AMATYC Ignite 2017 2nd Half

Jumpstarting
Student’s Careers
with I-BEST
Tonia Faulling
2017

What is I-BEST?
๏ Integrated
๏ Basic
๏ Education and
๏ Skills
๏ Training
2017

Who is this for?
๏ Students 17 and older who can
benefit from non-traditional
education pathways in preparation
for STEM careers that require
postsecondary technical education

We work with the Adult
Education in our area.

Meeting the students where
they are.
๏ Help finish GED.
๏ Help get/finish Work Keys

How does it work?
Student take two classes free of charge
their first semester.
๏ College Skills 120
๏ Career Specific Class:
- Manufacturing 101
- Health Care Pathway Class

College Skills 120
๏ Teachings the
students how
higher education
works
๏ Career
Exploration
๏ Goal Planning
๏ Team work

College Skills 120 cont.
๏ Problem Solving

Manufacturing 101
๏ Introduction to the basic skills needed in
manufacturing
๏ National skill certification
- Six Sigma – Yellow Belt
๏ Guest Lecturers
- Basic Math
- Engineering Technology

My part!
๏ Created a booklet for
students to use to review
basic Math skills
๏ Go into the MFG 101
class 4 times over the
course of the semester
to teach/review basic
Math Skills

What I have learned!
๏ What really goes on in
factories.
๏ What my students need to
be successful in factory
setting

What I have learned!
New and Interesting uses of graphs

How this has changed what
I do in the classroom:
๏ I have changed the my language to what
more like what the would here in a factory
setting.
๏ I pull more relevant word problems to use
in the classroom
๏ I pull more relevant graphs to use in the
classroom

We are building a Stronger
Community….

For more information:
Email me at
tfaullin@tctc.edu
or
Pick up a flyer!

OER-enabled Canvas
sample course shells
Barbara Illowsky, PhD
Chief Academic Affairs Officer
CCC Online Education Initiative
Foothill-De Anza CCD
billowsky@cccOnlineEd.org
@DrBSI
2017

A grassroots project
Team: California Community College
instructional designers, librarian, faculty,
OpenStax
Project: Create 28 sample course shells ~ 27
with embedded OER to make adoption simple
for faculty + 1 “empty” shell
Location: Canvas Commons
2017

WHY, OH, WHY?
OER: Make it easy for faculty to use high
quality OER with integrated content and
supplemental materials
Online presence: Develop a course
shell for faculty to adopt and adapt for
online, hybrid & f2f classes

Um… what’s OER?
Teaching, learning & research resources
in any medium
that reside in the PUBLIC DOMAIN
OR
have been released under an intellectual
property license to allow free use and
repurposing.

Yikes… a license?
Creative Commons Licenses
Simple, standardized way to grant copyright
permissions
http://creativecommons.org
Permission Attribute Commercial? Share alike?

How to decide?
Over
one
billion!

Is there a problem?
Student Impact
• 48% take fewer classes
or different classes
• 65% choose to not buy
textbook
• 94% report concern
that grades affected
Source: Fixing the Broken
Textbook Market, 2014
Survey of 2039
college students at
156 campuses
across 33 states

https://priceonomics.com/w
hich-major-has-the-most-
expensive-textbooks/

OER can be
hard to find.
That’s where
we can help!

Faculty Choice
• No more including extra chapters
• No requirement to change versions every
few years
• Customize instructional materials to match
students and course outcomes
• Many open textbooks have ancillaries

OER Research
• California OER Council White
Paper
• Washington’s SBCTC Faculty OER
Usage Study
• Open Education Group at BYU
• OER Research Hub at Open
University
• Babson’s Opening the Textbook
Report (2016)

Canvas Commons
Search: CCC OEI Math

Course shells
๏ Developed by instructional designers
๏ Aligned with OEI Course Design Rubric
which was developed by CCC faculty
๏ WCAUG 2.0 AA compliant
๏ Professional development for faculty
embedded in shells
๏ For online, hybrid, f2f classes
๏ Creative Commons Attribution licensed
๏ Try them!!!

An ”empty” shell,
just for YOU!
Use the shell
with any
textbook you
want…. OER or
not!
Thank you!!

Statistics Pathway
Shortcut to Success
Lisa Lee
Coastline Community College
2017

Liberal Art Majors
Transfer
Traditional Path in Math:
๏ 1. Math 005= 3 units
๏ TOTAL units=18 units
๏ Time = 5 semesters
Long Way to Climb Up!

Frustration
๏ Repeat Algebra
Again?
๏ Delay
Transfer?
๏ Delay
Certificate?
๏ Delay Degree?

Repeat Algebra
๏ New California Study
Finds:
๏ Harm for some in
repeating the math
and whether it
benefits anyone?
๏ By The Hechinger
Report | on Dec. 16,
2014.

Frustration
• Financial
Burden?
• Tuitions $
Loss?

Statistics Pathway
๏ Statistics Pathway1
= 5 units
๏ Statistics Pathway 2
= 5 units
๏ Only 2
SEMESTERS
๏ DONE !

Technology
•TI-84 Plus
•TI-83 Plus

Technology
• Computer Software
• Multimedia

Technology
•Laptop
•Videos
•Tender -
Caring Instructions

Free Tutoring
๏ Embedded
Tutoring
๏ Onsite & Online

Learn Necessary Algebra
• Selected Algebra
• Real Word
Application
• Statistical
Application

Way to Go!
•Be Diligent!
•Be Confident!
•Be Successful!

๏ It’s Normal!
๏ It’s Statistically
Significant!
Statistics Pathway

Statistics Pathway
๏ Reach the Goal
- Degree
- Transfer
- Certificate

Statistics Pathway
๏ Jump to
Goal of Success
๏ Through
Statistics
Pathway!

Goal Achieved!
๏ In Only Two
(2) semesters!

TACtile
acTiViTiES
Holly Ashton
2017

2017
Active Learning Calculus.com

Functions placemat - photo
2017

2017
Picture of hand
Students say…
“This TACTiViTY was memorable!”

2017
“This TACTiViTY
made me think!”

2017
Picture of trig here is who has…
“This TACTiViTY helped me to see!”

Benefits to the Instructor:
Self Correcting
High impact
Evaluation of the instructor becomes more positive
Retention of key concepts
Assessment related TACTiViTiES increase student
performance

2017
High LevelThinking
Simple to play
Ready to go

Let’s Make Tacos
Great Again!
Jon Oaks
www.jonoaks.com
2017

Source:
https://www.facultyfocus.com/articles/effective-teaching-
strategies/power-storytelling-college-classroom/
2017

2017
Source:
https://www.psychologytoday.com/blog/the-web-
violence/201309/resilience-and-4-benefits-sharing-your-
story

Making an
IMPACT in Five
Minutes
Rob Farinelli
2017

Why the Need?
๏ Status quo is unacceptable.
๏ New curriculum choices are needed to
meet the mathematical needs of many
college students.
๏ Increased focus on statistics and modeling
in K-12 and higher education.
๏ Redesigning developmental education.

IMPACT
Improving
Mathematical
Prowess And
College Teaching

PROWESS
1.exceptional or superior ability, skill, or
strength: their prowess as
mathematicians.
2.exceptional valor, bravery, or ability,
especially in combat or battle.
2017

The Four Pillars of Prowess
PRoficiency
OWnership
Engagement
Student Success

PROFICIENCY
Developing Students’
Mathematical Knowledge

OWNERSHIP
Taking Responsibility and
Showing Initiative

ENGAGEMENT
Developing Intellectual Curiosity
and Motivation in Learning
Mathematics

STUDENT
SUCCESS
Stimulating Student Achievement
in Mathematics

Content of Print Version
Preface
Enacting a Renewed Vision for Mathematics in the First Two
Years of College
Chapter 1: Making an IMPACT
Generating the Ripple Effect
Chapter 2: Who Are We?
Finding Our Voice

Chapter 3: Proficiency
Developing Student’s Mathematical Knowledge
Chapter 4: Ownership
Taking Responsibility and Showing Initiative
Chapter 5: Engagement
Developing Intellectual Curiosity and Motivation
in Learning Mathematics
Chapter 6: Student Success
Stimulating Student Achievement in
Mathematics

Chapter 7: Stakeholders
Working Together to Accomplish Change
Chapter 8: Implications for Research
Moving the Research Agenda Forward in
Mathematics in the First Two Years of College
Chapter 9: IMPACTing the Future
Answering the Call

Content of
IMPACT Live!
❖Best Practices
❖Research
❖Blogs
❖Links

Standards Committee
A new AMATYC committee,
Mathematics Standards in the First
Two Years of College, has been
created to carry on the work of the
standards and will be led by a chair
and a standards digital coordinator.
The committee will begin its work
commencing on January 1, 2018.
Membership in the committee is
open to all AMATYC members.

Help us make this document
and website, IMPACT Live!,
more relevant to you.
1. Do you believe this document
provides a provocative message for
community college faculty? If so,
provide examples of how you find
this document provocative. If not,
how can we make it useful?
2, What would you like to see in
IMPACT Live!

The AMATYC IMPACT
document was written over
the past two years by a
dedicated team of AMATYC
members with input from
scores more. The steering
committee was chaired by
Mary Beth Orrange (right) and
Nancy Sattler (left). Their
emails are orrange@ecc.edu
and nsattler@terra.edu

One Final Thought …
๏ Access provides
education, but
completion changes
lives!

Fake Math, New Math,
or Math Problems?
It’s in the Headlines.
Irene Duranczyk and Dexter Lim
College of Education and Human Development
University of Minnesota
2017

Never mind fake news.
I’m tired of FAKE MATH.
By Simon Dumenco. Published on July 17, 2017 Ad Age .

Math Problems Bedevils
Republican Tax Rewrite
By Jim Tankersley, Thomas Kaplan and Alan Rappeport
Published on November 1, 2017 New York Times

How the New Math of
Gerrymandering Works
By Jim Tankersley, Thomas Kaplan and Alan Rappeport
Published on November 1, 2017 New York Times

There is a history of fake math

Math Faculty Say
the Darndest Things
Did I say that?
2017

Now let’s get rid of stuff
Infrogmation of New Orleans
derivative work: Andrzej 22(talk) –
Low9AppliancePiles2.jpg
http://interiorcollective.com/wp-
content/uploads/2013/05/Barbara_Hill.
jpeg

Did we just get rid of stuff or
did we find common factors
to simplify?
๏

Move it to the Other Side
Pete Souza [Public domain], via
Wikimedia Commons

Is it moved to the other side or are
we balancing equations using the
principle of equality?
๏

Put it on the Bottom,
Move it to the Top

Oh, there are so many things
we can Cancel or Reduce.
Or Mathematically
๏ Simplify
๏ Resolve
๏ Translate
๏ Find common factors

The reciprocal of multiplication
Or it is cross multiplying
๏

Darn it, it’s those little things!
Precision Matters!
๏ Or does it?

See You There
Saturday 1:05 pm - 3:05 pm W01
Laura Watkins, Patrick Kimani, April Ström,
Dexter Lim, Irene Duranczyk

F Theory and the
Resolution of
Singularities
Coleman Dobson, CSULA
2017

F Theory
๏ Scary Definition!
๏ Geometrization of S-Duality in IIB
String Theory
๏ Structure of the Gauge Group in the
low energy theory is encoded in the
singularities of the elliptic fibration
2017

F Theory
๏ Cumrun Vafa (Harvard) - 1996
๏ David Morrison (UCSB)

Algebraic Geometrico
Defintion
๏ Elliptically fibered Calabi Yau manifold
over a base B of complex dimension d in a
low energy theory in 10-2d spacetime
dimensions

Codimensional
Correspondence
Gauge
Group
Matter
Fields
Yukawa
Coupling
Codimension
1 Singularity
Codimension
2 Singularity
Codimension
3 Singularity

Requisites
๏ String Theory, IIB
๏ S Duality
๏ Gauge Group
๏ Lie Groups
๏ Elliptic Fibration
๏ Resolution of Singularities (AG)
๏ ADE Classification

String Theory
๏ Point particle replaced with string
๏ 10D Supergravity
๏ Calculate string amplitudes
๏ 2 parameters: string length/tension, string
coupling
๏ Background dependent
๏ Created by particle physicists to unify
forces

IIB String Theory
๏ One of 5 String Theories
๏ Type 1 IIA IIB (superstring)
๏ SO(32) E8xE8 (heterotic)
๏ At low energies, IIB described by IIB
Supergravity in 10D
๏ Chiral Theory (left-right asymmetric) with
(2,0) d=10 supersymmetry.

Mathematical Treatment IIB
๏ Algebraic Geometry
๏ Deformation theory of complex structures
๏ Kunihiko Kodaira
๏ Lie Theory
๏ Mirror Symmetry

S Duality
๏ IIB string theory with coupling constant g is
equivalent to IIB with the coupling 1/g
๏ Maldacena – IIB equivalent to
supersymmetric Yang Mills Theory with 4
supersymmetries and Gauge Group SU(N)
in the t’Hooft limit.
๏ ADS/CFT

Gauge Group
๏ Group of Continuous Symmetries not
dependent on Space Time
๏ Gauge theory – field theory where the
Lagrangian is invariant under a continuous
group of local transformations.
๏ Gauge Transformation
๏ Different configurations of unobservable
fields result in identical observable
quantities

Lie Group
๏ Sophus Lie - end of 19th Century
๏ Group that is also a differentiable manifold
๏ Group operations are compatible with the
smooth structure
๏ Lie at the intersection of algebra and
geometry
๏ **A group of symmetries where the
symmetries are continuous – (circle,
hexagon)

Resolution of Singularities
๏ Degenerate Fiber
๏ Coefficients are Ranks of Dynkin Groups
๏ Singularities in the elliptic fibration are classified by the
ADE classification of simple Lie Groups

ADE Classification 1
๏ Elie Cartan – 1890’s
๏ Constructed all simple Lie Algebras
๏ Root systems An, Bn, Cn, Dn
๏ Exceptional Cases G2, F4, E6, E7, E8
๏ n is rank

Dynkin Diagram
๏ Eugene Dynkin - 1946
๏ Classify simple Lie algebras
over algebraically closed fields.
๏ Classify Lie algebras by their root
systems, rep by Dynkin Diagram
๏ Undirected Diagrams classify Weyl
Groups (corresponds to replacing a root
system by the finite reflection group it
generates)

ADE Classification 2
๏ Complete list of simply laced
Dynkin Diagrams
๏ No multiple edges
๏ All roots form angles
of 90 (no edge)
or 120 (single edge)

Mirror Symmetry
๏ Enumerative Geometry
๏ Complex Geometry ~ Symplectic
Geometry
๏ Calabi Yau manifolds with different hodge
numbers are equivalent

Time as Mirror Symmetry
๏ Emergent Time As Mirror Symmetry in a Holographic
Universe
๏ Q: How does geometry make time?
๏ A: Mirror Symmetry in the Higgs Network
๏ Mirror Symmetry: F Theory + Time = discrete global
symmetries
๏ Time as an inaccessible cardinal.
๏ Memory as Flop Transition
๏ Time is discrete
๏ Tensor geometry makes space (Loop QM)

Idea I
๏ Hearing is a fourier transform; Time is memory is
perceptive F theory higgsing - resolving all possible
timelines. To find a day, find the singularity/resolve it.
๏ Brain is algebraic-geometro constantly resolving.
๏ It is Concurrent: quantum error correcting code ->
Sheaves Higgs branches
๏ SU(3) x SU(2) x U(1) Add Gravity Add Time
๏ SU(3) x SU(2) x U(1) x ?
๏ E11 M Theory Add Time. E11 X ? Mirror Pair?

Got Equity?
What to do if you care
(or are forced to care)
Or
That’s ok – neither does anyone
else, yet!
2017

What is Equity?
๏ Non-education example of equity from a
quantitative literacy class:
2017
City-X Police
Department
Promoted Not-
Promoted
Total
Male 30 90 120
Female 20 60 80
Total 50 150 200
© Ivy Tech

Analysis of Promotions
๏ Probability of selecting a female, given
that the office was promoted: 40%
๏ But..
๏ Probability of selecting a promoted officer
given that the officer is male/female
Both are equal to 25%!

Equity != Equality
Many people think fairness is everyone
getting the same thing, but …
not everyone needs as much help or support
You can make structural choices that allow fo
differentiation inside and outside of the
classroom
2017

Simple Definition
Equity
= Fairness
= everyone getting
what they need

Office Hours Example
๏ Not everyone uses them, but every
has the opportunity to use them
๏ If you can get more time with students
that need help you are working in an
equitable way even though the
struggling students are getting more
time with you!
2017

Principles of Equity
๏ Get to know your students
๏ Pay attention to the data
๏ Do work on yourself
๏ Utilize collaborative practices
๏ Talk to colleagues
2017

Student Anthropology p1
If we are open to
learning from our
students, they have
much to teach us
2017

I used to think that
students not making math
their number one priority
reflected a lack of desire
and commitment

Work to meet students
where they are: serve the
students you have, not the
students you wish you had.
2017

Pay Attention to the Data
p1
While data can be challenging to
pick apart, understand or act on, we
have a duty to our profession and to
our country to be on the front line of
paying attention to data and
responding to it.
2017

Student Anthropology is the
Qualitative Strand of Equity
Work
Paying Attention to Data is the
Quantitative Approach
Pay Attention to the Data
p2

To work effectively with all
students, especially students from
dissimilar backgrounds, you have
to dig in to who you are and
where you fit into the great
American story.
2017
Work on Yourself
p1

Your commitment to learning
and transparency models for
students how to engage with
the world and start
considering different
perspectives.
Work on Yourself
p2

Authors to Consider:
Ira Shor, Ta Nehisi-Coates, John Allen
Paulos, Andrew Hacker, Malcom X, Angela
Davis, bell hooks, Paulo Freire, Myles
Horton, Pedro Noguera, Chris Emdin, Carol
Dweck, Rochelle Gutierrez, J.D. Vance,
Michelle Alexander, Jeff Hobbs, Geogre
Jackson, Theodore Sizer, Paul Lockhart,
Consuelo Kickbusch, Matthew Desmond,
Alice Goffman
Work on Yourself
p3

๏ Dig into positive
interdependence.
๏ Read up on scholarly
articles for effective
methods for group work.
Utilize Collaborative
Processes p1

Utilize Collaborative
Processes p2
By helping students build
social capital you are
effectively working to create
equitable outcomes at your
institution.

Talk to Colleagues p1
Use relationships within your
college and within
professional organizations to
help recharge and
reinvigorate you.
2017

Colleagues from within your
math department and from
other disciplines will challenge
and inform your work on
equity.
Talk to Colleagues p2

Remember
The struggle is real
We are all part of the path
towards a more equitable
future
B. Aschenbrenner
ben@amainedu.com

Intersectional
Inclusive
Instruction
I3
Jennifer Ackerman
Jefferson Community & Technical College
Louisville, Kentucky
2017

Intersectionality
2017
Race Gender Religion
Sexual Socio- Ability
Orientation Economic Status

Race/Ethnicity
๏ Race is defined as a system based on
observable physical characteristics
๏ Ethnicity is defined as cultural
characteristics (i.e. language, food,
clothing, dance, national origin).
๏ For example, Black is a racial group that
includes the following ethnicities: Haitian,
Jamaican, Nigerian, or African-American.
2017

Expanding this Idea
2017
https://miriamdobson.com/2013/07/12/intersectionality-a-fun-guide-now-in-powerpoint-presentation-formation/

The whole is greater than
the sum of its parts…
A classroom should
be inclusive and
welcoming for every
student
(inclusivity)
regardless of their
various backgrounds
(intersectionality)
2017

“When will I ever use this?”
Relevant, Relatable Applications
๏ Provide Context
๏ Imply usefulness
๏ Develop critical thinking & problem-
solving skills
2017

Emotional Validation
๏ Offended?
๏ Not offended?
๏ Reasonable application?
๏ Are you kidding me?
It’s the consideration and reflection that move
these issues forward
2017

Speed Reading Questions
Without trying to solve the
problem, just read the
question and let yourself react
2017

Conversion of Units:
The border patrol seizes 6 lb of an
illegal substance at a check point.
How many grams of the
substance did they seize?
They seized grams of the
substance
2017

Analysis
๏ Is it culturally insensitive?
๏ How relevant is this application?
๏ How relatable is this application?
2017

Presenting the content
within a broader context
How can a student focus on
solving the problem if they have
an emotional reaction to the
context?(amygdala/lizard brain!)
2017

Neutral example
A chemistry teacher has 740 g of
a substance and he wants to
separate the substance into 3-oz
jars.
How many 3-oz jars can he
completely fill?
2017

Voting Theory
The McKees’ Point Yacht Club Board of
Directors wants to decide where to hold
their fall business meeting. The choices
are the Country Club (C), Frankie’s Fine
Foods (F), West Oaks Golf Club (W), and
Rosa’s Restaurant (R). The results of the
election are shown in the preference table.
Determine the winner using the pairwise
comparison method.
(preference table not given :)
2017

Voting Theory
Due to prison overcrowding, a parole
board must release one prisoner on good
behavior. After hearing each case, they
decide to use the approval voting method.
The result is shown here. Which inmate
was released?
Inmates listed as W, X, Y, and Z
(approval voting result not given :)
2017

Relevant Context
There were 7,692 single-bias hate crime
offenses reported in the United States in
2010. These crimes were divided into
categories, with the following breakdown:
3723 were based on racial bias, 1,410 on
religious bias, 1475 on sexual orientation
bias, 1,039 on ethnic bias, and 45 on bias
against those with disabilities.
2017

๏ Make a frequency distribution for this data
๏ Use the frequency distribution to find the
probability that a hate crime was
motivated by sexual orientation bias.
probability that a hate crime was
motivated by bias against race or ethnicity
probability that a hate crime was not
motivated by bias against religion or those
with disabilities
2017

Get Students to THINK!
Raising awareness through
context and thoughtful
questions is a powerful tool
and is at the very heart of I3
2017

Takeaways:
๏ EVERYONE needs to consider
the bigger picture and the broader
context
๏ EVERYONE can include I3
elements and incorporate cultural
sensitivity into their materials
2017

LEARN MORE!
Two GREAT Resources:
๏ Saint Louis University:
- http://www.slu.edu/cttl/resources/teaching-
tips-and-resources/inclusive-
teaching?site=mobile
๏ University of Denver:
- http://otl.du.edu/inclusive-excellence-and-
our-teaching/
2017

Math
is
Awesome!
Friendly Reminder:
2017

AMATYC Ignite 2017 2nd Half

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