In academic year 2018-19, the Division of Academic and Student Affairs, the Institute for Teaching and Learning, and the Center for the Advancement of Instruction in Quantitative Reasoning will provide an array of opportunities to support student success in first-year general education math/quantitative reasoning and written communication courses.
Face-to-face summits, webcasts, and digitally supported professional learning communities will connect CSU faculty, academic and student affairs professionals, and national leaders in higher education.
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The California State University's new approach to placing incoming first-year students into college-level mathematics/quantitative reasoning courses has allowed a larger population of students access to introductory statistics. To address a more mathematically-diverse audience, faculty at CSU Monterey Bay adopted a corequisite support model and incorporated complex instruction, a combination of pedagogical strategies that attend to problems of social inequality in the classroom through intentionally designed participation structures and group-worthy tasks.
In this webcast, Alana Unfried, Assistant Professor of Mathematics and Statistics, will explain how she and her colleagues organized the corequisite structure and applied complex instruction to effectively support student learning in introductory statistics. She will share practical tips on implementation discovered along the way. While examples of learning activities will be drawn from statistics, the presentation will be of interest to all those who have adopted corequisite support for student success in mathematics/quantitative reasoning.
As part of its commitment to inclusive excellence, the California State University (CSU) has reconfigured the student information system to allow students to indicate their preferred names and pronouns. When campuses enable this functionality, students' preferences will appear on class rosters and other campus records.
In this live webcast, Luoluo Hong, Associate Vice Chancellor for Student Affairs and Enrollment Management, and Darlene Daclan, Director of Academic and Student Affairs Business Systems, will discuss the importance of promoting gender inclusion as a policy imperative and, more importantly, as an educational responsibility. Participants will learn the process by which students can indicate a preferred name and pronouns in the student information system and see how faculty views of student information will change. Then they will learn how using preferred names and gender pronouns creates an inclusive learning environment and instills a sense of belonging in students.
Register Here by Tuesday, November 19, at noon.