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Collaborating to get to Scale: A Faculty Knowledge Exchange for Developmental Mathematics
Tom Carey’s presentation atWA Rethinking Pre-college Math Meeting Mar 4 2011
Why a Faculty KEN – working back from the “business model”
What Knowledge Exchange activities will work for faculty:
Content – Connection – Contribution - Collaboration
How can we enable these Knowledge Exchange activities
Roadmap and open questions
Thanks to sponsors…Next steps for you, me , us ☺
Working back from the “business model” for scale-up
Who cares about scale-up:
• Faculty, as…• catalysts for student learning• innovators• professionals• effective, efficient, energizing, gentle(?)
• College execs, system heads• sustainable model + value proposition to justify it• 1-3 course releases per year per department
• Foundation and government leaders• one time investment leveraged into ongoing impact
We worked from the sustainable model backwards to the faculty activities & then to the one-time investments to develop the infrastructure, test the model, etc.
Share, adapt & re-use exemplary
practices/resources
1. Walkthrough: faculty knowledge exchange activities that are effective, efficient and energizing (E3)
Let’s look at examples currently occurring in our Knowledge Exchanges…
Share, adapt & re-use exemplary
practices/resources
Discuss shared issues & explore
potential solutions
1E3 Knowledge Exchange activities include:
An opportunityto discussactive learningWith a group Of colleagues(designed tofor bothFT and PT faculty)
Workbook isavailable fordownload – now being re-used at dept level as well as by our group.
The page withactivities for each course topic is also available online
CollegeProject
Share, adapt & re-use exemplary
practices/resources
Discuss shared issues & explore
potential solutions
Contribute ideas & expertise for projects
at other colleges
E3 Knowledge Exchange activities include:
…
An example from the 2010 pilot study in LA, where a City College team used the comments from their colleagues to shape a successful redesign.
CollegeProject
Mesa
San Diego City
Southwestern
Share, adapt & re-use exemplary
practices/resources
Discuss shared issues & explore potential
solutions
Contribute ideas & expertise for projects
at other colleges
Collaborate to create & adapt new
practices/resources
E3 Knowledge Exchange activities include:
Three San Diego colleges collaborated to create hands-on learning activities to use in classes.
6 colleges are collaborating to customize local versions of “Algebra for Statistics”.
CollegeProject
Mesa
San Diego City
Southwestern
Content Connection
Contribution Collaboration
CollegeProject
Mesa
San Diego City
Southwestern
1. What would bring you value in each of these activities? Useful Knowledge include:
Content Connection
Contribution Collaboration
Walkthrough (cont’d): Support for faculty activities.
Departmental resource persons
[Faculty Colleagues]
Occasional F2F & Confer meetings &
workshops
Online collaboration and exchange tools
(+ Research program support team)
• your thoughts and questions…
How do we support E3 knowledge exchange activities?
Why a regional focus?
manageable size for starting teams (and seeding new ones)
aligns with state-wide initiatives and political will
contributes to faculty ownership and responsibility
enables periodic F2F interactions (especially at start-up of teams)
clarifies context of exemplary practices and resources
San Diego region Knowledge Exchange
for Dev Math
Developmental Math Knowledge Exchange Network
MAA MathDL Dev Math Collection
Ontario (Canada) College Math AssociationKnowledge Exchange
Los Angelesregion Knowledge Exchange
for Dev Math
SF Bay areaKnowledge Exchange
for Dev Math
Linking regional Knowledge Exchanges for a Knowledge Exchange Network
tinyurl.com/sakedevmath, lakedevmath, bakedevmath, OCMAMathKEN
Content
Connection
Contribution
Collaboration
Q: How can we enable gentle progress from Incremental to Transformative change?
Q: How do the roles of knowledge & evidence change with contextual distance?
Q: How can we develop and support faculty roles in KEN?
Q: How can we develop a stronger identity for teaching that is more
“Professional, Innovative, Research-informed, Collaborative and Scholarly”
(Teaching PIRCS)
Roadmap and Research Questions
