University of Wisconsin System Redesign Conference
“The Nuts and Bolts of Redesigning Developmental to General Education Level Mathematics”


A conference supported by the Growth Agenda for Wisconsin Grants Program

June 13–14, 2014
259 Cartwright Center, University of Wisconsin-La Crosse  (campus maps, directions & building floor plans)
La Crosse, Wis.

YOU ARE CORDIALLY INVITED TO ATTEND THE SECOND CONFERENCE ON REDESIGNING DEVELOPMENTAL AND GENERAL EDUCATION LEVEL MATHEMATICS.

In October, 2013, the first of two redesign conferences, “The Path to Redesign: Institutional Factors that Impact Redesigning Developmental to General Education Level Mathematics” was held for the purpose of providing attendees an educational experience that focused on the challenges of redesigning courses. The conference provided a forum to hear about several different redesign models that have been used both on a national level and in the UW System. The conference was intended to provide institutions with a spring-board for networking with other institutions and to get started on the road to redesign.

Our second conference, “The Nuts and Bolts of Redesigning Developmental to General Education Level Mathematics” will be structured as a workshop, the focus of which will be to provide institutional redesign teams a hands-on opportunity to obtain training in one of the models presented during the first conference.

Based on the interest survey conducted during February, 2014, the two models that institutions were most interested in adopting for their course redesigns were the “Math Literacy” model, presented by Kathleen Almy, Rock Valley College, IL and the “Acceleration through Vertical Redesign” model, presented by Shubhangi Stalder and Paul Martin, UW Colleges.

Registration for the conference is now open and we encourage your institution to register early and make hotel arrangements for the summer conference. When registering, you will be asked to choose the model for which your team wishes to receive training. Should your institution wish to train in both models, please note that a minimum of two redesign team members will be required for each model. Redesign team membership may consist of instructors, department chairs, administrators, and other staff that will be important stakeholders in the redesign process.

The conference agenda is provided below, along with the training agendas for both models. We suggest that you look over the agendas and consult with your team membership to decide on the best model for your institution.

We look forward to a highly productive workshop and to providing institutional redesign teams with the necessary training to develop their redesigned courses.

Registration is Free!

Register Online  (A late registration fee of $40/person will be assessed after May 16)

Note:

Breakfast and lunch will be provided.

Hotel and travel expenses to and from the conference center will be the responsibility of the attendee’s institution.

A block of rooms are reserved, please reference UW System Math Conference, block held until May 12:

For more Information: Continuing Education, 608.785.6504 or conted@uwlax.edu

Agenda

Friday, June 13

8:30–9 a.m. Registration/Breakfast (Coffee, juice and pastry) - Cleary, Great Hall
9-9:15 a.m. Welcome and Overview of Conference Activities
Chancellor Joe Gow, University of Wisconsin-La Crosse
9:25-11:50 a.m. Introduction to the Math Literacy Course and Content - Wing 15
Kathleen Almy & Heather Foes, Professors of Mathematics, Rock Valley College, Rockford, Ill.
Participants will learn about the approach to content and the goals of the Math Literacy course. They will see how content is developed at the unit level as well as the lesson level.
  Acceleration through Vertical Redesign of Developmental and Intermediate Algebra - Wing 17
Shubhangi Stalder & Paul Martin, UW Colleges
Overview of the training.
Decoding Teaching and Learning.
Exercises in discomfort; Brain Plasticity (Fire together Wire together); Cognition and learning; Accountability; Flipped classroom environment affecting teacher and student roles; Mastery based learning (use of software or not); Before classes start and first day of classes (discussion of all handouts).
12-1 p.m. Lunch - Cleary, Great Hall
1:10-2:55 p.m. Teaching with Authentic Problems in Context - Wing 15
Kathleen Almy & Heather Foes, Professors of Mathematics, Rock Valley College, Rockford, Ill.
Participants will work together to solve a variety of problems from the course, both single solution and open-ended. Challenges will be discussed and tips for dealing with them will be provided.
  Acceleration through Vertical Redesign of Developmental and Intermediate Algebra - Wing 17
Shubhangi Stalder & Paul Martin, UW Colleges
Content. Modular learning (discussion of content and ideas on presenting them); Discussion of day to day classroom activities and lesson plans; Role of manipulatives in learning and their connections to higher level concepts; Algebraic reasoning.   
3-3:15 p.m. Break - Morris Hall
3:20-4:20 p.m. Math Literacy and MyMathLab - Wing 15
Kathleen Almy & Heather Foes, Professors of Mathematics, Rock Valley College, Rockford, Ill.
Participants will explore the MyMathLab online course that supports the text and learn how it is used to support students and instructors.
  Acceleration through Vertical Redesign of Developmental and Intermediate Algebra - Wing 17
Shubhangi Stalder & Paul Martin, UW Colleges
Learning Environment in a Flipped Classroom. Working with different problems (e.g., classroom set up, board space, lethargic students, unmotivated students, mutiny (no one has done the work),...); Reading, Writing, Speaking, Organizational skills; Assessments; Mindfulness Practices as they pertain to class; Always have a plan B. Participants will be assigned group work for presentation for the next day.
4:20-4:30 p.m. Evaluation of Day One Training
4:30 p.m. Adjournment
5-6:30 p.m. Mingle - "The Four Sisters"

Saturday, June 14

8:30-9 a.m. Breakfast (Coffee, juice and breakfast rolls) - Ward Room, Cartwright Center
9-9:10 a.m. Overview for the Day - Janette Miller, UW Colleges
9:15-11:50 a.m. Teaching Math Literacy - Wing 15
Kathleen Almy & Heather Foes, Professors of Mathematics, Rock Valley College, Rockford, Ill.
This session will look more closely at components of the Math Literacy course like assessments, projects and group work.
  Acceleration through Vertical Redesign of Developmental and Intermediate Algebra - Wing 17
Shubhangi Stalder & Paul Martin, UW Colleges
Active Learning and Assessment. Mastery based learning (sample exams); Workload issues;  Questions; Classroom demos and role playing by the participants.
12-1 p.m. Lunch - Ward Room, Cartwright Center
1:10-3:45 p.m. Math Literacy: Next Steps - Wing 15
Kathleen Almy & Heather Foes, Professors of Mathematics, Rock Valley College, Rockford, Ill.
This session will be a work session for schools. Participants will have time to work on developing the course at their school based on wherever they are in the process. Kathleen and Heather will work with each school, giving personalized help.
  Acceleration through Vertical Redesign of Developmental and Intermediate Algebra - Wing 17
Shubhangi Stalder & Paul Martin, UW Colleges
ALEKS. Pros and Cons of using a software.
Public Relations and Potential Obstacles.
Student response (demos); Advisors and administrators response; Planning next steps; Question and Answer.
3:45-4 p.m. Overall Conference Evaluation
4 p.m. Adjourn

Presenter

Kathleen Almy

Kathleen Almy has been a professor of mathematics at Rock Valley College for over 11 years and has taught high school and college level math for 16 years. She has a bachelor's degree in mathematics education from Southern Illinois University and master's degree in pure mathematics from Northern Illinois University. Her passion is improving developmental math for all students including the development of courses and content that is appropriate, relevant and meaningful. As her department's developmental math coordinator, she organized and led a successful comprehensive redesign of the program over the past 6 years. As a result of giving talks about the redesign, she has been consulting with colleges throughout Illinois and across the country to improve their developmental math programs. Since 2009, she has been a member of AMATYC's New Life project which is affiliated with the Carnegie Foundation’s Quantway initiative. She was AMATYC’s Developmental Math Committee chair and serves on several Illinois state committees on developmental education. She is the author of Geometry: A Toolkit for Success. She is also co-author of a statistics activity manual for Michael Sullivan’s statistics text and a book soon to be published, Math Lit, which is based on the Quantway initiative.

Heather Foes

Heather Foes, Professors of Mathematics, Rock Valley College, Rockford, Ill.

Paul Martin, Ph.D.

Paul Martin, Ph.D., is a full professor of mathematics at the University of Wisconsin Marathon. He received his doctoral degree in mathematics from the University of Wisconsin Madison in 1994. He has decades of teaching experience and his focus has always been to help his students see how mathematics connects to the real world.  He does this through building 3-dimensional models, modeling physical processes such as heat loss through the attic of a house, to connecting mathematics to his students’ other classes from chemistry to music. As a teacher, Martin stresses the importance of reasoning over memorization. He has received several teaching awards over his career including the prestigious UW Colleges Chancellor’s Excellence in Teaching Award.

Shubhangi Stalder

Shubhangi Stalder, Ph.D., is a full professor of mathematics at the University of Wisconsin-Waukesha. She has received her doctoral degree in mathematics from the University of Wisconsin Milwaukee in 1993. She has decades of teaching experience and her focus has always been to reach out to those who are struggling in mathematics. Her main belief is that everyone can learn basic mathematics if they tried. The key is to understand the “Why” and the “How, and to be able to see the patterns across different mathematical processes. She believes that in the long run rote memorization does not work to learning mathematics. She uses yoga and meditation techniques with her students who experience math and test anxiety and continues to include mindfulness practice in her teaching of mathematics. She has received the UW Colleges Kaplan Teacher Award and has been nominated for several teaching awards over her career including the UW Colleges Chancellors Excellence in Teaching Award.  


Handouts:

Available later.

 

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