In academic year 2017-18, the Institute for Teaching and Learning (ITL) and the Center for the Advancement of Instruction in Quantitative Reasoning (CAIQR) produced a series of webcasts to support CSU faculty who are redesigning GE mathematics, quantitative reasoning and written composition courses. Webcasts are listed in reverse chronological order, with recordings, slides, and other resources linked.
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Assessment practices can have positive as well as unintended negative effects on student learning. In contrast to traditional grading systems, standards-based grading encourages students to see learning as an iterative process and to adopt a growth mindset. In this webcast, Dr. Adam Glesser, Associate Professor of Mathematics at California State University, Fullerton shares his motivation for adopting a standards-based approach to assessment, provides detailed explanation of the system he has refined over eight years, and reviews the advantages and disadvantages of basing students’ grades on the learning they have demonstrated by the end of the term.
View the recording and the slides.
Emily Magruder and Zee Cline
Can grades and grading systems do more than measure student learning? Can they be designed to improve student learning? In this webcast, Sharona Krinksy, Lecturer in the Mathematics Deparment at California State University, Los Angeles will share how she uses mastery-based grading and backward design in pre-calculus and calculus courses to achieve higher levels of engagement and more focused learning. She will also outline how she has incorporated thoughtful assessment into the redesign of the general education statistics course that CSU Los Angeles will offer with co-requisite support in the fall. Participants will learn the benefits of allowing students to reassess to demonstrate mastery of standards and discuss the challenges of implementing mastery-based grading at scale.
View the recording and slides.
Those who teach courses intended for non-math majors know that affects - anxiety, motivation, and confidence, for example - have a strong influence on the success of the students in those courses. Do some matter more than others? How should we think about affects in order to address them? And how can we gauge success of our efforts to transform students' affects toward mathematics? In this presentation, Dr. Wes Maciejewski reviews his research studying affects of students enrolled in developmental math, demonstrates approaches for identifying, addressing and measuring affects, and leads a discussion on how we can improve students' relationships with mathematics. View the recording and slides.
This webcast is part of the Transitioning to Co-Requisite Mathematics/Quantitative Reasoning series.
Emily Magruder and Zee Cline
To promote equitable student learning, departments are exploring the idea of coordinating across multiple sections of foundational courses. Successfully coordinated courses require careful consideration of multiple factors, including leadership structure, design of syllabi for multiple instructors, creation of course materials for different teaching and learning styles, continuous professional development, and consistent assessment. In this webcast, Dr. Kristina Ruiz-Mesa shares practices she has developed for coordinating the general education oral communications course at Cal State Los Angeles and leads discussions of the opportunities and challenges of coordinated courses. View the recording and slides.
In this webcast, Dr. Mary Virnoche, Faculty Associate for Academic Planning and Policy, Dr. Bori Mazzag, Chair of Mathematics and Computer Science, and Dr. Lisa Tremain, Writing Program Director, will share the communication and operations planning process that CSU Humboldt has instituted to ensure smooth and successful implementation of new policies relating to academic preparation and general education. This overview of cross-campus coordination on one campus builds upon the April 10 webcast, in which members of the Division of Academic and Student Affairs introduced a business process workflow that campuses can use to coordinate the work of all units crucial to successful implementation of new policies. View the
recording and the
Emily Magruder or Zee Cline
In this webcast, Dr. Karen Givvin, Researcher and Adjunct Professor of Psychology at the University of California at Los Angeles (UCLA), will review multiple research studies conducted at UCLA on how college and university students think about math, leading to the observation that students often see mathematics as a set of calculations or procedures to be applied but not necessarily understood. Studies include in-depth interviews of students as they answer math problems and an intervention designed to move students from instrumental to relational thinking. View the
recording and the
In this webcast, CSU Fullerton Mathematics Department faculty, Dr. Mori Jamshidian and Dr. Dwight Wynne, will share plans for offering Statistics with co-requisite support. Topics covered in the webcast will include using just-in-time instruction to link a new, one-unit co-requisite course with an existing three-unit statistics course, creating and piloting weekly plans and notes for instructors, and use of a newly developed software platform (Rguroo) to support student learning. View the
recording , the
presentation slides, and
resources on using lines to model relationships.
Successful implementation of Executive Order 1110 calls for cross-campus collaboration and transparent communication. In the webcast, members of the Division of Academic and Student Affairs briefly review new policies on academic preparation as well as multiple measures assessment and placement. The team describes how faculty are redesigning general education mathematics/quantitative reasoning and written communication courses to incorporate supported instruction. Presenters then introduce a business process workflow that campuses can use to coordinate the work of all units crucial to successful implementation of new policies. Presenters share a "cookbook" that includes checklists, practices and considerations that may be modified to fit your campus' specific needs. View the recording here. For access to resources shared during the webcast, contact Emily Magruder.
Emily Magruder or
Integrating modeling into a co-requisite College Algebra course enables students to contextualize, bridge, and make sense of mathematics in both the prerequisite and the college-level courses. In this interactive webcast, Dr. Christine Herrera, Assistant Professor of Mathematics and Dr. Mark Newton, Assistant Professor of Science Education, will present their framework for co-requisite College Algebra at California State University, Chico and share practical ways to engage and expose students to different STEM contexts through modeling with mathematics. View the recording and slides
In this webcast, Dr. William Zahner, Assistant Professor of Mathematics Education at San Diego State University, addresses Mathematics identity and its role in student success. Topics include research-based interventions for encouraging students to persist in STEM fields, design principles for promoting positive mathematics identities, and sample activities for deep engagement in quantitative reasoning. View the recording and slides.
Dr. Markus Pomper, Dean of the Division of Math and Sciences at Roane State Community College in Tennessee, presents a case study of his institution’s transition from prerequisite to co-requisite learning support in statistics. In this webcast, he will outline the process for designing and developing co-requisite support for a one-semester statistics course, provide examples of activities linking the support course to the college-level course, and share evidence of success. View the
A co-requisite support course is not just an additional course. It is the missing piece for student success in mathematics/quantitative reasoning for many. In this webcast, Dr. Becky Moening, Assistant Professor for Mathematics and Assistant Department Chair, Ivy Tech Community College, Warsaw, Indiana, will explain how to plan co-requisite support for a quantitative reasoning course. Topics will include determining the support material, coordinating effective classroom techniques and creating an engaging atmosphere that leads to mathematical/quantitative reasoning confidence.
Dr. Stan Yoshinobu, Professor of Mathematics at California Polytechnic State University, San Luis Obispo, will present practical ways to implement inquiry-based learning (IBL) strategies in college mathematics while maintaining a good work-life balance. In this interactive webcast, participants will review the twin pillars underpinning all versions of IBL, investigate an example of an algebra activity supporting a calculus course, and discuss think-pair-share as a flexible strategy that can be used in any class.
In this webcast, Dr. Cherie Ichinose, Associate Professor of Mathematics at California State University, Fullerton, will share plans for transforming a traditional College Algebra course into a two-semester Stretch Algebra course sequence. Topics will include incorporating support for prerequisite knowledge and skills in the college-level course, building instructional approaches into the design, and developing teaching and learning materials.
Math 115 A&B Notes.
Subsequent to the issuance of Executive Order 1110, a chart was distributed (Coded Memorandum ASA-2017-27) indicating how multiple measures will be used to determine which students have satisfied their GE Area B4 requirements, which students will place directly into traditional GE mathematics/QR courses, which students must begin mathematics/QR instruction with Early Start, and which students will require supported instruction in fall GE courses. In this webcast, Claudia Pinter-Lucke, professor emerita of Mathematics at California State Polytechnic University, Pomona, will review the official placement chart and discuss additional methods to help students make informed placement decisions. View the recording and the slides.
Emily Magruder and
Co-requisite support courses are a proven method for offering “just-in-time” instruction to improve student success. Join us to explore how “backward mapping,” a technique to identify knowledge and skills required for success in college-level courses, is used to design outcomes and activities in co-requisite support courses. In this webcast, Rob Birrell, who oversaw the implementation of co-requisite support for mathematics at Kennesaw State University, and Claudia Pinter-Lucke, professor emerita of Mathematics at California State Polytechnic University, Pomona, review the purpose of co-requisite mathematics courses, best practices for structuring these courses and the process of backward mapping. View the recording and the slides.
Emily Magruder and Zee Cline
Dr. Judith Canner, Associate Professor of Statistics at California State University, Monterey Bay, shares campus plans for restructuring Statistics, Quantitative Literacy, Finite Math, and Pre-Calculus courses with co-requisite support. Topics include plans for course content support and a study skills component, data collected on pre-requisite skills for each course, pedagogical approaches and professional development for faculty, and audience discussion on ways to structure the pre-calculus sequence.
View the recording and the slides
Office provides an overview and answers campus questions about policy
changes in support of student success. Topics include CSU general
education breadth, mathematics and quantitative reasoning, assessment of
student academic preparation, placement in first-year general education
courses, and Early Start Programs. View the recording.