sum of ur 60th term? if not... remember to use this formula S= n/2 (a1 + an )
LO 2 Artifact 2C Rubrics used to grade discussions 1. Rubric used to grade Ch 4A, 4B, 6 Discussions Objective/Criteria Mathematical Content
Exceptional (4 points) Correct and complete set-up and original answers to questions, contains specific question(s) for the sections
Netiquette, Grammar/Spelling
(2 points) Adheres to rules of Netiquette and contains no spelling or grammatical errors
Meets expectations (2 points) Incorrect set-up, contains errors in the answers, or not an original answer, or contains vague/missing questions (1 point) Adheres to Netiquette, contains spelling or grammatical errors
Replies
(4 points) Both replies add a new thought or suggestion to the post or answer questions
(2 points) One reply adds a new thought or suggestion to the post or answers questions
Needs Improvement (0 points) Late or missing original post
(0 points) Does not adhere to Netiquette and/or contains spelling/grammatical errors (0 points) None of replies add a new thought or suggestion to the post or answer questions out of 10 points
2. Rubric used to grade Ch 7A, 7B, 11A, 11B discussions Objective/Criteria Content
Exceptional (4 points) On time and reflected knowledge of topic
Netiquette, Grammar/Spelling
(2 points) Adheres to rules of Netiquette and contains no spelling or grammatical errors
Meets expectations (2 points) Incomplete, does not answer the question(s), or late (1 point) Adheres to Netiquette, contains spelling or grammatical errors
Needs Improvement (0 points) Omitted original post
(0 points) Does not adhere to Netiquette and/or contains spelling or grammatical errors
Replies
(4 points) Both replies add a new thought or answer a question
(2 points) One of replies adds a new thought or answers a question, or replies are late
(0 points) No replies add a new thought or answer a question out of 10 points
3. Ch 5A, 5B (bonus), 7C (bonus) were graded based on completion.
LO 2 Artifact 3A Discussion Prompts: Ch 5 Exponential and Log functions Project 1. Mortgage: Post the solution to Mortgage problem: Suppose you wanted to take out a mortgage for $100,000 with monthly payments at 9%, but you can only afford $800 monthly payments. How long will you have to make payments to pay off the mortgage, and how much interest would you pay for this period?
2. Population Growth and Decay
Post the solution to Population Decay problem: If you start a biology experiment with 5,000,000 cells and 45% of the cells are dying every minute, how long will it take to have less than 1,000 cells?
3. Hurricanes Post the solution to Hurricane problem: 1) What if we switch x and y in Hurricane Problem equation (see handout on Hurricanes) to obtain (# customers, #days) to ask the following question: How long will it take until the power is restored (less than 1000 customers are left without power)? a) First obtain the equation by switching x and y and solving for y (use inverse functions). x = 1306850(0.6191)y When you solve for y, you can use ln (natural log). What is the equation for y? b) How long will it take until there is less than 1000 customers left without power? Note: x is now # of homes and y is the number of days after the hurricane. Is the result the same as in the handout?
4. Earthquake Post the solution to Earthquake problem: If the earthquake in Los Angeles measured 7.9 on Richter scale, and the earthquake in Chile measured 9.1 on Richter scale. How much stronger was the earthquake in Chile than the earthquake in Los Angeles?
5. Forensics Post the solution to Forensics Problem: At midnight, police were called to the scene of a brutal murder and found the body of Neils Nieley. The officer immediately noted that the temperature in the apartment was 68°F and Neils’ body temperature was 85°F. The police arrested Neils’ wife Narley Nieley and charged her with murder. She had eyewitnesses that said that she left Ned’s Bar at 11:15PM. She had just been jilted by Neils and was a good suspect. Narley’s lawyer knew about Newton’s Law of Cooling and used the function to find the time of death. If you know that the rate of cooling, r = -.5207 (given by additional temperature measurements of the body), can you help him prove that Narley could not have done it? Hint: Recall that the temperature of the living body is 98.6°F. Explain and show your calculations.
LO 2 Artifact 3B Sample Student first draft solutions and peer reviews 1. Population Growth and Decay
Post the solution to Population Decay problem: If you start a biology experiment with 5,000,000 cells and 45% of the cells are dying every minute, how long will it take to have less than 1,000 cells? Sample Student Response: ()
.0002= Ln.0002= -8.517 = -0.45t
T=18.9 min Peer Review: Score: 5 (see LO 2 Artifact 3C: Student rubric) Reviewer comment: Hi Shaun! I was wrong when I compared your exercise with mine; so actually they both matched, but according with professor Nudel's rubric we are wrong when we set the exercise and instead of 0.55(percentage of live bacteria) we used 0.45(percentage of died bacteria) and from there we got a wrong answer despite we apply the formula correctly. So I think you deserve at least 5 points out of ten. I hope who ever is grading me think the same about mine! Good Job and we have to be careful next time when a problem like this pop out!
2. Earthquake: Post the solution to Earthquake problem: If the earthquake in Los Angeles measured 7.9 on Richter scale, and the earthquake in Chile measured 9.1 on Richter scale. How much stronger was the earthquake in Chile than the earthquake in Los Angeles? Sample Student Response:
= Magnitude of earthquake in Chile= 9.1 Magnitude of LA earthquake= 7.9 x= how much stronger the earthquake is
(
)
(
)
(change to exponential)
The earthquake in Chile was 15.85 times stronger.
Peer Review: Score: 10 (see LO 2 Artifact 3C: Student rubric) Reviewer Comment: Everything looks correct good job.
LO 2 Artifact 3C Student Rubric This rubric was used by students to rate each others’ solutions to Exponential and Log functions project.
Objective/criteria Mathematical Content
Beginning (5 points) Attempt to set-up equation not successful (incorrect use of equation), or an incomplete solution (missing steps)
Accomplished (7 points) Successful attempt to set-up equation but leading to a different solution
Exemplary (10 points) Successful attempt to set-up equation leading to correct solution
LO 2 Artifact 3D Rubric used to grade peer review discussions (Mortgage, Population Growth/Decay, Hurricanes, Earthquake, Forensics)
Objective/Criteria Original Post
Peer review
Exceptional (6 points) Original post is present with solution either using Equation editor, or as PDF or Word attachment (4 points) Both peer reviews are completed with helpful comments for improvement
Meets Expectations (2 points) Original post is present with solution. No Equation editor or attachment used (2 points) One peer review is completed or comments for improvement are missing
Needs Improvement (0 points) Original post is late, or missing, or the solution to problem is missing (unreadable, etc.) (0 points) No peer reviews completed
out of 10 points
LO 2 Artifact 4A Student Feedback Discussion Please give feedback regarding discussions used in this course by answering the following questions. 1) Did use of discussions help you learn in the course? If so, in what ways? 2) Would you recommend to continue using discussions in the upcoming semesters? 3) Would you like to see discussions in your other math courses? 4) What suggestions do you have for improvement?
LO 2 Artifact 4B Discussion Feedback Results Survey question 1: Did use of discussions help you learn in the course? If so, in what ways? Here are some results from students’ answers to the question. Positive: 1) yes it helped because you got to post solutions to your questions and be able to communicate with your classes as well. Also, it helped your grade on the tests improve because some thing you see on the test you've seen on the discussions. It helped you to focus on the class more and not forget the material because every class you had one to do. 2) Yes, i do believe that the discussions were a big help out throughout this course!!! especially for those who have a hard time in math! It's definately a great way to do extra practice. plus you get everyones feedback on it so you would know if your right or wrong! overall , even though it was a pain doing the discussions at times. I still it was fair for the professor to provide us with such a thing. it also helped us out alot because of the *BONUSES* that were assigned along with it. 3) Yes, the discussions did help me learn because it was additional practice and I got to see how other students worked out the problems. 4) I think so! It really helped me not only understand the topic but also to understand other's points of view, and I think that knowing differents perspectives from people of the same leve in which I am, I found it really useful for a collective understanding of the topic. 5) yes it did help because it made me look back at the notes and put them into use and i could always ask for help if i needed it. 6) I personally enjoyed to certain point discussions, it is a good way to keep in touch to classmates and professor. It really helped me sometimes in situations that I have doubts about a point for the test and I got a quick answer. 7) Yeah the discussions really did help, it was nice to always have access to the professor where i could ask any question on particular problems than have been giving me problems. 8) I found that disscussions were helpful because if you had a question at anytime, there is always someone to anwer your question and help you. 9) The discussions were helpful 1. Because they gave an opportunity to see different point of views and methods of solving a problem 2. It allowed us learn to express math in both wording and numerically.
Neutral: 1) Overall, the discussions were mixed. Some of the topics on assorted chapters were helpful while other ones seem to waste time because they were identical to what we had already covered in class. 2) the discussions were good, I wouldn't say that I interacted with the students that much in the discussions to have learned much, there were a few times that some students gave me pointers and assisted me when I got something incorrect but most of my learning came from studying and in class instruction. Negative: 1) no 2) Overall, I think the discussions didn't really help me that much because I prefer face-to-face discussion as a more effective way to understand another person's point of view. I think it would be better to do discussions in class such as that mortgage project because it helped me alot when someone is right there to explain what to do and show examples rather than having to type it all up. More in-class projects rather than online discussions. 3) I didn't find the discussions helpful in this course. The material for this course was very simple to learn and
Survey Question 2: Would you recommend to continue using discussions in the upcoming semesters? 1) I would recommend using discussions in upcoming semesters, however I wouldn't do them every week. I think it would be better to do them on the longer, more intensive chapters. 2) Yes I would recommend to continue using discussions in the upcoming semester because it helps you in the class but i THINK the students should be reminded of when these discussions are due. They should probably be due on a friday or saturday not a wednesday its the middle of the week and most students are taking other classes and won't remember to submit their discussions in time. 3) I do recommend to keep these discussions for upcoming classes. some students might not enjoy it as much as others do, They just might be slackers. But for those who actually want to learn its the best way to keep up with the discussions and get a boost on your grade with all the bonuses!!! 4) Some of the discussions were helpful while others were tedious. I think yuo should make the discussions mandatory for online classes but since we meet in a class period I dont think they should mandatory 5) only if the discussion deadlines were longer 6) yes i would because it is a stress free enviroment that helps you out
7) No, they were difficult to remember to do and i don't feel like they helped me all that much.
Survey Question 3: Would you like to see discussions in your other math courses? 1) I would definitely recommend the use of discussions in your upcoming, as well as all. It engages students, so that they are not just coming to class, they're involved. 2) Yes I think it is a useful way to learn and ask for extra help 3) The discussions in other classes are a good idea since is a different way of studying math. 4) I wouldn't like to see online discussions in any other math courses. 5) Depending on the course, if its something too hard and something than i need to visually see, then no. 6) No. I may not mind it if we didn't have to reply to other students posts... that's hard to do because there's not a whole lot to discuss in math other then if it's right or wrong. 7) I wouldn't mind having discussions in my future math classes this gives us a way to understand each other and realize we are no the only ones who has a problem, and alos the extra points don't hurt. 8) If I was taking a math class online I would like to see discussions but other than that probably not. 9) Yes i would like to see discussions on my other math courses. I had never heard of having a discussion on Web ct for math before.. therefore, before i took this course ... i thought it was bit strange, but when i got used to it , i actually enjoyed it . not only it helps you .. you communicate with your classmates to know them a little better as well!!
Survey Question 4: What suggestions do you have for improvement? 1) Other suggestions for improvement: Maybe just extend the deadlines for discussions to allow students more time to reply to the topic at hand. 2) I think their should be mini quizzes aside from the test to maximize the memorization and studying skills for the students. 3) In my opinion, how the discussions are set up is perfect, but just like how Loudy mentioned there should be mini quizes that came along with it. like after each lecture that we would get ... So we would become more familiar with the lesson that was taught during class that day! 4) I think to improve the class there should be quizzes to go before the test. This allows student more points and to see where they are making mistakes before the test.
5) more problems for us to work 6) Maybe just what I said above about not having to reply to other students problems unless they were incorrect. Maybe just have everyone read a number of other and reply if one is incorrect then. 7) For the most part the discussions are great as they are. I would suggest more critical thinking such as challenging students more when creating their own problems and less response since it seems most students don't respond much or have many questions or comments (they usually prefer to do that in person). 8) The only change I would say to make would be to remove the part about responses, or at least making responses not count towards your grade because a lot of the times its hard trying to find a post to respond to without only saying 'good job'. Also extending the deadline to fridays like what was suggested earlier would be helpful as well. And maybe making one discussion into some sort of a quiz every other week and having your students grade each other before you step in for the final grade would be helpful. 9) I would suggest making the discussions extra credit and allow more time to do them. 10) Maybe give a little more time to post 11) I would suggest a guideline on how to post meaningful reviews and replies to each other
Learning Outcome # 3 Adequate Preparation Appropriate Methods Significant Results Reflective Critique
LO # 3 Learning Outcome: Design learning-centered activities and handouts that lead students to make study plans appropriate for their learning styles. Essential Competencies Addressed: 1) LifeMap
Help students assume responsibility for making informed decisions
Help students transfer life skills to continued learning and planning in their academic, personal and professional growth
Employ electronic tools to aid student contact (Use of Journals in WebCT, email)
2) Inclusion and Diversity
Design learning experiences that address students’ unique needs
Develop students’ self-awareness (connect learning styles to study skills through class activities and online journals)
Design learning experiences that address students’ unique strengths
Adequate Preparation: My idea to integrate LifeMap and Inclusion and Diversity Competencies into my MAT 1033C (Intermediate Algebra) classes is to have students find out their preferred learning styles, discuss and establish appropriate study strategies, and keep guided journals via WebCT, where students devise learning plans specific to them, keep track of study strategies and use resources applicable to them. In preparation for this LO, I utilized the following resources:
Sources consulted for this Learning Outcome: TLA seminars: LifeMap Inclusion and Diversity Personality and Learning Styles
References: Bean, John C., Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, CA: Jossey-Bass, 2001 Siberman, Mel, Active Learning: 101 Strategies, MA: Allyn & Bacon, 1996
The readings have been particularly helpful in planning the implementation of this LO. From these I learned about using weekly guided journals for students, having them focus on study strategies and plans, which are particularly helpful for students in developmental mathematics courses. I also “borrowed” the idea to use mindmaps for certain sections in Intermediate Algebra from Siberman’s Active Learning: 101 Strategies.
The seminar that was very helpful for this LO was Personality and Learning Styles, facilitated by Wendi Bush. In this seminar I learned about alternatives to Barsch Learning Styles tests, such as Myers-Briggs personality types test, which I plan on using in future implementations of this LO. Also, I found the Inclusion and Diversity seminar, facilitated by Kim Long, helpful as well in giving me ideas for developing activities utilizing students’ unique strengths and needs, particularly having students develop and discuss applicable study strategies via group discussions. The LifeMap seminar has given me insights and ideas to help students develop lifelong learning and study skills suited to their individual learning styles and personalities and develop self-reflection for their study habits.
During Fall 2009 semester I visited Jeannette Tyson’s Intermediate Algebra course linked with the Student Success course. From her class I observed teaching strategies that enabled me to address different learning styles in my presentation of course material. For example, Ms. Tyson
sometimes writes a little on the board, then talks to her students and asks them questions (instead of writing and talking at the same time). Also, I had the opportunity to talk to Larry Herndon, the Student Success instructor, after Ms. Tyson’s class, about different strategies that he uses for learning support in the course such as having the Success Coach keeping dialogue open with the students and addressing any academic challenges that students may be facing. This class visit prompted me to consider linked courses in the future.
I have also spent some time thinking about and gathering class and internet resources that utilize all learning styles that I believe will be helpful in Intermediate Algebra: mindmaps (for equations or properties), YouTube videos, use of flash-cards (for equations or properties), and instructional websites (references for specific topics).
Appropriate Methods: Step 1: Administer Introduction journal (using journal feature in WebCT) to follow the icebreaker done in class as the first journal assignment, asking students to outline their brief biography, mathematics background, major, career goals, and their goals for the course. Students can refer to this information later in the course when making study plans.
Step 2: Have students complete Learning Styles journal in WebCT. They will take Barsch Learning Styles Test and write about their results. Students are also required to read an article outlining the differences of studying math in high school vs. studying math in college and comment upon which points apply to the class and to them. This exercise is intended to get students thinking about their study preferences, so they can apply them when devising study plans for each chapter.
Step 3: Use a mindmap as an in-class assignment on equations of the line. I give the students copies of a mindmap. I then have the students form pairs (Think Pair Share) to fill-in the mindmap and find equations of the line and their properties. After allowing time for students to think and discuss the assignment, I put the mindmap on the board where we collectively fill-in the equations of the line and important properties. As a result, students have a study aid to help them study for that section on the exam. In addition, this activity provides an example of an appropriate study aid for a specific topic that students can create themselves.
Step 4: Put students in homogeneous groups according to their preferred learning style. Have students come up with and discuss study strategies appropriate in a mathematics course utilizing their common learning style via a round robin activity. Put the results on the board and discuss them as a class. This activity is designed to give students some ideas and strategies for studying math, which they can also utilize for their study plans.
Step 5: Introduce chapter-specific resources as part of study strategies comprising class and WebCT journal exercises to share more ideas and strategies for studying math: Chapter 7: Rational expressions, equations, and applications 1) YouTube videos: worked-out examples of adding/subtracting, multiplying/dividing rational functions (WebCT journal) 2) Class group and mini-homework assignments having students writing out complete solutions to problems involving rational expressions and equations, which are collected and passed back with feedback from me
Chapter 8: Radical expressions, graphs and equations 1) Flash cards outlining properties of exponents assigned as extra credit assignment 2) Midpoint class reflection survey (WebCT journal)
Chapter 9: Quadratic equations, graphs and applications 1) Assignment to find YouTube video on completing the square or using quadratic formula, post a link in the journal response and state why they chose the video (bonus WebCT journal). 2) Assignment to find an interactive resource on quadratic functions (utilizing examples, graphics, games, etc.), or state two examples of real-life applications of quadratic functions (described in class) (bonus WebCT journal).
Step 6: Have students come up with chapter-specific study plans or study guides, utilizing study aids and strategies discussed in class or online, or devise and share their own study strategies for exams.
Step 7: Administer the survey in class asking student input regarding WebCT journal exercises and suggestions for improvement.
Significant Results: This Learning Outcome directed me to develop and implement the essential competencies LifeMap and Inclusion and Diversity in my MAT 1033C classes. As evidence of this Learning Outcome, I will provide nine documents: LO 3 Artifact 1: Introduction journal prompt LO 3 Artifact 2a: Learning Styles journal prompt and sample student responses LO 3 Artifact 2b: Copy of the article on studying math LO 3 Artifact 3a: Copy of incomplete mindmap (to be filled-in) LO 3 Artifact 3b: Copy of filled-in mindmap LO 3 Artifact 4: Results of round robin in-class activity listing student-generated study skills listed according to learning style LO 3 Artifact 5: Journal prompts involving finding internet resources (YouTube videos, interactive websites, etc.) and sample student responses LO 3 Artifact 6: Journal prompts (Study plans, Calendar, Study guides) and sample student responses LO 3 Artifact 7: Student feedback survey and the results of the survey
I used the results of the student survey to gain a quantitative and qualitative measure of this LO. 16 students participated in the survey.
Survey Question 1: Did journal exercises help you learn more about yourself (learning styles, study skills, etc.) strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
Student Responses: Average score: 3.8 Positive Responses: Most students surveyed indicated that the journals were helpful to them, citing different reasons, such as reading responses of other students, keeping focused on the material and learning about different resources available (such as YouTube videos). Mixed Responses: A couple of students indicated that some journal activities were more helpful than others. Through unofficial survey and discussion with students, I found out that students preferred learning about different resources available to them for learning math (such as You-Tube videos, etc.) to reflective journals aimed at self-improvement. Negative Responses: A couple of students who have taken Student Success prior to taking my course indicated that most of material covered in journals was familiar to them already, so they did not consider journals helpful.
My response to the above: From getting informal feedback from students, I gathered that content-specific journals (containing YouTube videos) and in-class activities and assignments (flash-cards and problem-solving activities) were preferred to the ones focusing on study plans and strategies, partially due to the fact that some students have taken Student Success, and others simply prefer to complete homework and Math Lab activities as a way to prepare for exams. During my first implementation, the journal exercises were geared towards the students who have not taken Student Success courses. However, in my future implementations of this LO, I intend to build on current activities, so that even though these students who have taken Student Success course will still find something new to learn and may build on the material they already know. Also, journals focused on creation of study plans were general in order to elicit more open-ended responses. However most students preferred to “stick� to their own strategies and were not willing to change their study habits (therefore lacking a bit in self-
reflection). It would help to make study plan journals more specific to have students try (or create) different strategies based on their learning styles and later reflect on them.
Survey Question 2: Did journal exercises help you learn more ways to study math (i.e. YouTube videos, flash cards, study guides, etc.)? Circle one. strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
If so, in what ways?
Student Responses: Average score: 4.1 Positive Responses: The number of responses that some journal exercises were helpful to find more ways to study math was overwhelming. Many students indicated that they learned and were surprised about many resources on the internet (including YouTube) that are available to them. A couple of students also indicated that “offline” resources such as flashcards and study guides were helpful as well. Mixed Responses: One student indicated that journals were somewhat helpful and that there could be more hands-on examples. Negative Responses: None.
My response to the above: I was glad to hear that teaching students to find different ways to study and locate resources on the Internet (in addition to Math Lab resources) proved to be very helpful for students. The majority of the students liked YouTube videos and I hope they will continue to use YouTube.com and other websites for education as they continue taking mathematics courses. I would like to create more activities showcasing “offline” resources available to students as well.
Survey Question 3: Would you recommend using journal exercises in the future semesters? Why or why not?
Positive Responses: A majority of students said that journals should be continued in the future semesters, citing different reasons, such as they felt that journals helped them to learn more about themselves, and they benefitted from observing how other students respond to the same questions. One student mentioned that journals helped to keep active communication with the professor. Others cited that bonus activities were helpful. Mixed Responses: One student stated that journals should not be a weekly activity and that there should be fewer reflective exercises. Negative Responses: One student indicated that journals should not be continued because they were not helpful without citing a reason. Another student explained that writing was a challenging skill and on top of other assignments in class, journals were overwhelming and difficult to keep up with.
My response to the above: Even though this question generated many positive responses, I did find that the completion rate for journals was relatively low, and many students were simply overwhelmed by the amount of assignments in Intermediate Algebra. It was challenging to devise activities in Intermediate Algebra because of a number of existing assessments (including homework, Math Lab exercises and tests); the additional online assignments (WebCT journals) proved to be overwhelming for most students. I think that I would continue journals that guide students to find online resources and alternative study techniques and create study plans, however I have to re-think how to balance the workload for students in Intermediate Algebra classes.
Survey Question 4: What suggestions do you have to make journal exercises more helpful?
Student Responses: Some students stated that they liked journal exercises as they were, or that they did not have suggestions for improvement. A few suggestions implied that the discussions should be based more on content or finding helpful resources rather than reflective exercises. One student indicated having difficulty with keeping up with the assignments and that the deadlines should be longer.
My response to the above: I was rather surprised that students did not have many suggestions for improvement. It seems that the students did prefer journals based on content of the class
over reflective or planning journals, which prompts me to continue using content-based journals, but reserve time in class to devise study plans, at least for the first time. I would continue using reflective journals focusing on study plans, however, even though some students seem not to like them. Also, weekly journals proved to be overwhelming for students in addition to homework and Math Lab assignments. I have yet to figure out which journals to keep (to give students more time to complete them) and which to defer to activities in class.
Reflective Critique: A. General LO Reflection: Implementation of this LO was very interesting for me, and it led me to many discoveries and improvements of my teaching methods. In many ways, it was also the most challenging LO for me to implement. I noticed that at the start of LO implementation, utilizing alternative study techniques during class proved most helpful. For example, utilizing a mindmap for summarizing equations of the line was very helpful to students, and many of the students commented on this activity. I also noticed how the students kept the handout in the folder, and would take it out as they were working on review exercises in class. The round robin activity where students discussed study techniques applicable to their preferred learning style was met with much enthusiasm as well, and students came up with excellent study strategies and some unique examples. Students also appreciated class and mini-homework practice exercises, although some did not like doing them in groups. I think in the future, I will implement more Think-PairShare activities, where the students attempt exercises individually, then compare them with a classmate. These activities will also enable me to walk around and answer individual questions as well.
Journal exercises that students had to complete in WebCT, where they also complete online homework and Math Lab exercises, had more mixed results, which prompted me to consider how to improve them. First, there was the challenge of workload. In Intermediate Algebra, online homework and Math Lab assignments take considerable time for students to complete, and having to complete additional journal exercises proved overwhelming for some students. The quality of responses in journals suffered from perceived overload. I graded journal exercises on completeness only, so they would be more open-ended reflective exercises. However, students seemed to prefer more structured, content-specific journal exercises, which prompts me to create more specific reflection exercises in the future. Also, because I graded on completeness, there was a variety in quantity and quality of posts, where some students
answered questions in a sentence or two and others posted lengthier responses. This unevenness in the quality of responses prompts me to think that introducing a rubric or minimum length requirements will improve performance.
I observed that the completion of the journals decreased steadily over time. I found myself spending considerable time and energy reminding students to complete them, which became disheartening for both myself and my students. In the future implementations of this LO, I would like to defer some journal exercises either to be done in class or on paper (maybe a dedicated notebook) instead of online, but keep the ones with online resources (YouTube videos, interactive websites, etc.) in WebCT, as students found these very helpful. I would also like to connect assignments done in class to online journals a bit more, progressively building on previous assignments to have students build study plans that work better for them.
B. Critical Evaluation of each Essential Competency addressed in this LO: LifeMap reflection One of my goals with implementing the LifeMap competency in the LO was to help students develop academic behaviors for student success, which I implemented progressively throughout the semester in my Intermediate Algebra courses. I started with helping students find their preferred learning styles, and then form study plans accordingly. I started with general questions (using the journal tool in Discussions in WebCT) to get students to think about how they study and how they plan to study, then later in the semester to progress towards more specific study plans. What proved to be most challenging for students was analyzing and reflecting on their performance in the course and then trying different study techniques. This self-assessment by students is challenging in any course, but proved particularly difficult in a developmental mathematics course. From reading the responses of students, I learned that most kept the same study plan throughout the course, which is to go to Math Lab and to continue to work out problems in the notes and the book. I found this disappointing as I wanted the students to explore study options that would work better for them based on their preferred learning styles. So, in my next implementation of this LO, I will assign students to pick a couple of techniques based on their learning styles and focus on finding out which techniques work better for them. I believe this change will cause the round robin activity results to be more connected to the development of study plans. Also, I can introduce the first study plan activity in class showing students some examples and options of
building a good study plan (this could be a good group activity), then have the students come up with subsequent study plans at home.
During the implementation of this LO, I strived to establish student-faculty contact that would contribute to students’ academic growth, and I employed electronic tools to aid student contact via WebCT and Atlas email. I made myself available in-person and via email to address student questions and concerns, which has become an integral part of my practice. One of the challenges in Intermediate Algebra is keeping up with the assignments (homework, MyMathLab, and in-class tests). As a response to this challenge, I included a journal activity asking the students what type of calendar tools they use and what strategies they have to distribute evenly the work in Intermediate Algebra. As a result, I saw that the students had a number of calendars on their cell phones and paper that they were using. I followed up the activity with a calendar handout for each month of class, which we periodically filled in with assignments. I would like to continue this activity. I also may include an activity to have students develop a calendar online (for example in Google) that they can sync to their phone, or print out in order to minimize the number of calendars they need to keep track of.
Inclusion and Diversity Reflection Throughout the course I focused on designing learning experiences that address students’ unique needs and strengths. I created learning-centered activities that address diverse learning styles and provided a different learning supplement for each chapter in order to give students access to resources in addition to MyMathLab. To develop reciprocity and cooperation among students, I implemented an in-class mindmap activity that involved visual, auditory and kinesthetic learners and enabled students to strengthen their non-dominant learning styles and communication skills with peers. Another learning supplement that I used in WebCT is YouTube videos, which appealed to visual, auditory and kinesthetic learners. And, finally I devised a flash cards activity for properties of exponents that also involved individual learning styles. I would like to continue these activities along with certain journal exercises to continue to give students resources in addition to MyMathLab. For future activities, I would like to make up groups throughout the semester with varying learning styles, so the students can complement each other with different strengths.
One of my primary goals with this LO was to design learning experiences that address students’ unique needs by connecting learning styles to study skills to help students devise appropriate
study plans and develop student self-awareness. In the beginning of the semester, I used the Barsch Learning Styles Quiz as a WebCT journal activity, which I followed up with the round robin activity polling students about study skills using their preferred learning style. Later, throughout the semester, I provided journal prompts having students devising their study plans, which provided mixed results with most students resorting to their familiar techniques of studying, such as completing MyMathLab assignments and working out examples. In the future semesters, I would like to try different learning styles quizzes, such as Myers-Briggs personality types test or Learning Style Survey (Enthusiastic, Imaginative, Practical, and Logical) in my classes to combine with Barsch Learning Styles quiz, to see which test(s) the students prefer. That way even the ones who have taken the Barsch Learning Styles quiz in their other courses can learn something new, and some students who were not satisfied with Barsch quiz results have some alternatives. I can also utilize personality types quiz results to form groups for activities in class.
LO 3 Artifact 1 Journal: Introduction
Please introduce yourself to the class. Please address the following in your bio 1) your name (including preferred name if any) and a brief bio 2) mathematics background and your major/career goals 3) goals for this class What questions or concerns do you have as we get started?
LO 3 Artifact 2A Journal: Learning Styles 1) Take a Barsh Learning Styles Quiz (see link below) to find out your preferred learning style(s). Describe your results. Were the results what you expected or did they surprise you? http://ww2.nscc.edu/gerth_d/AAA0000000/barsch_inventory.htm 2) Read the article "Notes for Studying Math". Which points apply to this class, and more importantly to you? Notes for Studying Math.pdf
Samples of Student Responses: Student response 1: For the Barsh learning styles quiz I scored higher in the visual section which is pretty much what I expected. I have taken this learning style quiz before and received the same results. I agree with the quiz because I feel that I am a much better visual learner than anything else. I also do well with hands on learning and auditory learning seems to be my weakest. I feel like all the points that were made in the notes for studying math applied to this course and to myself as well. I know that math is not one of my stronger subjects so I know that I need to be sure to come to class regularly take good notes, and spend as much time as possible studying at home or in the math lab. Student response 2: Hi everyone! I did check out the Barsh Learning Styles Quiz; it was close to what I was expecting. I am more of an auditory learner first; however, I do enjoy reading and can follow direction if need be. My communication skill allows me to read body language and facial expression. Good tip on the pdf. I have to practice until I get it; I guess that's the best way for me. Student response 3: I took the test and it concluded that I have better auditory and kinesthetic learning styles. I wasn't surprised since I know I do better working hands on and hearing and discussing topics. The "Notes on Studying Math" gave good points to excelling in this subject. Using the resources available to you and keeping up with your work were some things that were stressed in the article. I'd say these are important factors.
LO 3 Artifact 2B
Notes for Studying Math
1. Do the homework. 2. Ask questions. 3. Take advantage of available help. a. Go to office hours b. Math Lab c. Form study groups with other students / attend SL sessions (if applicable) d. Walk-in tutoring in Math Center 7-240 e. Private tutoring 4. Take advantage of opportunities that instructor gives for extra credit. 5. Be an active, not a passive, learner. a. Take responsibility for studying, recognizing what you do and don't know, and knowing how to get your instructor to help you with what you don't know. b. Attend class every day and take complete notes. Instructors formulate test questions based on material and examples covered in class as well as on those in the text. c. Be an active participant in the classroom. Get ahead in the book; try to work some of the problems before they are covered in class. Anticipate what the instructor's next step will be. d. Ask questions in class! There are usually other students wanting to know the answers to the same questions you have. e. Go to office hours and ask questions. The instructor will be pleased to see that you are interested, and you will be actively helping yourself. f. Good study habits throughout the semester make it easier to study for tests.
Studying Math is Different from Studying Other Subjects  
Math is learned by doing problems. Do the homework. The problems help you learn the formulas and techniques you do need to know, as well as improve your problem-solving prowess. A word of warning: Each class builds on the previous ones, all semester long. You must keep up with the instructor: attend class, read the text and do homework every day. Falling a day behind puts you at a disadvantage. Falling a week behind puts you in deep trouble.
A word of encouragement: Each class builds on the previous ones, all semester long. You're always reviewing previous material as you do new material. Many of the ideas hang together. Identifying and learning the key concepts means you don't have to memorize as much.
College Math is Different from High School Math A college math class meets less often and covers material at about twice the pace that a high school course does. You are expected to absorb new material much more quickly. Tests are probably spaced farther apart and so cover more material than before. The instructor may not even check your homework.
Take responsibility for keeping up with the homework. Make sure you find out how to do it. You probably need to spend more time studying per week - you do more of the learning outside of class than in high school.
Tests may seem harder just because they cover more material.
Study Time You may know a rule of thumb about math (and other) classes: at least 2 hours of study time per class hour. But this may not be enough!
Take as much time as you need to do all the homework and to get complete understanding of the material. Form a study group. Meet once or twice a week (also use the phone). Go over problems you've had trouble with. Either someone else in the group will help you, or you will discover you're all stuck on the same problems. Then it's time to get help from your Instructor. The more challenging the material, the more time you should spend on it.
Much of the above information was “borrowed” from
http://euler.slu.edu/Dept/SuccessinMath.html#studyskills
LO 3 Artifact 4 Results of Round Robin Activity on Study Strategies based on Learning Styles (student generated responses) Visual Learning Style: 1) See examples on board 2) Color-coding flash cards 3) Look at graphs, charts 4) Look at notes 5) Draw pictures 6) Solve puzzles (involving math problems) 7) Do homework/look at homework problems 8) Use the textbook (as a learning tool) 9) Watch videos
Auditory: 1) Listen to the instructor/lectures 2) Read out loud 3) Make up songs when studying 4) Make rhymes (for memorization of concepts) 5) Listen to directions 6) Tape lectures 7) Talk about problems
Kinesthetic: 1) Build models (use manipulatives) 2) Make flash cards 3) Write/take notes 4) Color-coding (use a highlighter) 5) Use MyMathLab 6) Practice solving problems/repetition 7) Use computer 8) Pay attention: keep moving (e.g. tap a foot), helps to concentrate 9) Rewrite notes/examples
LO 3 Artifact 5 1) Journal: Video (Chapter 7) YouTube can be a great resource for math. I searched for specific topics for Chapter 7 and found several (short) videos to complement examples used in class and in text. Whether to get a fresh perspective or to see more examples (in addition to class notes), check videos in Web Links under Chapter 7: YouTube Videos. Here is a sample video on one of the topics from Chapter 7. http://www.youtube.com/watch?v=WZ4G8u83TPo (If it does not work, copy and paste it in your browser.) 1) Write a one-sentence summary on what this video is about (please be specific). 2) What is the muddiest point or do you have any questions about any of the examples used in video? 3) Do you consider this video or any of the videos under Web Links helpful? Is using videos in a math class in general helpful to you? Would you consider using YouTube for help in your classes in the future? Sample student responses: Student response 1: 1)The video is about adding and subtracting rational function the dealing with fractions, also reducing the like terms until you can't' reduce any more. 2) I have a question so if the two denominators are the same you could put as one as the denominators. 3) Yes I do consider this video under Web Links helpful because if I don’t understand something or forget the techquie on how the solve a problem I could go on the Web Link to help me as a reminder. Yes i do agree that using a video in math class is general helpful to me because am a visual learner, and I learn better by seeing. Yes I would consider using YouTube for help in my classes in the future because it’s very helpful when it comes to learning something that you have hard time in.
Student response 2: 1) This video shows step by step instructions on how to add rational expressions; and also how to subtract them. You have to be sure that the denominator is the same in order to solve and this video shows instructions on how to find a common denominator.
2) The video had a lot of technical terms that I was not very familiar with. I also felt like I got lost at a couple of points because things were not explained that clearly on how to get a common denominator.
3) The video was somewhat helpful. But I prefer to try the problems out myself a couple of times to get a better understanding. But I think watching the video and doing the practice in combination could help
Student response 3: The video is about how to add and subtract rational expressions, and it gives some great examples. I enjoyed how the lady that created it worked them out for the video, it was very helpful. I didn't consider any of it "muddy", it was all fairly straight forward. I thought it was an excellent way to learn and I would love to use more of there in the future.
2) Journal: Ch 9: Video Bonus: (2 points). Using a Search function in You-Tube find a video that you like or one that catches your attention on Completing the Square or Quadratic function. Copy and paste the link to the video in your response. Write a one sentence summary of what the video is about. Explain why you like the video or why it caught your attention.
Sample student responses: Student Response 1: http://www.youtube.com/watch?v=-DAdgZkAbdU I found this video to be especially helpful in showing the correct technique to writing quadratic functions. It basically caught my attention due to the number of people who had viewed the video; it was one of the highest rates videos that discussed parabolas and solving quadratic functions. The video is basically a lesson on how to write quadratic functions. The woman goes step by step using the formula of f(x) = a[x squared - (sum of roots)x + (product of roots)
Student response 2: http://www.youtube.com/watch?v=2fSfDVJXWPA in this video he shows how to complete squares easier. At first when watching the video it was a bit confusing but after watching it again i understood it completely. I like the video because it showed how to complete the square similar to the way it was taught in class.
Student response 3. http://www.youtube.com/watch?v=6RvPyO_G0MI I liked this video because it showed the other way to solve the problem when shown in class. It gives us another way to look at it.
3) Journal: Quadratic Functions 1) 5 points: Find a website about quadratic functions that you like. The ones that use graphics or interesting examples, games, or allow you to graph quadratic functions are best. Pick a website that really catches your attention and one you learn something from. Copy the website URL in your response. Write one paragraph about what you have learned from the website. I am looking for your perceptions of the website/material, not just repeating what the website says. You should include the description of any games or examples that website uses. Describe one thing that you learned from the website that you did not know before. 2) 5 points For bonus five points describe 2 real-life examples (applications) of quadratic functions in detail.
Sample student responses: Student response 1: http://www.purplemath.com/modules/grphquad.htm 1)The website begins by telling you what a quadratic function is and that it is always good to
have multiple points in order to graph your parabola. I learned that if a>1 than the parabola will be skinny and wide if a<1. this site gives you a lot of examples step by step which is really helpful and they also have animated graphs and other picture references that help.
Student response 2: A website that I've found is http://www.wtamu.edu/academic/anns/mps/math/mathlab/col_algebra/col_alg_tut17_quad. htm. It is a very great website. It gives all the example on how to solve quadratic equation. Solve quadratic equations by factoring. Solve quadratic equations by the square root method. Solve quadratic equations by completing the square. Solve quadratic equations by using the quadratic formula. This website has all the examples. at the end it had some exercises that I can try and it also provides the answers.
LO 3 Artifact 6 1) Journal: Study Plan (Ch 2-3 Test) What is your study plan for the first in-class test? Share your plan here by taking your preferred learning styles into account. Extra credit (2 points): Do you know of any online resources of interest that can be helpful in this class? If you do, please post a link with a small description why you think this is an interesting or useful resource.
Sample Student Responses: Student response 1: For the upcoming test I plan on studying by using the math lab and textbook. They say practice makes perfect. Both math lab and textbook have problems and resources that will help me out with chapters 2 and 3. My learning styles tend to be more hands on and visual. So by doing the problems and seeing them fully explained will help me.
Student response 2: my study paln for the first in class test will be going to the math lab everyday about 30min and do extra labs and work sheets on whats going to be on the test. Also form a study group and go over question that we have a hard time with. Last practice on the Ch 2-3 Test review Mrs. Julia gave us.
Student response 3: My study plan for the class is to do the homework in the lab and do extra work problem. For me its not much study i can do in math beside working on the problems. this is for any math problems you may need help with... http://www.webmath.com/
2) Journal: Bonus: Calendar 1) What are some calendar tools (electronic or paper) that you are using? 2) How do you spread the work out for this class? What are some strategies (to share with class) that you use to complete the assignments in this class? Sample Student Responses: Student response 1: I use the calender in my cell phone to remind me when things are due. I have my phone remind me the morning before the assignment is due and also the morning that it is due. I go to the math lab twice a week and whatever I do not finish there I do at home. The biggest thing is not to fall behind otherwise things can start to feel overwhelming when trying to catch up.
Student response 2: I use a personal planner to keep tract of daily activities, homework/classwork, and work. I've found it very helpful. When it comes to this class I write all any extra homework down and before or after class I'll take a trip to the math lab. Mostly I do the homework outside of school. But I keep in mind due dates and I check webCT every other day for any new assignments and to work on homework or labs.
3) Journal: Study Plan 2: Chapter 7 Test 1) Describe step-by-step your approach for studying for the upcoming Ch 7 Test. Is it different from the last study plan? 2) What area(s) do you need to focus on (for review)?
Sample Student Responses: Student response 1: For ch 7 I follow my usual study plan. First I do the chapter review from the book Then I do practice problems on the computer in the areas that I am weakest.
Student response 2: I intend mostly on reviewing the notes I've taken in class. I find reviewing problems on MyMathLab to be helpful too, but I like to actually look at the formulas for coming up with the correct answer. Because I don't have internet, however, reviewing notes is the most convenient and effective way to study for the upcoming Ch. 7 test. My studying tactics remain constant, so no, I will be studying this time around exactly the same as last time. I need to focus most on the last couple sections of Ch. 7. I found mostly getting a little confused in those sections.
4) Journal: Ch 8 Study Guide Download both Ch 8 Study Guide and Ch 8 Review (see Updates and Handouts). 1) Match the type of problem (Study Guide) with every problem in Ch 8 Review. List every problem number (review) with respective type of questions (study guide). 2) Write the first step (in words) of the following problems (ch 8 review). #4 (cite the applicable property), 11 a) and b), 12, 14, 16.
Sample Student Responses: Student response 1: Type of Problems 1) Evaluate Radicals: 2ab
2) Graph:1 3)Simplify Radical Expressions: 3,4,5ab,and 7 4)Multiply and Simplify the Radical Expression: 6ab 5)Add and Subtract Radical Expression:8 and 9 6)Multiply Radical Expressions: 10 7)Divide Radical: 11ab and 12 8)Radical Equations: 13 and 14 9)Complex Numbers: 15ab and16 The Steps 11a) multiply the square root of twelve to the top and bottom 11b)multiply the square root five plus the square root of six to top and bottom 12)find the square root of fifty 14)substract one to the other side 16) multiply 1-i to the top and bottom
5) Journal: Ch 9 Study Guide This is your last in-class test and it's time for reflection. Think whether you're satisfied with test results so far. If so, what's one study technique that has helped you? If not, what do you hope to improve this time and for final? What are the main topics for Ch 9: Quadratic functions? Do you have any questions so far?
Sample Student Responses: Student response 1: I am not satisfied with my scores; I need to improve my grades. I just need to give it more time. the lab helps me a lot. I like the fact that Ms Nudel try her best to make things clearer and help us go a step futher by assigning discussions for us to stay focus and interested. Thank you!
Student response 2: So far I have been passing the mastery tests but not the in class tests. I have not been able to figure out why. I try different study techniques but can't seem to find the right one.
Student response 3: So far I have no complaints about my test scores nor about the coverage of materials. I do want to state again that the best method for me in studying for the tests is to review the material a day before the test and really going over some of the points that I don't quite understand (such as the parabolas). In Chapter nine the only thing I am having a hard time with is the formulas and finding squares and how that all ties in to graphing the functions. I understand the shifts on the x and y axis, but am lost when it comes to the quadratic equation...I get it on some of the easier problems, but get that "deer in headlights" look on the harder ones. Hopefully all will become clear when we go over 9.6 in class today.
LO 3 Artifact 7A Student Survey 1. Did journal exercises help you learn more about yourself (learning styles, study skills, etc.)? Circle one. strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
2. Did journal exercises help you learn more ways to study math (i.e. you-tube videos, flash cards, study guides, etc.)? Circle one. strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
If so, in what ways?
3. Would you recommend using journal exercises in the future semesters? Why or why not?
4. What suggestions do you have to make journal exercises more helpful?
5. Do you have other suggestions that can apply to class or online to make teaching and learning for you in this class more effective?
LO 3 Artifact 7 In-class survey results: Survey Question 1: Did journal exercises help you learn more about yourself (learning styles, study skills, etc.) strongly disagree
disagree
neutral
agree
1
2
3
4
strongly agree
N/A
5
Comments:
Average score: 3.8 Comments from students: 1) It was good reading other students’ entrees and learning from their experiences 2) They kept me focused on the material and they helped w/keeping focused as well 3) the you-tube videos help 4) the journal exercises helped me a lot. 5) I took Student Success so I already know much about that stuff. 6) I really didn’t like the journals. 7) Some were helpful others didn’t that much 8) In some journals but not all 9) Yes, it helped me think critically
Survey Question 2: Did journal exercises help you learn more ways to study math (i.e. you-tube videos, flash cards, study guides, etc.)? Circle one. strongly disagree
disagree
neutral
agree
1
2
3
4
If so, in what ways?
strongly agree 5
N/A
Average score: 4.1 Some comments from students: 1) I found some great videos on you-tube that helped me. 2) I found that there are a lot of helpful websites online. 3) It helped a little, more hands-on examples 4) other ways to learn the same things 5) I recall one you-tube video that did clarify a section for me. Study guides are always helpful (answers included) 6) I found You-Tube videos to be helpful. Study guides not so much. 7) using flash-cards (visual people) 8) they were really helpful. First, I didnâ&#x20AC;&#x2122;t even think about going to you-tube for more help. 9) the flashcards were helpful because you can take them anywhere. 10) I think we definitely found other ways to study and look for info on the internet.
Survey Question 3: Would you recommend using journal exercises in the future semesters? Why or why not?
Student responses: 1) Sure, because it gives the students to learn more about themselves 2) Yes, every bit of information helps. It helps those with different learning styles. 3) Yes, they give chances to student to earn a little extra points. students may learn something. 4) No, they did nothing for me. They were more annoying than helpful. 5) I would. It helps to see people how others work to do the same work. 6) Not every week only for helpful things not so much reflective. 7) Yes, itâ&#x20AC;&#x2122;s a good way to communicate with the teacher.
8) Yes, if done the right way. 9) Yes, the journal exercises helped me a lot because I learned more through you-tube and Internet websites. 10) Yes but I wouldnâ&#x20AC;&#x2122;t put it online instead I would just give a handout. 11) I am not a great writer and with all other work I have to do for this class I find that journals take time away from the all other homework and classwork
Survey Question 4: What suggestions do you have to make journal exercises more helpful?
Student responses: 1) In my opinion, all the entry topics were really good and some were pretty challenging, which made it more enjoyable. 2) I think the journal exercises were fine. 3) I think they are ok. 4) I think the journals were really good. They helped me figure out what learning style was, so I wouldnâ&#x20AC;&#x2122;t change them. 5) I would make them even more in relation to the matter in discussion in class at the time. However, I think it adds much more work to the things that already need to be done in Math Lab. 6) Maybe if questions were more elaborate it would be better to find a good way to learn the material. 7) Longer deadline! We need a planner for the class in order not to forget when things are due! 8) Not so much reflective exercises, more math hints or helpful websites, or examples.
Essential Competency not addressed in LOâ&#x20AC;&#x2122;s: Professional Commitment
Essential Competency not addressed in LO’s: Professional Commitment
Access faculty development programs and resources at Valencia
Participate actively in department meetings and committees
Collaborate with colleagues in department/discipline
Reflection:
At Valencia, I was able to participate in many professional development opportunities such as TLA seminars, online seminars for Digital Professor Certification, and Destinations. TLA seminars and Destinations helped me with the development and implementation of my learning outcomes. I plan to continue using and improving teaching methods I utilized during implementation of my LO’s, such as use of online discussions and in-class presentations in my courses.
Last year, one of my teaching goals was to develop a shell in WebCT for online PreCalculus course. I had never taught online before, so I decided to participate in online seminars for Digital Professor Certification. Through participation in the seminars, I have learned to utilize online discussions in WebCT as one of the ways to engage students in an online class, which also gave me a foundation for one of my learning outcomes. Furthermore, I learned how to make the online shell accessible to students with various learning styles and unique strengths, and to vary learning materials (including video and audio components, if possible) and assessments for an online course. In Boot Camp for Online Instruction, I received invaluable resources helping me with the foundation of the online shell. In the Spring 2009, I completed Digital Professor Certification, and I was able to develop the shell for online PreCalculus in Summer 2009. If I teach online courses in the future, I would like to learn more about development of interactive activities in an online class.
Collaboration with my colleagues has been an essential part of my professional development. When I was preparing to develop a shell for my online courses, I decided to seek the expertise of Amy Comerford, who has been very generous with sharing some of her content and activities and letting me adapt some of her ideas for online notes and discussions. I had also met with Amy, and later with Brian Macon, to discuss the development of different activities to be implemented when teaching online. These conversations helped me with ideas for online discussions and recording videos for my online courses. In preparation for implementation of LO 3, I arranged to sit in Ms. Tysonâ&#x20AC;&#x2122;s classroom when she was teaching a linked Intermediate Algebra with Student Success course. The experience had been very helpful for me to learn about addressing different learning styles and to see Ms. Tyson connect with her students to motivate them to answer questions during class and to visit SL sessions. Observing Ms. Tyson has motivated me to focus more on building connections with my students. The visit had given me many ideas on how to proceed with my LO and to consider linked courses in the future. In the future, I hope to work with my colleagues to develop more collaborative activities for PreCalculus, and also to contribute to the development of project-based learning in Intermediate Algebra. I had conversations with Boris Nguyen and Scott Krise regarding different collaborative activities and application problems in College Algebra and PreCalculus, and I hope to continue these conversations during future department meetings.
I participate in department, campus and college meetings regularly. During the last department meeting I met with the Intermediate Algebra group to discuss future developments for the course. Last Spring, I took part in the textbook selection committee for Trigonometry. This year I plan to be a part of textbook selection committees for College and Intermediate Algebra courses. Last summer I was invited by Jody DeVoe to give a presentation at East Campus Welcome Back Conference to share ideas on helping students to become better studiers. During the presentation we discussed learning styles, shared ideas for in-class activities to address them via Think-Pair-Share, and held a group discussion regarding various study aids and opportunities for student reflection. This presentation was an excellent opportunity for me to share the strategies and results obtained from LO 3 with my colleagues. In the future, I hope to continue to share and have more opportunities to present and discuss teaching and learning strategies with my colleagues.
Last summer, I was appointed as Tutor Coordinator for West Campus and a facilitator for Tutor Training online course. This position has been a great opportunity for me to work closely with tutors in different disciplines, contribute to tutor development, and collaborate with Tutor Supervisors across campuses. Facilitating a Tutor Training course enabled me to venture into
teaching outside of my discipline, which has been a different yet very rewarding challenge. I was able to share ideas and learn different strategies from Brian Macon, who has helped me to co-facilitate the course. Co-facilitating a course and communicating with an experienced colleague helped to ease my transition into the new role. For the future implementations of Tutor Training, I hope to contribute to improvements of the course such as introduction of a rubric for weekly discussions. I also would like to continue to connect with tutors on-campus. I am looking forward to contributing more to my new and exciting role on campus.
I have many goals for improvement in my professional commitment. One of my goals is to reflect regularly upon my teaching practices. Many times the reflection has helped me achieve a different outlook for my practices and implement improvements, and it encourages me to continue self-evaluation process. Continuous reflection also helps to build a collection of resources for future implementations. My other goal is to continue sharing strategies and resources and collaborating with my colleagues. One of my immediate goals is to build more collaborative activities (application problems) for PreCalculus. In the future, I also hope to contribute to development of project-based learning in Intermediate Algebra. I also plan to continue and improve upon my role as Tutor Coordinator. Last, I hope to continue to build connections with students and develop a community of learners in my classes. At the end of last semester, some of my students had approached me to share that my teaching and passion for the subject made the class really interesting and inspired them to continue learning mathematics. I hope to continue to make such connections with students all of my courses.
Artifact 1: Transcript of Professional Development at Valencia in Atlas (TLA Note: Attached in paper portfolio submission to her committee and was Digital Professor only) Artifact 2: http://www.slideshare.net/jnudel/study-math-presentation