Carnegie Math Pathways

Presentations at the 44th Annual NOSS Conference

Conference

Presentations at the 44th Annual NOSS Conference

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Attending the 44th Annual NOSS Conference? Join Pathways staff and educators for sessions on measuring equitable teaching practices and social-emotional supports.

Measuring Equitable Teaching Practices in the Classroom

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

A Collaborative Structure and Mindset Routines that Resonate in the Online Space

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

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Presentation at the 2020 Strengthening Student Success Online Series

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Collaborative Learning Structures and Socio-emotional Interventions in a New Virtual Mathematics Learning Experience

Students learn more deeply when they learn together, and in this session, we’ll show how genuine, authentic, and flexible collaboration can be achieved online.

Participants will learn about:

  • the design and instructional factors critical for student belonging and persistence in fully-online developmental mathematics courses;
  • a digital learning model that operationalizes real collaborative learning, understand how it is done, the challenges encountered, and lessons learned;
  • key aspects of students’ online behavior and engagement that can inform instructional interventions; and
  • participants will see student collaboration and instructor feedback data from an actual class.

Attendees will leave with knowledge of how to implement synchronous and collaborative learning experiences in the online space, without compromising flexibility.

Presenters

Nicole Gray, Mathematics Instructor, Foothill College
Lewis Hosie, Instructional System Support Coordinator, Carnegie Math Pathways

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Presentation at the National Mathematics Summit Webinar Series

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Advancing Equity in Mathematics Pathways in the Era of the Pandemic

In this time of the pandemic, our community needs to double-down on our commitment to employ equity strategies to increase student success and completion. Research is revealing deeper layers to mathematics pathways and their relationship to equity.

Learn about current research that sheds light on which mathematics pathways students are selecting and how this affects their access to careers with high market value. The webinar also explains how to leverage corequisite courses in mathematics pathways and recent research on equity in the STEM mathematics pathway leading to calculus.

Speakers

Ann Edwards, Carnegie Math Pathways
Helen Burn, Dana Center
Connie Richardson, AMATYC & MAA

This webinar is part of the National Mathematics Summit Webinar Series and is sponsored by the National Mathematics Summit Partners.

See Series Website

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Presentations at the 45th Annual NOSS Conference

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Join Pathways staff and educators at the 45 Annual NOSS Conference for engaging sessions on online corequisite courses, building institutional capacity for equity, and social justice lesson contextualization that connects in-class math concepts to the real world.

Social Justice Contextualization to Create Relevant and Meaningful Lessons: Curricular Innovation in Math

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

Building Institutional Capacity for Equity through Video Cases

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

All In: A Learning Experience that Supports Authentic Collaboration, Multiple Modalities, and Mindset Routines

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

Using Virtual Corequisite Math Courses to Promote High and Equitable Success Rates

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

 

See Conference Website

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Presentation at the 2021 Diversity, Equity, and Student Success Conference

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About the Session

As educators, we can work to create inclusive environments with equitable learning opportunities to ensure that every student has the supports and resources necessary to succeed.

In fact, evidence-based quality teaching when done with intentionality is inclusive teaching.

During this discussion, academic leaders from the Association of College and University Educators (ACUE), Carnegie Math Pathways at WestEd, California State University, LA, and Saginaw Chippewa Tribal College will share research-based best practices for bringing together inclusive curriculum, equitable pedagogical practices and quality faculty development to ensure successful learning outcomes for every student.

At the end of the session, participants will:

  • Have gained an understanding of the critical role of equitable and inclusive teaching practices to student success
  • Learn how Carnegie Math Pathways and AAC&U member institutions have successfully increased the use of inclusive teaching practices creating a more equitable learning environment for their students.

Speakers

Penny MacCormack, Chief Academic Officer, Association of College and University Educators (ACUE)
Kristina Ruiz-Mesa, Associate Professor & Basic Course Director, Department of Communication Studies, California State University, Los Angeles
Earle Crosswait, Academic Specialist – Mathematics, Saginaw Chippewa Tribal College
Ann Edwards, Director of Research and Implementation, Carnegie Math Pathways

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