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A SENCERized Approach to Quantitative Literacy Through Group Projects on Community Issues By

A SENCERized Approach to Quantitative Literacy Through Group Projects on Community Issues By Thomas M Zachariah Suzanne Larson Jacqueline M Dewar. You first, begin with the worksheet. What does it mean to SENCERize?. SENCER=Science Education for New Civic Engagements and Responsibilities

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A SENCERized Approach to Quantitative Literacy Through Group Projects on Community Issues By

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  1. A SENCERized Approach to Quantitative Literacy Through Group Projects on Community Issues By Thomas M Zachariah Suzanne Larson Jacqueline M Dewar SENCER Regional Conference 11/16/13

  2. You first, begin with the worksheet SENCER Regional Conference 11/16/13

  3. What does it mean to SENCERize? SENCER=Science Education for New Civic Engagements and Responsibilities SENCER can be a noun or an adjective. SENCER courses seek to teach STEM content through real world “capacious” problems. To revise or develop a STEM course that adopts this approach is “to SENCERize” the course. SENCER Regional Conference 11/16/13

  4. In this session we will: • Hear your ideas • Give our answers to each of the questions • Describe “lessons learned” • Discuss (your choice) one/two of the following: • Why we adopted a projects approach • How we selected/organized the projects • Methods for collecting evidence other than SALG • Knowledge Surveys • Focus Groups SENCER Regional Conference 11/16/13

  5. Tell us the level and content area of the course you might (or have) SENCERize(d) SENCER Regional Conference 11/16/13

  6. We SENCERized aQuantitative Literacy (QL) course A 3-semester-hour course (MATH 102) designed to meet the math core requirement for those students whose major does not require a math course. No math prerequisite beyond admission to LMU. Recommend taking it in the freshman year, but students at all levels take it. SENCER Regional Conference 11/16/13

  7. How we SENCERized the QL course: • We modified this course by incorporating collaborative group projects addressing campus and other community issues. • Students in groups of three or four worked on a project. • The projects enabled students to connect and apply their classroom learning to their own lives and community. more on this later… SENCER Regional Conference 11/16/13

  8. Can anyone share a different way to approach to SENCERizing? SENCER Regional Conference 11/16/13

  9. Our goals for the SENCERizing: Our SENCER Project Goals • To develop an alternate version of an existing QL course in which students learn and apply mathematics to address local civic issues • Each developer teaches at least one section • Recruit other faculty to adopt this approach SENCER Regional Conference 11/16/13

  10. Our goals for the Students: Intended Student Learning Outcomes • Be aware of usefulness of math • Have greater confidence in using math • Be able to describe, analyze and make recommendations about community issues using mathematical tools • Be engaged in a community issue and more likely to do so in the future SENCER Regional Conference 11/16/13

  11. Standard QL (MATH 102) Provide students with quantitative skills for their future lives 20 sections per year Up to 30 students Excel computer lab SENCER QL (MATH 102) Same goal but with increased emphasis on active “citizenship” 5 sections in 05-06 Limit to 24 students Same Excel lab More on “how” we SENCERized SENCER Regional Conference 11/16/13

  12. Comparing Course Content • Number Sense • Uses/abuses of percentages • Dealing with large and small numbers • Mathematics of Finance • Credit cards, savings/loans, taxes, investments • Elementary Statistics • Elementary Probability Theory • Social Choice/Theory of Voting • Model Project on Student Loan Debt SENCER Regional Conference 11/16/13

  13. Did we achieve our goals? Student Learning Outcomes: • Be aware of usefulness of math • Have greater confidence in using math • Be able to describe, analyze and make recommendations about community issues using mathematical tools • Be engaged in a community issue and more likely to do so in the future SENCER Regional Conference 11/16/13

  14. How do we know?Assessment Instruments used: • Pre- and Post-Tests • Knowledge Survey (Spring 06) • Surveys • Focus Group • Student Assessment of Learning Gains (SALG) http://www.salgsite.org/ SENCER Regional Conference 11/16/13

  15. Before we show our results,did anyone list a different instrument in their answer to Question 5? SENCER Regional Conference 11/16/13

  16. SENCER Pre/Post Test Results SENCER Regional Conference 11/16/13

  17. Standard vs SENCER Pre/Post Test Results SENCER Regional Conference 11/16/13

  18. SENCER Pre/Post Knowledge Survey (S’06) SENCER Regional Conference 11/16/13

  19. Regular Students vs. SENCER Students Usefulness of Math & Community Awareness SENCER Regional Conference 11/16/13

  20. Assessment Survey of SENCER students (n=29) • 79% said projects enabled them to connect classroom learning to campus or community issues • 79% said projects helped them practice and learn mathematical or analytical skills • 59% said project experience taught them non-math skills SENCER Regional Conference 11/16/13

  21. Assessment Focus Group with 19 SENCER students Question: Should we keep the projects? Answer: YES 15 NO 3 MAYBE 1 SENCER Regional Conference 11/16/13

  22. Did we achieve our goals? Our SENCER Project Goals: • To develop an alternate version of an existing QL course in which students learn and apply mathematics to address local civic issues • Each team member teach at least one section • Recruit other faculty SENCER Regional Conference 11/16/13

  23. On Recruiting Other Faculty What percent agreed? As a result of attending this workshop I have a better idea about: • Rationale for teaching with projects • Materials available for projects • How to teach with projects SENCER Regional Conference 11/16/13

  24. On Recruiting Other Faculty 100% agreed! As a result of attending this workshop I have a better idea about: • Rationale for teaching with projects • Materials are available for projects • How to teach with projects SENCER Regional Conference 11/16/13

  25. On Recruiting Other Faculty Would you volunteer to teach with projects? What percent said YES/NO/Not SURE? SENCER Regional Conference 11/16/13

  26. On Recruiting Other Faculty Would you volunteer to teach with projects? 55% YES Comments: It would be fun, rewarding. Sounds cool! Engages students, valuable experience for them SENCER Regional Conference 11/16/13

  27. On Recruiting Other Faculty Would you volunteer to teach with projects? 0% NO SENCER Regional Conference 11/16/13

  28. On Recruiting Other Faculty Would you volunteer to teach with projects? 45% Not Sure Worried about the time commitment. Could not do with other new preparations. SENCER Regional Conference 11/16/13

  29. Lessons Learned • Helped that QL Course Coordinator was a Developer • Get Human Subjects OK if want to publish results • Expect some classroom implementation issues • Facilitating Collaborative Group Work can be challenging • Open-Ended Projects cause some students discomfort • Expect lots of collaborative “opportunities” such as … SENCER Regional Conference 11/16/13

  30. Coordination & Collaborations • Registrar’s Office for enrollment cap • Controller’s Office for budget/time-&-effort documentation for the SENCER grant • Student Employment for hiring student RAs • Risk management for off-campus transportation • Fish and Game for access to Ballona Wetlands • Campus Student Health Center • Center for Study of LA • Heads-Up Alcohol Awareness Program • Student Loan Office SENCER Regional Conference 11/16/13

  31. Your Turn – Make a choice • Details on selecting/organizing the projects* • Why a projects approach?* • Methods for gathering evidence (Knowledge Survey or Focus Group)** *See Dewar, Larson, & Zachariah (2012) in PRIMUS ** See Bibliography for references SENCER Regional Conference 11/16/13

  32. Selecting/organizing the projects SENCER Regional Conference 11/16/13

  33. How We Chose the Project Ideas We asked the students! SENCER Regional Conference 11/16/13

  34. Top 5 Survey Results SENCER Regional Conference 11/16/13

  35. Project Topics We Developed Project 1 – Textbook Cost Project 2 – Ballona Insect Survey Project 3 – Student Health Center Project 4 – Living Expense: On-campus vs. Off-campus Project 5 – Homework Help Session Model Project – Student Loan Debt SENCER Regional Conference 11/16/13

  36. Student “Design Your Own” Projects • Project – Campus Parking Purpose: To determine if there is “enough” parking and if the lots are safe. • Project – Future Financial Planning Purpose: To develop a financial plan from college graduation to retirement. • Project – College Students’ Work-hours Purpose: To determine how much college students work and its impact on their studies. SENCER Regional Conference 11/16/13

  37. How We Structured the Student Projects • Project Stages Stage 1 Background Investigation Stage 2 Planning and Preparation Stage 3 Action, Analysis, Conclusion Stage 4 Response/Dissemination • Model Project SENCER Regional Conference 11/16/13

  38. Why a Projects Approach (Going In)? • Considered a math modeling approach • Textbook level problems • Background of target audience • Projects approach seemed more flexible • Revised course similar to standard course SENCER Regional Conference 11/16/13

  39. Why a Projects Approach (Reflecting Back)? • 7 Principles (Chickering & Gamson, 1987) • Our Underachieving Colleges (Bok, 2005) SENCER Regional Conference 11/16/13

  40. Seven Principles of Good Practice for Undergraduate Education • Encourages Student Faculty Contact • Encourages Cooperation Among Students • Encourages Active Learning • Gives Prompt Feedback • Emphasizes Time on Task • Communicates High Expectations • Respects Diverse Talents and Ways of Learning SENCER Regional Conference 11/16/13

  41. Derek Bok’s View of QLOur Underachieving Colleges (2005) Critical Thinking - Qualities of Mind/Habits of Thought (p.68) Define Problems Clearly Gather Relevant Facts Perceive Plausible Solutions Exercise Good Judgment in Choosing SENCER Regional Conference 11/16/13

  42. Derek Bok’s View of QLOur Underachieving Colleges (2005) Critical Thinking - Basic Quantitative Methods (p.69) Grasp of Statistics & Probability Practice Applying Everyday Math Taxes, Budgets, Rigorous Thinking Facility with Computers SENCER Regional Conference 11/16/13

  43. Methods for gathering evidence How to use a Knowledge Survey How to run a Focus Group SENCER Regional Conference 11/16/13

  44. Acknowledgements/Thanks • SENCER (National and Regional) • Loyola Marymount University • Steve Bachofer of St. Mary’s • Amy Shachter of Santa Clara Questions? SENCER Regional Conference 11/16/13

  45. Additional Information • Course website http://myweb.lmu.edu/tzachari/SENCER.html • Dewar, J., Larson, S. & Zachariah, T. (2011). Group projects and civic engagement in a Quantitative Literacy course. PRIMUS, 21(7), 606-637. SENCER Regional Conference 11/16/13

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