Similarly, changes at the state A new course, Dev. 0050, using the flipped classroom model In progress was introduced this year. The department is continually and national level in implimenting new ideas into the classroom setting, such as using developmental education Completed more activities in the classroom to not only engage the student practice and policy are occurring but to provide the student with a more hands on approach. quickly, and the department’s No longer applicable work will be well served by understanding these changes and their implications for Why Me - Why Math is a new initiave that will be included in a few sections of each level starting in Spring of 2014. developmental education at Each course will have students complete actitivies related to Sinclair. It is recommended that how math affects them and how math is used in different the department maintain an occupations. Students will be asked to write 1 page responses to openness to substantially new various questions and discuss consequences of errors in the and innovative approaches and various occupations. structures, and a willingness to adapt as new best practices Starting Fall 2014, the DMA Department has focused on one major curriculum redesign effort – to incorporate both student-centered and emerge in the field. Changes in contextualized learning activities within the face-to-face classes. The the area of developmental redesign includes reducing the number of courses from four to three education will be inevitable in (shortening the pathway through the DEV math sequence), incorporating two contextualization components - the “Why Math – the future, and the department Why Me?” activities, and a group-based activity approach to teaching will need to be prepared to take the content. these changes in stride and, The “Why Math – Why Me?” are aimed at student recognition of the hopefully, help shape these uses of mathematics in various career fields/majors and the impact of changes. Without question, an the necessity of those mathematic skills on their career choices. important challenge for the Interviewing a person who is actively working in their career field of choice helps students realize the necessity and department and Sinclair is importance of mathematical skills within that career field. The identifying sound approaches to interview is to address the following questions: helping students accelerate their Do you use math on a regular basis? completion of basic skills so Do you have to be good in math? Do you like math?
Similarly, changes at the state and national level in developmental education practice and policy are occurring quickly, and the department’s work will be well served by understanding these changes and their implications for developmental education at Sinclair. It is recommended that the department maintain an openness to substantially new and innovative approaches and structures, and a willingness to adapt as new best practices emerge in the field. Changes in the area of developmental education will be inevitable in the future, and the department will need to be prepared to take these changes in stride and, hopefully, help shape these changes. Without question, an important challenge for the department and Sinclair is identifying sound approaches to helping students accelerate their completion of basic skills so In progress Completed No longer applicable A new course, Dev. 0050, using the flipped classroom model was introduced this year. The department is continually implimenting new ideas into the classroom setting, such as using more activities in the classroom to not only engage the student but to provide the student with a more hands on approach. Why Me - Why Math is a new initiave that will be included in a few sections of each level starting in Spring of 2014. Each course will have students complete actitivies related to how math affects them and how math is used in different occupations. Students will be asked to write 1 page responses to various questions and discuss consequences of errors in the various occupations. Starting Fall 2014, the DMA Department has focused on one major curriculum redesign effort – to incorporate both student-centered and contextualized learning activities within the face-to-face classes. The redesign includes reducing the number of courses from four to three (shortening the pathway through the DEV math sequence), incorporating two contextualization components - the “Why Math – Why Me?” activities, and a group-based activity approach to teaching the content. The “Why Math – Why Me?” are aimed at student recognition of the uses of mathematics in various career fields/majors and the impact of the necessity of those mathematic skills on their career choices. Interviewing a person who is actively working in their career field of choice helps students realize the necessity and importance of mathematical skills within that career field. The interview is to address the following questions: Do you use math on a regular basis? Do you have to be good in math? Do you like math?
14-15-AU-DMA.docx