Students believing that they are capable of learning, that they belong, and their use of effective strategies are all key to their academic success. During this workshop, participants learn about support efforts that increase students’ productive persistence and can be integrated into courses through “starting-strong” and “staying-strong” activities. Participants reflect on common classroom experiences using a shared framework and adapt practical routines that promote and sustain academic mindsets in their classrooms. Gain hands-on experience with evidence-based interventions designed to create and maintain a classroom culture that supports students’ productive persistence.

Date and Location
1:00 p.m., May 25, 2019
Austin Hilton, Room 414

Presenters
Dan Ray, Carnegie Math Pathways
Michelle Brock, American River College

Policy changes are placing new demands on college mathematics departments. Learn how some faculty are meeting the demands by collaboratively developing co-requisite, online and accelerated versions of Carnegie’s Statway and Quantway pathways. Review the CMP design model, examine new pilot results and lessons learned, and leave with course redesign strategies.

Date and Location
8:45 a.m., May 26, 2019
Austin Hilton, Room 402

Presenters
Mark Wojciechowski, Carnegie Math Pathways
Yolanda Manzano, Richland College

Explore how real collaborative learning, adaptive learning, and data-driven socio-emotional interventions can be a reality for entry-level mathematics students in a digital course. Understand the design process of transitioning a successful face-to-face mathematics course into the online space, before engaging in interactive collaborative learning and socio-emotional activities.

Date and Location
Saturday, November 16, 2019
10:45 a.m. – 11:35 a.m.
Room S116

Speakers
Mel Taylor, Mathematics Instructor, Ridgewater College
Lewis Hosie, Instructional System Support Coordinator, Carnegie Math Pathways

This session will focus on strategies for incorporating issues of equity, social justice, and cultural relevance into math lessons, and the adaptation of classroom activities for diverse student audiences. Exemplar lessons from a faculty lead initiative will be discussed, including teaching strategies to support students’ respectful conversations around the topics.

Date and Location
Sunday, November 17, 2019
8:15 a.m. – 9:05 a.m.
Room S161

Presenters
John Kellermeier, Faculty Mentor, Carnegie Math Pathways (retired math faculty from Tacoma Community College)
Earle Crosswait, Academic Skills Specialist – Mathematics, Saginaw Chippewa Tribal College
Dan Ray, Lead for Faculty Development, Carnegie Math Pathways

Thursday, November 14, 2019
4:30 p.m. – 7 p.m.

Friday, November 15, 2019
8:30 a.m. – 11:45 a.m. & 1:15 p.m. – 5 p.m.

Saturday, November 16, 2019
9:45 a.m. – 1 p.m.

Colleges are taking on increasingly ambitious reforms to meet students’ needs and improve outcomes. Effective reform at scale involves complex work at all levels of leadership. This session shares innovative coaching strategies that have catalyzed institutional change in over 90 colleges.

Date and Location
Thursday, February 20, 2020
2:30 p.m. – 3:30 p.m.

Speaker
Stephanie Delaney, Vice President of Instruction, Renton Technical College

This session shares innovative video cases that develop institutional capacity for equity work. Leaders and faculty engage in video-based professional learning activities to examine equity issues; reflect upon and adjust their own practice; and learn about monitoring progress toward equity goals.

Date and Location
Thursday, February 20, 2020
2:30 p.m. – 3:30 p.m.

Speaker
Lewis Hosie, Instructional System Support Coordinator, Carnegie Math Pathways

What can be done to transform the mathematics gatekeeper into a mathematics gateway? One initial step to making math learning more meaningful to students’ lives is implementing math pathways. With the support of Carnegie Math Pathways, many tribal colleges and universities (TCUs) have introduced math pathways, as well as holistic changes to instruction that engage students with active instructional methods, real-world-based curriculum that focuses on problem-solving, and integrated student supports.

Join us for a session that will feature case studies from faculty at two such tribal college campuses. The information and examples shared in this session will provide participants with useful ideas and strategies that they may use or adapt to improve their course structures and instruction in their own classrooms.

Date and Location
Thursday, February 20, 2020
3:30 p.m. – 4:20 p.m.
Annapolis 1/2

Speakers
Tami Niswander, Chief Financial Officer, Red Lake Nation College
Jan Miller, Mathematics Faculty & Department Chair, Bay Mills Community College
Dan Ray, Lead for Faculty Development, Carnegie Math Pathways

This session will walk participants through the design process of transitioning a successful face-to-face mathematics course into the online learning space, while engaging them in experiential activities that demonstrate how collaborative learning and socio-emotional strategies are represented in a new digital mathematics course.

Date and Location
Thursday, February 20, 2020
3:45 p.m. – 5:00 p.m.

Speaker
Lewis Hosie, Instructional System Support Coordinator, Carnegie Math Pathways

Student participation in classroom discourse is a key indicator of an equitable classroom culture. This session will introduce a free online tool designed to provide quantitative and qualitative data to instructors on students’ participation in classroom discourse across demographics, and how these measures can guide instructional improvements.

Speakers

Dan Ray, Lead for Faculty Development, Carnegie Math Pathways

Students’ mindsets about their ability to learn and belong play a critical role in the motivation to use new learning strategies in any learning environment. Participants will consider the learning structures and key instructional strategies in an online mathematics course that promote student engagement and persistence.

Speakers

Lewis Hosie, Instructional System Support Coordinator, Carnegie Math Pathways

Thursday, June 17, 2021 | 9 a.m. Pacific / 12 p.m. Eastern

Social justice issues can provide a deep and engaging context within which students can learn math. These relevant and meaningful contexts can help students connect to a course, promoting the belief that they belong (which research has shown to raise success rates). This can be particularly powerful for students from traditionally underserved populations

With proper lesson materials, practitioners can have a unique opportunity to embrace and discuss issues of social justice in their classroom while teaching math content. Additionally, the lessons can be tailored to communities by integrating local equity issues. This can help all students bet on their own success.

Faculty in the Pathways community have integrated social justice contexts into a variety of math lessons. During the session, some of these educators will discuss how they have generated the ideas and how the issues were paired with math concepts. They’ll explore sample lessons in-depth, including strategies to support students’ productive and respectful discussion. Participants will walk away with a firm grasp of how to create, develop, and implement math lessons that include social justice contexts.

Presenters:
Jamylle Carter, Professor of Mathematics, Diablo Valley College
Maria Alzugaray, Professor of Mathematics, SUNY Suffolk County Community College
Scott Strother, Manager of Curriculum and Evaluation, Carnegie Math Pathways

Friday, June 18, 2021 | 10:30 a.m. Pacific / 1:30 p.m. Eastern

This session will share innovative video cases, developed from the experiences of institutional leaders, instructors, and students of the Carnegie Math Pathways, that develop institutional capacity for equity work. These video cases can be used by institutional leaders and faculty to examine equity issues; reflect upon and adjust their own practice; and learn about monitoring progress toward equity goals. Each case includes:

• A context-setting overview
• Clearly articulated equity-centered professional learning goals
• Between 2-5 minutes of central video vignette and up to 20 minutes of supplementary video to support additional discussion
• Well-defined activities for each of the five sections of engagement:  pre-view, view, discuss, reflect, and monitor progress
• Facilitator guide

While the case resources are explicitly designed within the context of the Carnegie Math Pathways, they address central issues of instruction, institutional structure, and organization that are applicable broadly to guided pathways reform.

Participants will watch and discuss video vignettes and will have the opportunity to both “try” the video cases as resources for professional learning as well as reflect on the use of the video cases in their own institutional contexts. We’ll also engage in small and whole group discussions about how tools like these can advance personal and institutional equity goals.

Presenters:
Ann Edwards, Director of Research and Implementation, Carnegie Math Pathways
Shandy Hauk, Associate Professor, San Francisco State University

Friday, June 18, 2021 | 1:15 p.m. Pacific / 4:15 p.m. Eastern

Students’ mindsets about their ability to learn and belong play a critical role in the motivation to use new learning strategies, especially now. Participants will consider the learning, technological, and instructional strategies in an online mathematics course that engender student engagement and connection, and flexibility in modality.

Presenters:
Lewis Hosie, Manager of Courseware Development and Implementation, Carnegie Math Pathways

Friday, June 18, 2021 | 12:30 p.m. Pacific / 3:30 p.m. Eastern

Online corequisite math pathways can expand opportunities for students to overcome the hurdle of college-level math. Institutions, advisors, and faculty need the tools to properly structure and administer online corequisite courses and to place students appropriately for equitable success.

Participants in this session will engage with faculty who have launched virtual corequisite math courses to discuss successful design principles, such as addressing non-cognitive factors and adding social-emotional supports, and faculty training to support educators as they teach corequisite courses online.

Speakers will share data from this past year that has been rigorously collected from institutions across the nation and will share examples of how equity was addressed and promoted in their courses.

Presenters:
Andre Freeman, Professor of Mathematics, Capital Community College
Paul Verschueren, Mathematics Instructor, Seattle Central College
Scott Strother, Manager of Curriculum and Evaluation, Carnegie Math Pathways