Course: MATH 103, Business Math
Model: Hybrid Lab or Hybrid Course Model Project
Lead Faculty: Katherine Stevenson, Professor of Mathematics (CSUN)
Courses: MATH 115, College Algebra; MATH 125, Pre-Calculus; MATH 150A/B, Calculus I/II
Model: Supplemental Instruction
Lead Faculty: Martin Bonsangue, Professor of Mathematics (Fullerton)
Dates: July 29-31, 2013
Faculty Participants: 19 from 5 CSUs
This two-and-a-half-day eAcademy focused on two University’s approaches to teaching Mathematics, with one using a Hybrid Lab/Hybrid Course Model and the other using Supplemental Instruction, and all Chancellor’s Office information the final day. The essential components of the Hybrid Model are: Common lecture materials, Supplemental Instruction, online Homework, individualized online remediation, and common assessments with feedback into course materials. The Supplemental Instruction model is characterized by supplemental student support sessions provided by peer leaders who have been successful in the course and who have strong communications skills.
The first day was focused on the Hybrid Lab model, which was introduced by Professor Stevenson. The project was funded by a Next Generation Learning Challenges Grant (NGLC) and was presented by participants from funded CSU campuses. Faculty participants visited Hybrid Course classroom labs and discussed the five common components of the model. Lecture notes and a video capture demonstration, a presentation and discussion of a course repository, and a presentation of data from the project completed the day’s activities.
On the second day, the Fullerton Math Supplemental Instruction (SI) team introduced the SI model in an interactive session, followed by a sample SI Lesson. Over the course of the day, faculty participants learned about the philosophy of SI and the basics of implementation. The team focused an additional session on SI with a less familiar topic, and led discussions of planning for implementation at the campus level.
Faculty from Northridge and Fullerton presented the two models for Math instruction.
The Chancellor’s Office staff introduced the context of the Proven Course Design eAcademies, with their goals. These included presentations on accessible syllabi and universal design; effective blended and online teaching (QOLT); student learning outcomes; alignment with assessment; Affordable Learning Solutions and textbook alternatives; and the capabilities of Learning Management Systems for learning analytics. They also introduced the Professional Learning Communities to follow the eAcademies and the use of Blackboard Collaborate for effective virtual meetings.
Selected Participant Recommendations:
More time for discussing specifics on possibilities for implementing new strategies and to meet with colleagues to discuss shared experience
Replace mock SI sessions with videos of actual SI sessions.
Broaden the scope for the next phase.