The Need Addressed

This proposal is part of a Science, Math and Engineering promotion begun in the fall of 2002 as result of CACC's involvement in the NSF funded project "Creating National Collaborations in Engineering Education" (CNCEE). It embraces proven curricular and pedagogical improvements in SM&E education made during the past decade that are mentioned in the NSF publication Shaping the Future. The lab activities in this proposal are aimed at "ensuring that students have frequent access to active learning experiences". Provisions under this proposal will provide funding for a mathematics lab, lab coordinator, and able peer tutors, "people who can provide students with reasonable assistance" in a positive atmosphere. The slogan for the Alabama Team of the CNCEE is "Broader Bridges to the Engineering Profession". "If our pedagogical strategies address only the students who are ''like us,'' we are not likely to succeed in reaching all the students who expect to learn from us."4 At this time the teaching methods in mathematics at CACC are designed to address the few students who come from the same "Assimilator (AC, RO)" quadrant of the Kolb learning cycle that we math teachers do. The bridge most in need of broadening at CACC is the mathematics bridge. Furthermore, we believe that the initiatives provided in this proposal will enable more people to succeed in mathematics courses and find them relevant to their lives and careers, especially among those traditionally under represented in the areas of math and science, women, minorities, and those from low income families. Our success rate in math courses is fairly high. From 2000 - 2002, 77% received a C or higher in Precalculus, 79% received a C or higher in Calculus I, and 93% received a C or higher in Calculus II. But the attrition rate is also high. Of those taking Precalculus, less than 20% continued on to take calculus, and only 21% of those taking Calculus I continued on to take Calculus II. Even though they succeed in Calculus I, many of our students decide to change their major after taking it. It is hoped that our new program will entice more to continue their studies in SM& E.

We believe the basic premise echoed repeatedly in Crossroads in Mathematics : Standards for Introductory College Mathematics Before Calculus that "Mathematics must be taught as a laboratory discipline. Effective mathematics instruction should involve active student participation. In-depth projects employing genuine data should be used to promote student learning through guided hands-on investigations." This information is reinforced by modern brain research, "...the learner builds his or her own knowledge on what is already known, but only in response to a challenge or ''disequilibration.'' In particular, knowledge is not a commodity that can be transferred from knower to learner. "4

History and Demographics of CACC

To be filled in by Michael Lovett tomorrow morning.

What We Plan to Do

1. Integrate lab modules from Duke Universities "Connected Curriculum Project" (CCP) labs into Precalculus, calculus and differential equations.

Keeping in mind the inherent difficulties in developing new curriculum, we will begin by introducing 5 lab activities in both Precalculus and Calculus I in the fall of 2003, making an effort to incorporate the theory and spirit of David Smith's course materials. Our proposal will also build on the efforts of Molly Misko at Gadsden State Community College and Ken Swinney at Bevill State Community College. After evaluation of the assessment activities by the instructors and the evaluation team, we will proceed with the inclusion of lab activities in more courses, and increase the number of lab activities in each course.

2. Create a Math Lab for lab activities, assessment, and tutoring.

This facility will be partitioned into two areas, one set up according to the layout of David Smith's calculus lab, (see page 1 of the Appendix), containing 20 computers, the second containing 10 computers to be used for assessment and tutoring. However, when classes are not in session, the entire area will be available for student access to study and tutoring.

3. Analyze the assessment data at the end of each semester to determine efficacy of the program and make modifications as necessary.

Keeping in mind J. Schorr's comment, "Because the classroom is such a familiar and uncomplicated place for most people, it's hard to see that developing and executing a good curriculum is about as simple as composing and performing a good symphony."5, we hope to eventually modularize our courses, so that assessment can be further refined to focus on single concepts, as well as the overall program.

4. Hire a math lab coordinator 40 hours a week for 40 (or 20) weeks a year for duration of grant (2 years).

This person will be a qualified math instructor. We hope to obtain someone who has expertise in assessment. At the end of this (successful) project, this person will become a regular member of the faculty.

5. Hire student tutors 40 hours a week for 40 weeks a year for duration of grant (2 years)

Four student tutors will be hired, 10 hours a week each. We intend to hire four more using state funds, since, from our experience, student tutors are most effective when two or more are in the lab at once.

6. Buy:

32 computers at least 10 of which will be laptops for versatility,

Twenty of these computers will be desk top computers to be located in the computer lab, ten will be laptops to be located in the tutoring center, two will be used by Mr. Nicholson and Mr. Blair, since neither have at this time a computer at their disposal that will run the MatLab and Mathcad software required by the CCP modules.

32 copies of Mathcad and MATLAB

This software is essential for the operation of the CCP modules .

1 data projector for classroom use.

8. Buy or develop computerized assessment tools for Precalculus and Calculus

This is the heart of this project. It is still under development. We are currently researching information about assessment programs. We will conclude our research and make our selections for Precalculus and Calculus I, some of which we may develop ourselves, during the summer of 2003. We will continue to develop our assessment tools as we expand the lab activities in the curriculum.

9. Host a workshop to share the activities and assessments developed with regional high schools and community colleges.

Considering that our mission is to increase interest and access to the fields of math and science, and that nearly 40% of our service area's k12 students fail to succeed at college at all, we need to make some effort to instill interest and access in k12 as well.

We plan to host the first workshop in August of 2004. Depending upon the success of that workshop, we may host another workshop in August of 2005.

In addition, both Mr. Blair and Mr. Nicholson will share our progress with math faculty of the Childersburg campus of CACC during the Fall 2003 and Fall 2004 faculty seminars.

10. Program Evaluation. We have selected people with a great deal of expertise and interest in promoting new methods of teaching mathematics as members of our advisory committee so that we can solicit their feedback on our program every step of the way. We plan to have an evaluation meeting via email at the end of each semester, with an on campus meeting at the end of the first year, and possibly another at the end of the second year. The advisory committee consists of:

Dr. David Smith, Co-Director of the Connected Curriculum Project at Duke University

Molly Misko, PI for Gadsden State Community College's NSF Grant DUE-9950763

Kenneth Swinney, PI for Bevill State Community College's NSF Grant DUE-0087815 , (both these were CCLI A&I grants to adapt and implement CCP materials in mathematics courses.)

Sandra Swinney, Mathematics Laboratory Coordinator at Bevill State Community College

Jim Richardson, Associate Professor of Civil and Environmental Engineering at University of Alabama,

the last three people above are also members of the CNCEE Alabama Team

11. Faculty Development: Attend ____________________ workshops on (dates specified) for faculty development to enable us to better implement these initiatives.

Current and Future Facilities

Currently we have a computer lab containing 20 PC compatible computers. These computers are 166 MHz computers with 32 Mb RAM and 15 inch monitors. These computers are incapable of running the software required for the CCP modules. From our brief experience with the Mathcad and MatLab programs at Ken Swinney's workshop at Bevill State CC on October 11, 2002, we realize how essential it is to have modern computers that have enough speed and memory to run the software required for the CCP modules. The room containing these computers is too small to accommodate a math lab like the one in David Smith's Layout. However, the room currently housing the Business and Secretarial Sciences department is an ideal location, it even has the desired partition already in place. It is not yet decided whether the math department or the Business and Secretarial Sciences department will be moved to the new building now under construction, but either way, we are guaranteed adequate facilities to house this program by Fall 2003

Experience and Capability of Principal Investigators

The principal investigator of this project, Mr. K. W. Nicholson, obtained a masters in mathematics at Oklahoma State University in 1975. In his twenty seven years as a community college instructor he has primarily taught mathematics, but has also taught computer science and , since 1987, has taught physics half time. Thus he has experienced first hand the frustration felt by many physics instructors with students whose greatest difficulty in physics is mathematics, regardless of their background in math. He has attended nineteen workshops of the TYC Physics Workshop Project, a project of Joliet Junior College (IL), Lee College (TX), and the National Science Foundation, over the past decade. He has attempted to implement nearly every new idea obtained from those workshops, and still uses most of them today. In particular, Laws' Workshop Physics and Mazur's Concept Tests and Bonus Questions (Peer Review Instruction). One component introduced at the TYC workshops that has been most helpful in evaluating these new materials and ideas, has been the assessment tools: Hestenes' Force Concept Inventory (FCI), Laws, Thornton & Sokoloff's Motion and Force Evaluation, (F&M) , Heat and Thermodynamics Evaluation, (H&T), and Conceptual Survey of Electricity and Magnetism, (CSEM). He is a member of the American Association of Physics Teachers. For the last three years, he has hosted the TYC-21 Region 11 spring conference. (TYC-21 is a NSF funded two year college teachers organization.)

The co-principal investigator Mr. James Blair received his bachelors degree in Math Education in 1977 from Livingston University, and a masters in math education from Auburn University in Montgomery in 1986. Mr. Blair brings a tremendous amount of ability and experience with him to this project. He served as Director Of The Mathematics Curriculum Coordinators in grades K-12 for 10 years for the Alexander City School System, and student council advisor for Dadeville High School (1998-1983), nominated to "Who's Who Among American Teachers",

selected as "Most Outstanding Mathematics Teacher" in the Alexander City School System in both 1989 and 1990. For nearly ten years he has taught precalculus using graphing calculators in a format similar to the one we are trying to implement. It is probably for this reason that in the two years he has been CACC he has quickly become the favorite math teacher.

Co-principal investigator Mr. Mike Mann is a former student of Central Alabama Community College. He has received a:

• Bachelors in Electrical Engineering : Georgia Institute of Technology

• Multidisciplinary Degree in Computer Engineering: Georgia Institute of Technology

• Masters of Science in Electrical Engineering: Georgia Institute of Technology

He also has post graduate work in Computer Science / Information Technology at Perdue University as well as post Graduate work in Business Administration from the University of Michigan. During College he was employed as and Electronics engineer by the Medical Research Center of Claremont Hospital, in Atlanta, Georgia. He has served on the Technical Advisory Committee of NTC and have been on the an External Advisory Board for the Georgia Institute of Technology for six years. He holds patents in sensor design and material handling.

He has sixteen years in the area of machine design and automation, with Research and Development of Russell Corporation. His last title was Engineering Manager.

Currently he works with the Alabama Technical Network, teaching classes for manufacturers in mechatronics, including programmable logic controllers, variable speed drives and motors technology, sensors, electricity and electronics, pneumatics, hydraulics, process control, introduction to computers and the internet, and the Micro Soft office Suite of software. He also provide real engineering, machine automation design and control, and development of new equipment for industry. With his experience as, an engineer, a manager of engineers, and now an instructor in the field of engineering, Mr. Mann will be our constant reality check and pivot for this project. Mike is also members of the CNCEE Alabama Team.

What's Next

With the solid foundation that this project will bring to the pre-engineering program here at CACC, we will begin to expand our engineering promotion program aggressively. We plan to submit a CSEM proposal in February to enable us to provide better access to those traditionally under represented in the areas of math and science, women, minorities, and particularly those from low income families. We have had a Science Team program composed of physics students doing science activities with third graders for six years. We plan to extend this program to include a Legos League for seventh and eighth grades, which will have both science team members as well as ninth and tenth grades as mentors. We also plan to submit a proposal to the state of Alabama to obtain a means to offer tuition scholarships to CACC for eleventh and twelfth graders in our service area who wish to begin a pre-engineering program at CACC as dual enrollment students.

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