Higher Education Consortium of Central California {HECCC}

2. Facilitate the Articulation Process for the targeted mathematics among faculty of the HECCC Community Colleges and CSU Stanislaus, inclusive of UC Merced.
CSU Stanislaus algebra instructors and the University's administration remain active and are still committed to accomplishing this objective. CSU Stanislaus has several related programs and activities to address student needs related to mathematics. Progress toward completion of this objective had prompted the need to re-write the University's mathematics curriculum (PDF) to address issues regarding the articulation of algebra courses and student success. Now that the curriculum re-write, which took a year to accomplish, has been completed, approved, and adopted by the University, resumption of the articulation process with the community colleges is underway. This activity will continue after the conclusion of the grant.

The first step toward completion of this objective prompted the need to initiate a math pilot allowing SAT scores to be used for math placement, articulation of community college remedial courses, and created alternative class modalities including classes with an additional hour to offer in-class assistance and computer-based classes. The University's algebra instructors, through the CSU Stanislaus Mathematics Remediation Task Force, also revised their mathematics course series to address issues regarding the articulation of algebra courses and student success. The new course series has three tracks that are divided based on the students major. Now that the curriculum rewrite has been completed, approved, and adopted by the University, resumption of the articulation process with the community colleges is underway with HECCC Executive Board and Council support. This activity will continue after the conclusion of the grant.

3. Expand the Mathematics Faculty Knowledge Base in relationship to best practices for a diverse student population.
Two seminars were conducted during the spring term 2002— January 29 and March 20. The objectives of the seminars were to engage algebra instructors from junior high schools, high schools, community colleges, and from the university level in an exchange of exploring barriers, solutions, and recommendations in the instruction of algebra.

The January 29 (PDF) seminar was attended by 95 algebra instructors and administrators from the six county region. The faculty in attendance, who teach grades 6 through 16 were grouped by county to facilitate communication among the junior high, high school, and college instructors within a given county. The participants identified the the most significant barriers to student learning (PDF).

For the March 20 (PDF) seminar, algebra instructors were encouraged to submit successful teaching practices for the teaching of algebra through the seminar's "idea exchange." The seminar provided for a variety of presentations from K-12 to college faculty to showcase the current primary mathematics efforts within the region: Vertical Teaming in Merced, WIC (Writing, Inquiry, and Collaboration) and Math, AVID, the Beyer High School Model for non-college prep students, Central California Mathematics Project, Science Vertical Teams, mapping grade articulation from the high school exit exam content, CSU Stanislaus high school mathematics access program (HiMAP) and Collaborative Academic Preparation Initiative (CAPI).

Resulting from faculty input during the spring term seminars, a two-part workshop was conducted in mid-September of 2002 which focused on those algebraic concepts that students have the most difficulty in learning. Algebra instructors who attended the workshop identified mathematical concepts that students should have learned prior to entering their respective level of algebra as well as those algebraic concepts that students in their respective level had the most difficulty in learning. The second part of the workshop assisted algebra instructors with best practices (PDF) and strategies in the teaching of those algebraic concepts that students have the most difficulty in learning.

4. Build an Equitable Collaborative Relationship between the HECCC mathematics instructors and feeder high school mathematics teachers.
The comparison between the California State Department of Education Standards and the college curriculum was the major vehicle used to bridge communication between the college and junior high/high school faculties.

» Pre-Algebra: Grade Six (PDF)
» Pre-Algebra: Grade Seven (PDF)
» Elementary Algebra (PDF)
» Intermediate Algebra (PDF)

The structured group process utilized for the various grant workshops seminars allowed the algebra instructors, who teach grades 6-16, to identify common issues of concern regarding student success in mathematics. The various project group activities highlighted their existing knowledge, allowed them to explore and examine new teaching strategies, and identification of common concerns for student success. Throughout each of the project's seminars and workshop sessions, participants were provided an opportunity to discuss, exchange, and question issues regarding the instruction of algebra.

5. Create a Faculty-to-Faculty Articulation Process Model to be shared, replicated, and utilized statewide, inclusive of all disciplines.
HECCC has within its organizational structure a Mathematics Task Force that is charged with the seamless delivery of algebra instruction among students in grades 6 through 16. Membership representation to the Task Force includes representation from each of the six counties situated in HECCC's region. The HECCC Mathematics Task Force provides a forum for algebra instructors to discuss, debate, and analyze issues regarding the instruction of their discipline. Issues or topics that faculty have significant concerns regarding are identified and subsequently serve as topics for seminars or workshops.

A regional process model (PDF) was developed specifically for mathematics, but can be utilized with any discipline.

May 15, 2002

Pre-Algebra, Part I
Beginning Algebra, Part I
Intermediate Algebra, Part