Carnegie Math Pathways

CIRCL Supports Training Series

Webinar

CIRCL Supports Training Series

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Carnegie Math Pathways’ new CIRCL package offers educators a research-based framework and associated collection of classroom-based practices for creating socially-, culturally-, and emotionally-supportive learning communities.

We invite educators teaching Statway and Quantway along with those teaching other math courses or disciplines to join us for this training series, which is designed to provide a deeper dive into the CIRCL framework and specific practices associated with key points in the term.

Register for each session via the links below:

Wednesday, Jan 29th Session 1: Creating Community and Promoting Relevance from Day 1

Friday, Mar 7th Session 2: Embracing Growth and Affirming Emotions Mid-Term

Friday, May  2nd  Session 3: Building Sustainable, Supportive Habits and Systems

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Cultivating Inclusive, Resilient Communities of Learning – Introducing the new CIRCL Student Supports

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This year,  Carnegie Math Pathways embarked on the development of an updated student supports framework to aid instructors in fostering a positive and productive learning community for their students. The new framework, known as Creating Inclusive, Resilient Communities of Learning or CIRCL for short, builds off the Productive Persistence package originally integrated within Carnegie Math Pathways’ Quantway and Statway course solutions. CIRCL incorporates important changes making it relevant and accessible to more classroom contexts using Quantway and Statway as well as those teaching other subjects.

Join us for a guided walk through of the new CIRCL package. Led by Haley McNamara, lead researcher for Productive Persistence at WestEd, this session will help you gain an understanding of the principles behind the framework and acquaint you with the activities and resources you can use in your Quantway and Statway classroom and beyond.

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We’re Going OER: Informational Webinars on Quantway and Statway Open Educational Resources

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Do you have questions about the new Quantway and Statway OER solutions and what they offer? Are you interested in learning more about the digital courseware, which is available at low cost to enhance course delivery? Or would you like to find out more about the student support package available with each solution?

Join us for one of the following upcoming webinars to learn more about Quantway and Statway OER, how you can access them, and supports for educators using them. We’ll offer a brief orientation and leave extensive time to answer questions.

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Teaching Mathematics With, About, and For Social Justice

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The Carnegie Math Pathways has worked with math faculty across its network to develop and support instructional strategies and curricular materials that center math for social justice and culturally responsive and sustaining instruction. This webinar, which is part of Strong Start to Finish’s Dev Ed Reform Learning Community Series, will offer faculty opportunities to learn about, reflect upon, and discuss teaching mathematics with, about, and for justice. Drawing from a guide written by and for college mathematics educators to help educators effectively integrate elements of social justice and cultural relevance in their mathematics instruction, the session offers strategies and resources to help create equitable and just learning environments that also support students to productively explore important social topics through mathematics.

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Equitable and Empowering Learning through Social Justice Focused Instruction

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With support from Starting Strong to Finish, Carnegie Math Pathways convened a panel of experts in teaching math using social justice contexts to develop an instructional guide to support math educators and students in the effective use of social justice-themed lessons. The newly available resource offers a framework for how justice and mathematics education intersect along with practical suggestions and resources to help you effectively integrate different aspects of social justice into your practice. In this webinar, delivered in partnership with AMATYC, the designers share further context on the development of the guide as well as insights and ideas from the guide itself.

Presenters:

Shandy Hauk, Associate Professor of Mathematics at San Francisco State University and Senior Researcher at WestEd

Victor Piercey, Professor of Mathematics and the Director of General Education at Ferris State University

Scott Strother, Senior Researcher at WestEd

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Focus on Dual Enrollment Pathways Success

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Join an in-depth discussion on successful dual enrollment and transition course pathways for students with Carnegie Math Pathways and the Community College Research Center.

During this session hosted by TPSE, you’ll learn about current research and exemplar programs, and ways we can increase student access, equity, and success in the field.

Following speaker presentations, join in on smaller breakout groups to debrief about the presentations and continue the discussion.

View the presentation slides here.

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Online But Not Alone: Supporting Inclusion and Belonging in the Online Learning Environment

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Evidence shows that when faculty and administrators remove barriers to belonging in the classroom, students are more likely to form social ties with faculty and peers, persist through challenging course work, and ultimately succeed. Yet, much of this evidence is based on experiences from in-person courses. So how can we adapt and translate what we know creates opportunities for students to meaningfully connect with peers, faculty, and the course material when the learning experience is online?

In this second webinar in our Quality Instruction series, Pathways course designers, Rachel Beattie and Lewis Hosie, explore what it takes to cultivate a supportive student learning experience in the online space. They share evidence and learnings from the new Pathways brief, Narrowing the Distance in ‘Distance Learning,’ on supports that have been shown to dramatically improve outcomes in online Carnegie Math Pathways courses, and offer practical strategies you can use to foster student belonging and inclusion in any course modality.

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Inclusive and Equitable Instructional Design: A Foundation for Student Success

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

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

In the first webinar of our series on quality instruction, join us for a thoughtful discussion with practitioners and research leaders in the field on how we can lay the foundation for student success with inclusive and equity-minded teaching. Together we’ll explore evidence-based strategies and best practices for bringing together inclusive curriculum, equitable pedagogy, and quality professional development to ensure that every student can succeed.

Webinar Slides

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Opening More Doors with Dual Enrollment: Lessons from Educators on Expanding Access to College

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About the Webinar

Dual enrollment—once an opportunity reserved for only the most accelerated high school students—is being rethought. With growing interest and acceptance of math pathways alternatives to algebra, colleges and high schools are increasingly seeing dual enrollment quantitative and statistical reasoning courses as promising ways to provide more students with a path to higher education.

As more colleges and high school partnerships form, we’re learning more about what makes for successful dual enrollment programs. In this webinar, educators in the Carnegie Math Pathways network engaged in dual credit partnerships share their insights and key considerations for colleges and high schools planning for dual credit.

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Webinar Slides

Dual Enrollment Webinar Q&A

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Presentation for BSCS Science Learning

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About the Session

Advancing Quality Teaching: Professional Development in a Networked Improvement Community of Postsecondary Math Educators

Mathematics is the primary obstacle to college completion in US institutions of higher education. Over 60% of incoming community college students are required to take at least one remedial math course before they can enroll in college-credit courses. Eighty percent of those students do not complete any college-level math course within 3 years and are therefore unable to obtain a degree or credential or to transfer. In comprehensive 4-year institutions, about 20% of incoming students are placed into remedial math and about 60% do not complete a college-level math course within 2 years, significantly decreasing their likelihood of graduation.

The Carnegie Math Pathways Networked Improvement Community (NIC) of over 90 IHE’s is aimed at dramatically improving these outcomes. A NIC brings together the tools and processes of improvement science with the learning structures of networks to enable a community of stakeholders to achieve a shared goal. This approach is explicitly designed to accelerate learning-by-doing and knowledge sharing to develop evidence-based solutions and generate the know-how needed for those ideas to be effectively implemented at scale across contexts.

This presentation will focus on Advancing Quality Teaching, an NSF-funded project that aimed to use networked improvement methods to develop and continuously improve professional learning opportunities for instructors in the Carnegie Math Pathways NIC. This session will illustrate how our community applied improvement methods to the problem of improving instructional practice and course outcomes, highlighting challenges we faced in the design and implementation of professional learning at scale, and lessons learned about doing networked improvement in the messy real world.