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

A SENCERized Approach to Quantitative Literacy

Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar

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Through Group Projects on Community Issues

By

Thomas M Zachariah

Suzanne Larson

Jacqueline M Dewar

SENCER Regional Conference 11/16/13



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You first, begin with the worksheet




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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.




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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 approachHow we selected/organized the projectsMethods for collecting evidence other than SALG

Knowledge SurveysFocus Groups




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Tell us the level and content area of the course

you might (or have) SENCERize(d)




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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.




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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



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Can anyone share a different way to approach to

SENCERizing?




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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

Our goals for the SENCERizing:




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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

Our goals for the Students:




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More on “how” we SENCERized

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




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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

Comparing Course Content




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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




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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/




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Before we show our results,did anyone list

a different instrument in their answer to Question 5?




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SENCER Pre/Post Test Results




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Standard vs SENCER Pre/Post Test Results




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SENCER Pre/Post Knowledge Survey (S’06)




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Regular Students vs. SENCER Students Usefulness of Math & Community Awareness




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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

Assessment




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Focus Group with 19 SENCER students

Question: Should we keep the projects?

Answer: YES 15 NO 3 MAYBE 1

Assessment




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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




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On Recruiting Other FacultyWhat percent agreed?

As a result of attending this workshop I have a better idea about:

Rationale for teaching with projectsMaterials available for projectsHow to teach with projects




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On Recruiting Other Faculty100% agreed!

As a result of attending this workshop I have a better idea about:

Rationale for teaching with projectsMaterials are available for projectsHow to teach with projects




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On Recruiting Other Faculty

Would you volunteer to teach with projects?

What percent said YES/NO/Not SURE?




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55% YES

Comments:It would be fun, rewarding. Sounds cool!

Engages students, valuable experience for them




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0% NO




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45% Not Sure

Worried about the time commitment.Could not do with other new preparations.




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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 …




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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




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Your Turn – Make a choice

1. Details on selecting/organizing the projects*

2. Why a projects approach?*

3. Methods for gathering evidence(Knowledge Survey or Focus Group)**

*See Dewar, Larson, & Zachariah (2012) in PRIMUS

** See Bibliography for references




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Selecting/organizing the projects




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How We Chose the Project Ideas

We asked the students!




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Top 5 Survey Results

Topic/Interest Level High Medium Low No

Tuition 20 5 3 0

Textbook cost 17 6 3 2

Financial Aid 15 7 4 2

Saving for retirement 13 7 7 1

LA homeless 10 11 6 1




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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

Project Topics We Developed




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Project – Campus ParkingPurpose: To determine if there is “enough” parking and if the lots are safe.

Project – Future Financial PlanningPurpose: To develop a financial plan from college graduation to retirement.

Project – College Students’ Work-hoursPurpose: To determine how much college students work and its impact on their studies.

Student “Design Your Own” Projects




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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




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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




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Why a Projects Approach (Reflecting Back)?

7 Principles (Chickering & Gamson, 1987) Our Underachieving Colleges (Bok, 2005)




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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

Seven Principles of Good Practice for Undergraduate Education




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Critical Thinking - Qualities of Mind/Habits of Thought (p.68)

Define Problems ClearlyGather Relevant FactsPerceive Plausible SolutionsExercise Good Judgment in Choosing

Derek Bok’s View of QLOur Underachieving Colleges (2005)




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Critical Thinking -

Basic Quantitative Methods (p.69)Grasp of Statistics & ProbabilityPractice Applying Everyday Math

Taxes, Budgets, Rigorous Thinking

Facility with Computers

Derek Bok’s View of QLOur Underachieving Colleges (2005)




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Methods for gathering evidence

How to use a Knowledge Survey

How to run a Focus Group




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SENCER (National and Regional) Loyola Marymount University Steve Bachofer of St. Mary’s Amy Shachter of Santa Clara

Acknowledgements/Thanks


Questions?



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Course websitehttp://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.

Additional Information


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

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