Quantitative Reasoning Redesign Plan

What goals will be achieved as a result of the redesign of lower division math and Quantitative Reasoning (QR) curriculum?

In alignment with Cal State LA’s GI 2025, we will achieve the following goals by the end of AY 2018-2019:

• Increase the number and percentage of students who complete General Education/QR Math by the end of their first year (or 24 units);
• Increase first-year retention rates;
• Make progress towards eliminating the achievement gap in the completion of QR classes and in first-year retention rates;
• Develop pathways to differentiate QR among STEM (e.g., calculus-based and algebra-based) majors and non-STEM majors
• Integrate financial literacy into a new QR course designed for first-year non-STEM majors;
• Develop stronger academic support for student enrolled in QR courses;
• Integrate principles related to growth mindset, belonging, time-management and math identify into the QR curriculum and co-requisites;
• Develop a culture of quantitative reasoning and math that engages in and advances discussions about teaching, learning and student success;
• Develop a plan for sustainable infrastructure for supporting students and faculty in quantitative reasoning and lower division mathematics;
• Strengthen advising structure for students regarding QR.

How is the Quantitative Reasoning Redesign Plan organized?

The plan is organized around three pillars: curriculum design, faculty development, and academic support services.

What is the structure of the curriculum redesign?

QR GE courses and pathways will be redesigned. Co-requisites will be developed to provide academic support for students for whom it is recommended or required.

1. GE/QR Pathway with financial literacy components
• Math 1000, 1001 (co-req)
• Math 1100, Math 1101 (co-req) - for students pursuing degrees in Elementary Subject Matter (ESM))

2. Statistics Pathway
• Economics 1090, Math 1091 (co-req)
• Math 1090, Math 1091 (co-req)
• EDFN 1090, EDFN 1091 (co-req)

3. Pre-Calc Pathway
• Math 1081
• Math 1082, with 1 unit co-req
• Math 1083
• Math 1085 (biocalc), with 1 unit co-req

4. Calculus Sequence
• Math 2110
• Math 2120
• Math 2130

How will the plan for new QR and LD Math Curriculum be developed?

The three QR-Pathway Leads and the Calculus-Sequence Lead are responsible for working together to develop and help implement a comprehensive plan for new QR and LD Math curriculum along with their co-requisites. The plan will have coherence, integrity, and will demonstrate consistency in approach to curriculum, outcomes, and faculty development. Each Pathway Lead is responsible for the overarching vision, design, and coordination of the courses within the pathway; each Pathway Lead will define scope of work for Course Specialists and are responsible for ensuring that the LMS/Moodle shells are fully populated and ready to be used by all instructors by Summer/Fall 2018.
The resulting pathways and courses developed will reflect best practices as well as familiarity with the materials made available by the CO, Complete College America, and the Dana Center, etc…

What is the role of the QR Pathway Lead?

Deliverables for each Pathway Lead include the following:

1. Measurable QR outcomes that are aligned across all Gateway QR courses;
a. Embedded QR assessments (formative and summative QR);
2. Measurable course level learning outcomes that are aligned across all courses in the pathway (and with department LO where relevant);
a. Embedded course-level assessments (formative and summative)
3. LMS shells/courses in-a-box for all courses and co-reqs in the pathway - fully developed in consultation with CETL and fully populated (with syllabus, assignments, quizzes, project-based activities, and assessment activities);
4. Common final exams for each course;
5. Exit exams for each course;
6. Adaptive Learning/ED-Ready material;
7. Materials for orientation and course-specific training and orientation for faculty / lecturers to be presented in the two weeks before the course begins; leads will also convene meetings with lecturers and provide brief report on outcomes, successes, challenges, and recommendations for revision;
8. Process outcomes for each pathway, including the following:
• A project plan with dates, deliverables, and people involved (due in January 2018) to ensure that the development of these materials takes place in a consultative manner and that that the materials developed are presented to the QR Team members for review, input, and in time for modifications to take place before Fall 2019;
• A two-year plan for data collection and continuous improvement of the courses in the pathway over a two-year period;
• Work plan and deliverables for fall and spring semester 2018/19.

What is the role of the Course Specialist?

Under the guidance of the Pathway Leads, each Course Specialist will develop the following discrete course materials including the following and work with the Pathway Lead to populate the LMS shell:

1. Syllabus
2. Worksheets for use in all classes
3. Mathematical demonstrations as appropriate
4. Clicker demonstration questions
5. Pacing guide and course questions
6. Homework assignments
7. Flipped learning assignments
8. Assessment rubrics for all the above
9. Material for training faculty on assignments, in-class activities, and orientations

Faculty Development

How will faculty development be implemented?

QR Faculty Learning Community (FLC)

All Math faculty teaching the new curriculum will be encouraged to participate in Cal State LA’s QR FLC centered on modules in ACUE’s “Course in Effective Teaching Practices.” The program will be supported by CETL and facilitated by CETL staff and QR faculty facilitators. FLC participants will learn best practices, analyze their own strategies and behaviors, and develop approaches for improving student success. It is expected that Course Specialists will participate in the QR FLC in spring or summer 2018.

Participants : 1) attend the in-person FLC Orientation and an end-of-course reflection; 2) complete at least 7 of 9 ACUE modules by specified deadlines, including “Observe and Analyze, Reflections,” and end-of-program survey; 3) participate in an informal classroom observation by a CETL staff member or ACUE facilitator.

Association of College and University Educators (ACUE) Course in Effective Teaching Practices

Funds will be used towards the purchase of an institutional license with ACUE for unlimited use of its on-line course with 27 teaching and learning modules. Modules will be integrated into a professional development and training program for faculty, tutors, Graduate Student Assistants, and Supplemental Instructional Leaders.

Cal State LA QR Fellows Program

QR Teaching and Learning Fellows work with CETL to support the QR FLC and to promote the integration of best practices in teaching and learning into QR culture and courses. Fellows will be appointed for one semester and will be expected to fulfill the following responsibilities:

1) Attend the in-person ACUE Orientation and participate in CETL preplanning and debrief meetings; 2) guide participation of the cohort (send 3 weekly emails, monitor online participation of members in discussion boards; follow up with non-performing members).

New Curriculum Orientation and Training

Orientation, training and support will be provided to faculty to ensure that they are prepared to teach the new courses, use the new LMS, Early Warning System, and to work with SI Leaders:
a. Asynchronous, on-line orientation to math content, LMS system; a pre-term orientation on new curriculum, active learning strategies, and co-req integration, including breakout sessions;
b. Week 4 check-in to discuss challenges, successes, and reboot strategies;
c. On-line Zoom check-in and discussion - week 8;
d. Post-finals reflection and party

Adaptive Learning Technologies

How will adaptive learning technology be integrated?

Adaptive learning technology will be an integral component to the courses, co-requisites, boot-camps, and Supplemental Instruction. Pathway Leads are currently in the process of investigating Ed-Ready, Aleks, and other programs.

Academic Support Services

How will Academic Support Services be structured for students in the new QR courses?

Academic Support Services will offer three types of wrap-around support for students in the new QR courses:

• Boot-camp: EAB’s Early Warning System will be used to identify students who show signs of struggling early in the course. These students will be directed towards the second-start boot-camp to get them back on track;
• Supplemental Instruction: For students who participated in the boot camp as well as other students who self-identify as needing additional support keep them on track to course completion

 Cal State LA has been piloting boot-camps and Supplemental Instruction (SI) in Smart Start for the past two years. The new program will build on the preliminary successes to scale up its services. A math faculty member will serve as SI Faculty Director and will train and oversee the SI and Boot-Camp Leaders. In addition to be trained in SI and/or tutoring, SI Leaders will have additional pedagogical training through selected modules in the ACUE course on effective teaching practices.

• Tutoring: Currently, our Academic Support Center as well as our math department offer tutoring services for students in math. Starting in fall 2018, both areas will work together to provide a jointly-designed set of tutoring support services that provide support to students in the courses and on topics in the new QR where it will be most needed.

Professional Development and Planning

Will professional development be implemented?

Yes, faculty and staff will attend relevant conferences that will provide them with knowledge, skills, and professional networks needed to develop the new QR and lower division math curriculum and support services.

The QR Coordinating Team is planning a series of retreats, workshops and strategic planning sessions for multiple groups and stakeholders.

Assessment and Data Driven Decision Making

How will the Quantitative Reasoning Plan be assessed?

Ongoing assessment is integrated into the QR plan on multiple levels. Broader data points measured include the following:

1. Completion rates for B4 (including equity gap)
2. Course completion rates (including equity gap)
3. Section completion rates

Course-level assessments will be embedded in the assignments and final exams; assessment of the effectiveness of the faculty learning community will be embedded in the ACUE modules; assessment of the academic support will be embedded in the intervention and will be measured by improvement in course performance.