Discussing:
- Steven G. Krantz, How to Teach Mathematics, Chapters 4-6
Attending:
- Daniel, Kristin, Tian
Points:
- Students being surprised at learning any new skill in a college math class (after many years of algebra review). Complaints/grievances.
- Students being accustomed to scaling/extra credit to make sure they pass (instead of rigorous standards & hard work). History of K-12, etc.
- Major CUNY changes to placement, remediation, low-level courses, and high-level prerequisite accounting (i.e., eliminate high-level courses in STEM majors?).
- Likely very few M2 courses in future (only for STEM students who do not pass elementary algebra placement). New non-algebra course for non-STEM majors (majority of clientele). For M2, CUNY uniform final exam will not require passing grade (same for English writing test).
- Begs question: Will placement tests still be given? Will uniform final still be given, or eliminated?
- Biology department offers 1-2 credit math supplements linked to sections of non-major biology (e.g., BIO 33). Custom workbook.
- Students pt-in, scattered through other sections.
- Majors are given a 4-day workshop in math before the semester begins (grant-funded; supplies food, mentors, core textbook at end).
- Pre- and post-surveys.
- Referring students with prerequisite deficiencies to consultations in office hours, and/or the math workshop.
- Are all freshmen now in learning communities?
- Can we get a supplement section to prerequisite skills for math courses?
