Download College Day NMP Power Point

NMP
Alison Garza & Cynthia Martinez
3 MATH PATHWAYS
• Statistics Pathway – Fall 2013
• Quantitative Literacy Pathway – Fall 2014
• STEM Prep Pathway – Fall 2015
MATH PATHWAY COURSE CONTENT
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Designed with the student’s goals in mind
Relevant
Challenging
Aligned to specific fields of study
Curriculum design based on proven practice
Supporting student success course
Fall 2013
SAMPLE OF ELEMENTARY STATISTICS PROBLEM
During a one-year selling period (225 days), a sales
representative made between 0 and 9 sales per day, as
shown in the table. If this pattern continues, what is the
expected value for the number of sales per day?
# of sales,
x
0
1
2
3
4
5
6
7
8
9
Frequency,
f (in days)
25
48
60
45
20
10
8
5
3
1
PROBLEM-SOLVING PROCESS
• Identify the possible outcomes and find the probability
of each.
• Find the product of each outcome and its corresponding
probability.
• Find the sum of the products.
• Interpret the results.
IDENTIFY THE POSSIBLE OUTCOMES AND FIND THE
PROBABILITY OF EACH.
# of sales,
x
0
1
2
3
4
5
6
7
8
9
Frequency,
f (in days)
25
48
60
45
20
10
8
5
3
1
1/9
16/75
4/45
2/45
P(x)
4/15 1/5
8/225 1/45 1/75
1/225
FIND THE PRODUCT OF EACH OUTCOME AND ITS
CORRESPONDING PROBABILITY.
# of sales,
x
0
1
2
3
4
5
6
7
8
9
Frequency,
f (in days)
25
48
60
45
20
10
8
5
3
1
P(x)
1/9
16/75 4/15 1/5
4/45
2/45
8/225
1/45
1/75
1/225
x*P(x)
0
16/75 8/15 3/5
16/45 2/15
16/75
7/45
8/75
1/25
FIND THE SUM OF THE PRODUCTS.
0 + 16/75 + 8/15 + 3/5 + 16/45 + 2/15 + 16/75 + 7/45 + 8/75 +
1/25 =
529/225
INTERPRET THE RESULTS.
# of sales,
x
0
1
2
3
4
5
6
7
8
9
Frequency,
f (in days)
25
48
60
45
20
10
8
5
3
1
P(x)
1/9
16/75
4/15 1/5
4/45
2/45
8/225 1/45
1/75
1/225
x*P(x)
0
16/75
8/15 3/5
16/45 2/15
16/75 7/45
8/75
1/25
Since the sum of products is 529/225 ≈ 2.35, then
the sales representative is expected to sell about 2
vehicles per day.
NMP STAT PATHWAY RECRUITMENT FOR FALL 2013
• Students who are currently enrolled in MATH
0310 as well as incoming students who qualify
for MATH 0330 will be informed of this
opportunity for next academic year
COMPARISON
C U R R E N T S TAT I S T I C S
PAT H W AY
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MATH 0310 – Pre-Algebra
STSK 0305 – Study Skills
MATH 0330 – Intro. to Alg.
MATH 0350 – Int. Alg.
MATH 1342 – Elem. Stats.
N M P S TAT I S T I C S
PAT H W AY
• MATH 0310 – Pre-Algebra
• MATH NMP - dev. math (4 hr)
• EDUC 1300 – Learning
Frameworks Course (study skills)
• MATH 1342 – Elem. Stats.
IMPACT ON STUDENTS
C U R R E N T S TAT I S T I C S
PAT H W AY
N M P S TAT I S T I C S
PAT H W AY
COST:
up to 15 SCHs
COST:
up to 13 SCHs
TIME:
4 semesters
TIME:
3 semesters
IMPACT ON STUDENTS
C U R R E N T S TAT PAT H W AY
Semester Credit Hours
Developmental (12 hrs)
College Level (3 hrs)
N M P S TAT PAT H W AY
Semester Credit Hours
Developmental (7 hrs)
College Level (6 hrs)
NMP CODEVELOPMENT PARTNERS
Schools accepted as codevelopment partners in November 2012.
• Alamo Colleges–Northwest Vista College, San Antonio, Texas
• Austin Community College, Austin, Texas
• Brazosport College, Lake Jackson, Texas
• El Paso Community College, El Paso, Texas
• Kilgore College, Kilgore, Texas
• Lonestar College–Kingwood, Kingwood, Texas
• Midland College, Midland, Texas
• South Texas College, McAllen, Texas
• Temple College, Temple, Texas
ROLE OF CODEVELOPMENT PARTNERS
• Initial implementation of the 3 pathways over 3
years.
• Work with UT Dana Center to inform and advise
on development of NMP
• Mentoring of 2nd wave of schools to implement
NMP
NMP LEADERSHIP TEAM
•Purpose - Institute
formal procedures
for NMP
implementation
and plan for
college-wide
communication.
• High-level administrators
• Dr. Glenda Barron
• Dr. Mark Smith
• Institutional Research
• Rebecca Richter
• Diane Barnes
NMP LEADERSHIP TEAM
• Faculty Members
• Dr. Paul Foutz
• Cynthia Martinez
• Paula Talley
• Alison Garza
• Carey Rose
• Lesha Smith
• Toni Cuellar
• Student Support Services
• Advising
• Amy Flinn
• Toni Cuellar
• Carey Rose
• Tutoring
• Pam Low
• Retention Coordinator
• Anjanette Mesecke
NMP INSTRUCTIONAL TEAM
• Purpose
• create procedures
at the
departmental level
• prepare teaching
materials
• Paula Talley
• Alison Garza
• Dr. Paul Foutz
• Cynthia Martinez,
• Also serve as NMP
State Implementation
Representative
• Lesha Smith,
WHY IS NMP IMPORTANT TO YOU?
• State funding based on Momentum Points
WHY IS NMP IMPORTANT TO YOU?
• New TSI Requirements
• The TSI requirements will be increased for the next
school year. Students may be required to take more
developmental math courses. This could have an
effect on our students seeking certification in such
fields as nursing..
• NMP offers these students another way to meet the
TSI requirements and allows them to earn more
college credit , helping the college with momentum
points.
WHAT CAN YOU DO TO SUPPORT NMP?
• The New Mathways Project is one of our QEP strategies!
• Get the word out to students about NMP.
• Tell students to speak to an advisor or contact either
mathematics department.
• Only 9 Texas schools are currently participating in the project, but
ALL of Texas, and MANY other states are watching us closely!
• Each of us plays a role in the success of our students and this
program that could be so valuable to them.