ABE Mathematics Working Committee
Annual Articulation Meeting
March 2 – 3, 2006
Native Education Centre, Vancouver
Co-Chairs: Robert Ferro, Yukon College
Costa Karavas, Vancouver Community College
Vice-Chair: Betty Drury, Capilano College
Present:
Peter Robins, Kwantlen UC
Jeannie Maltesen, Malaspina UC
Donna-Leigh Goodman, Okanagan UC
Eldon Nast, NVIT
Velma McKay, COTR
Ada Sarsiat, North West College
David Batterham, Northern Lights College
Robert Ferro, Yukon College
Betty Drury, Capilano College
Jane Morton, TRU-Open Learning
Winona Cordua-von Specht, BCIT
Lee Emery, Thompson Rivers University
Lillian Prince, Native Education Centre
Barb Coombs, Selkirk College
Gordon Danskin, Douglas College
Colin Lawrence, BCIT
Jean Atkinson, UCFV
Pat Corbett-Labbatt, North Island College
Costa Karavas, VCC
Michelle McLeod, VCC
Margaret Chen, VCC
Alison Bowe, Camosun College
Beth Carver, CNC
Presenters:
Kate Nonesuch, Career and Academic Preparation, Malaspina UC, Cowichan Campus
Richard DeMerchant, Mathematics Coordinator, Ministry of Education, Victoria
Thursday, March 2, 9:00 am
1. Opening Remarks and Introductions
Robert welcomed everyone to the Native Education Centre and introduced Lillian
Prince, our host. There was a round the fireplace prayer, both spoken and sung by our
hosts.
There were introductions around the table.
2006 Minutes—ABE Math Articulation Meeting
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2. Approval of the Agenda
Add Accuplacer under #2 on Friday – Gordon Danskin.
Add Provincial textbook – David Batterham.
Change #7a to Barb Coombs instead of Costa Karavas.
Motion: To approve the agenda.
Moved by Gordon Danskin; seconded by Velma McKay.
Carried
3. Review Purpose of Meeting
Robert reviewed The Goals of Articulation Committees on page 19 of the Articulation
Committee Handbook.
4. Approval of Minutes of March 3-4, 2005 meeting.
On page 2, #4 should read “Maggie O’Sullivan is our liaison with the Deans and
Directors.”
Motion: To approve the minutes.
Moved by Ada Sarsiat; seconded by Jane Morton,
Carried
5. Action Items Resulting from Minutes of 2005 Meeting
Robert will follow up on the letter sent from Paul Stacey regarding copyright for online courses.
6. Updating Members List and Transfer Guide
Forms and lists were passed around for updating.
7. Reports/Updates
a) ABE Steering Committee Meeting Report – Barb Coombs
Both Barb and Costa submitted a written report on the Steering Committee meeting
held on April 21-22, 2005.
Some items in the report were:
Fundamental level students are having more problems with funding to access courses.
There are some problems with the on-line courses, such as there is only a virtual
microscope for biology and no hands-on use of one. Fundamental students need more
personal interaction.
SFU has made some curriculum changes and ABE was praised for already meeting
these, such as critical thinking skills.
The method of counting FTEs has changed and will be not be the same at all
institutions.
2006 Minutes—ABE Math Articulation Meeting
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The next meeting will be held on April 27 and 28 at Malaspina College in Nanaimo.
The reports are attached.
b) BCCAT Chairs/Co-chairs & System Liaison Persons Meeting Report – Robert
Ferro and Costa Karavas
The meeting was held on Friday, February 3, 2006.
Groups were formed to discuss the best and worst practices of articulation committees.
A summary of that is attached.
There was also interest in knowing what other articulation committees were doing.
There was concern about students being able to transfer to Alberta universities, which
is where students in the eastern BC colleges tend to go.
There was concern about private colleges that articulate with our courses – how are
they monitored?
Check the BCCAT website to keep updated.
The report is attached.
c) BCCUPMS Meeting Report – Costa Karavas
The meeting was held on May 26-28, 2005.
There were about 50 people attending from all institutions.
There was more emphasis on lower level and undergrad math courses – first year, precalculus and lower, than there was on the third and fourth year courses.
On the second day the participants split into two groups.
The stats group discussed what is in first year stats courses, both math and non-math
streams. There are many different departments that teach stats. There is a wide range
of courses and of pre-requisites for these courses.
The on-line group expressed concern that although there are many offering on-line
courses, there seems to be little communication among them.
There was some discussion of high tech methods of cheating.
The report is attached.
d) Fundamental Level Math articulation update
The group will be concentrating on updating English, so there is no report.
e) Ministry Update
Bonnie Wai is our new contact person in the Ministry.
The report is attached.
2006 Minutes—ABE Math Articulation Meeting
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8. Articulation of New Math Courses
a) Intermediate
Motion: To make the last 3 topics in Learning Outcome #2 optional, to strike out
“measuring and” in the 3rd and 4th outcome in #3 and to make iii), iv) and v) in the 3rd
topic in #6 optional in the Intermediate Level Math.
Moved by Velma McKay; seconded by Ada Sarsiat.
Carried
Motion: That the co-chairs make sure the numbers and letters are consistent in the
Articulation Guide.
Moved by Pat Corbett-Labatt; seconded by Velma McKay.
Carried
Motion: To accept Math for Trades as Intermediate Level Math when coupled with
Math 050 (now renumbered 0750) from VCC.
Moved by Pat Corbett-Labatt; seconded by Barb Coombs.
Carried
b) Advanced
Information: Barb Coombs announced that Math 080 and 090 at Selkirk College are
to be struck from the grid.
c) Provincial – Algebra and Trigonometry
Motion: To accept MAT 060 as a Provincial Level Math course from North Island
College.
Moved by Velma McKay; seconded by David Batterham.
Carried
Note: This is an on-line course. To get a password to view this course, send an email
to cheryl.porter@nic.ca.
d) Provincial – Calculus (none presented at this time)
e) Discuss whether we should have all courses on the grid electronically stored
somewhere.
It was decided by the group that it was not necessary to do this.
f) Question from committee members: How are other colleges managing to get
students from the intermediate level to the advanced level without doing the
developmental math? Some have found that students who go directly from
intermediate to advanced usually flounder at the pace required.
It was noted that it is a big jump from one level to the next for all levels, not just
between the intermediate and advanced.
2006 Minutes—ABE Math Articulation Meeting
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Many colleges do the developmental math or part of it between the intermediate and
advanced courses. Some colleges have self-paced courses. This allows students to
have extra time.
9. Presentation by Kate Nonesuch, Career and Academic Preparation,
Malaspina University-College, Cowichan Campus
Items that were discussed:
a) Presentation: What does research have to say about teaching numeracy to adults?
The presentation focused on findings about instruction rather than about policy or
curriculum, and included such topics as best practices, computer assisted learning,
math anxiety, the practical-abstract continuum, and connections between literacy
and numeracy instruction.
b) Consultation: Participants were asked to assess the relevance of the research
findings to their teaching practice. Their feedback will be used in preparation of a
manual that will assist practitioners in applying research findings to BC situations
– small and large group instruction, multi-level self-paced classes, or one-on-one.
Meeting adjourned until Friday.
Friday, March 3, 2006, 9:00 am
1. Business Arising From Previous Day
There was none.
2. Other New Articulation Business
a) Accuplacer – Gordon Danskin asked if it is possible to use Accuplacer to
successfully place ABE students.
Selkirk has been using it for about 10 years. All students entering the college must
do the test. It can take up to two and a half hours and covers reading, sentence
skills and three levels of math. One problem is that it kicks students out of the test
when they reach a math section they can’t do, such as fractions, and they can’t try
further sections that they might be able to do.
Thompson Rivers University uses it for all incoming students and charges $40 for
it.
UCFV started using it about one year ago and had it normed for their college.
Kwantlen uses it for English placement but not for math.
b) Textbooks – The list of textbooks used by each college was circulated for updates.
Robert will update the list and email it to everyone on the committee list.
2006 Minutes—ABE Math Articulation Meeting
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c) Grading Systems – It was noted that there is a difference among colleges in the
letter grading system, perhaps giving some students an unfair advantage over
others when applying to university. Some colleges submit percent grades along
with the letter grades. It was suggested that we might all ask our colleges to allow
us to submit percent grades in addition to letter grades.
d) Use of ABE Listserve – It has never been used for its original purpose and there
are some problems with the formatting. It seems that email is easier to use. Since
it is already in place and we might want to make more use of it some day, we will
just leave it as is.
e) Problems With Representation at Articulation Meetings – Some colleges are
reluctant to send representatives to these meetings and make it difficult. One
requires written justification for why they need to go, what they do there, etc.
They also do not approve requests to attend the meetings for non-transferable
courses such as EDCP and computers. Another pays for only one night’s stay,
even though it is a long distance away. It was suggested that this should go to the
Steering Committee.
3. Long Range Plans (two to three years in the future)
a) Any items that need to be reviewed – The courses are good and there seems to be
no need to revise any at this time.
b) There is a growing requirement for specialized math courses for trades, etc. Next
year we should look at developing some of these.
4. Discuss UBC’s New Requirement for Grade 12 Provincial Final Exam Marks
UBC requires the grade 12 provincial exam marks for entry into the university. Since
our students don’t write these exams, their option is to do first year math at the college
and then transfer to UBC.
5. Election For Co-Chairs and Vice-Chair of Committee
Motion: That Robert Ferro and Costa Karavas continue as co-chairs and that Betty
Drury continue as vice-chair for one more year.
Moved by Jeannie Maltesen; seconded by Velma McKay.
Carried
Suggestions for future meetings:
It was useful to have publishers at our meeting last year and it was decided that we
should invite them to come every two years.
Several people were suggested as being able to offer useful training events or
professional development at our meetings, but for some there would be a cost, such as
paying their sub for the day. There was a suggestion that perhaps lower mainland
2006 Minutes—ABE Math Articulation Meeting
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colleges, which have a much lower cost for articulation meetings than others, could
contribute some money towards bringing someone in.
On-line math was suggested as a useful workshop topic.
It was noted that research people come at no charge. (as Kate Nonesuch on Thursday)
Send any ideas for workshops or people to Robert or Costa.
6. Summary of New Business
New courses were articulated.
There will be follow up with BC Campus.
It was requested that each college around the table state their tuition cost for ABE and
their enrollment trend for this year.
College
Tuition Cost
Enrollment Trends
Selkirk
free
Nelson campus okay, others down
about 10%, many are taking fewer
courses
BCIT
no ABE
pre-entry okay
Kwantlen
non-grads are free
grads - $110/cr
$340/course
down about 10%
Okanangan
free
down
Camosun
free
Fundamental English down
other courses okay
Malaspina
$50/course
(a commitment fee)
down slightly
NVIT
free
okay
TRU
non-grads and Fund free
$100/course Intermediate
$200/course Adv & Prov
down, mainly at Fund & Int levels
Capilano
free
okay
VCC
non-grads, Fund & Int free
grads - $340/course
down 10 – 15%
Yukon
$87.50/course Fund
$150/course Int & higher
down a little
2006 Minutes—ABE Math Articulation Meeting
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$350/term below Fund
Douglas
non-grads & Fund free
grads - $110/credit
math $450, Eng $600
10% lower, English higher
than math because students with less
than C+ in Eng 12 must take ABE
English
COTR
free
down a bit
NWC
free
down in English & math
science very high
NIC
free
down slightly in math, science high
CNC
free
down
UCFV
$400/course
down, especially Fund & Int
NLC
free
okay but more students are part-time
NEC
free
15 – 20% lower
7. Selection of Next Meeting Location and Dates for 2007
The next meeting will be held on March 1 – 2, 2007 at Kwantlen College, Richmond
Campus.
The meeting for 2008 will be held at Camosun College in Victoria, dates TBA.
8. Other Business – There was none.
9. Presentation by Richard DeMerchant, Mathematics Coordinator, Ministry of
Education, Victoria
Mr. DeMerchant is responsible at the Ministry for revision of the Math K-12
curriculum.
Items that were discussed:
a) Refinement to the BC Mathematics 10-12 curriculum starting in September 2006
for grade 11 and September 2007 for grades 10 and 12.
b) Western and Northern Canadian Protocol (WNCP) Common Curriculum
Framework (CCF) revisions for grades 10-12, which start in 2010. These will
replace the refinements mentioned in “a” above.
c) The finalized post-secondary report.
2006 Minutes—ABE Math Articulation Meeting
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10. Adjournment
Motion to adjourn.
Moved by Velma McKay; seconded by Beth Carver.
2006 Minutes—ABE Math Articulation Meeting
Carried
Page 9 of 9
ABE Steering Committee Report 2005 – 2006
ABE Curriculum Guide
Thank you for your continued hard work in keeping the 2005/2006 abe curriculum guide one of the most
interesting documents on the web. In 2005 we welcomed a new working group – First Nations so we
continue to progress. This document can be accessed at www.aved.gov.bc.ca/abe/. For your information,
pages 110 – 111 outline the history of the formation of the curriculum guide. Special thanks to the chairs to
insure that newly articulated courses are added to the grid and that new members names and addresses are
updated.
ABE Fundamental Program Access Challenges
The Fundamental Working Group prepared a letter dated March 4, 2005 outlining the struggles for
financial assistance for students trying to access fundamental level programs. The letter was well received
by Deans and Directors and it is good to continue to call attention to this struggle. The following
publication seeks to address this issue and it will continue to keep this struggle in the forefront. If you are
interested please access the following document.
"A Path Out of Poverty:
Helping BC income assistance recipients upgrade their education" by
Shauna Butterwick with Caroline White published by the Canadian Centre
for Policy Alternatives. Download a copy at www.policyalternatives.ca/
ABE Literacy Challenges
Literacy BC (www.literacy.bc.ca)
In the throne speech of Feb 2005, the provincial government stated their goal was “to make BC the most
educated, most literate jurisdiction on the continent”. To that effect the premier has formed the Premier’s
Advisory Panel on Literacy. A copy of the Panel’s exhaustive interim report, presented to the Premier in
Feb of 2005, can be obtained from Literacy BC upon request. The government is preparing its formal
response to its Plan for Literacy in late 2005. The response to date has been a ministry reorganization with
the Ministry of Education taking the lead in Adult Literacy therefore, there is a need to coordinate with the
Ministry of Advanced Education. For more information and a list of important dates that may be of interest
to those interested in attending workshops and/or submitting proposals visit the website noted above. This
initiative is highly supported by Deans and Directors.
Online Learning Opportunities/Challenges
ABE programs are now offered through Bccampus and we welcome programs that are going to provide
access to ABE students that could not access ABE courses through traditional means. The ABE
Fundamental and Science groups continue to point out that Fundamental students need face-to-face
interaction and for science folks, labs and lab safety continue to be an issue with on-line learning. There is
an interesting document to access as follows:
Learning Online: Distributed Education in 2004. Spring 2005[online] in CISO Information Paper
[available] http://outcomes.bcstats.gov.bc.ca/Publication/Information Paper Vol 3. No. 1
BCCAT (www.bccat.bc.ca)
Appendix—Reports Submitted for 2006 ABE Math Articulation Meeting Page A1 of 15
This website contains some interesting information regarding ABE students bound for University. It’s
Advising Degree Bound ABE students in the Advisor and found at the website above. BCCAT are in the
process of recalibrating the BC Transfer System to make it more amenable to students. If you are
interested you can respond to http://bccat.bc.ca/consultation. This website also contains the dates of
articulation meetings so it is important for working groups to establish the date and location of their
upcoming meeting (ie 2007) for the ABE Steering committee so this information can be published on the
website.
Another interesting document that outlines student movement between BC post secondary institutions
should be available on this website by Feb 28 2006.
And last but not least; a new formula for counting FTE’s
Counting FTE’s in 2005/2006 “22 institutions” was presented at deans and directors by Patty-Beatty
Guenter. We will be inviting Patty to the 2006 ABE Steering Committee to be held at Malaspina
University College on April 27 and 28.
Appendix—Reports Submitted for 2006 ABE Math Articulation Meeting Page A2 of 15
ABE Math Working Group Native Education Centre
March 2 – 3, 2006
Committee
Report
The ABE Articulation Steering Committee Meeting held at Camosun College,
Victoria, BC on April 21 - 22, 2005.
by: Costa Karavas (VCC)
BC Campus and Online Program Development and Delivery by Thorne Won (BC Campus):
Thorne gave a four-part talk on the Development, Delivery, FTE Counting, and
Maintenance of the range of BC Campus courses, with an emphasis on ABE.
Development: There are three funding sources for development:
(1.) BC Campus direct funding through the Online Development Fund ($3
million in past three years, includes funding tools for development)
(2.) External Money…corporate or private sector money
(3.) Institutions own funding to develop courses, which may then belong to
the developers or may become part of the provincial pool of materials in
the creative commons.
BC Campus does no direct development; instead they work through
member institutions to develop curricular materials as identified by the
member institutions.
Delivery: How many FTE’s? 1080 for all colleges and institutes last year, a
specific number for ABE was not readily available. A comment from the
floor suggested 134 ABE FTE. The majority of the funding came through the
Ministry block funding to member institutions, as did the authority to deliver.
The member institutions process the courses through their Ed Councils to
ensure quality.
FTE’s: Who is responsible for allocations, and how are they funded? Within the base
grant, colleges get a block funding for FTE delivery. And, the Ministry can choose to
target extra FTE and funding in certain categories. That additional targeted funding
allows for the promotion of further development and delivery of online FTE. Member
institutions report activity back to BC Campus, who then gets to count it.
Pat Corbett-Labatt and Barb Coombs discussed the need for Articulation reps from each
institution to ensure that online courses fully meet the outcomes before supporting the
Appendix—Reports Submitted for 2006 ABE Math Articulation Meeting Page A3 of 15
process of Ed Council approval of materials for online delivery. Leone Beebe adds that
the online template can really add to this process by allowing for a careful examination of
just how the outcomes are met.
Online supports for lab science by Laurie Jensen:
There may be a need to redefine what constitutes a lab to allow for online delivery,
but the students will learn the concepts in a different way…the outcomes will be
met. There are some labs, especially labs involving dangerous or expensive things
that are better done online: the distillation of oil, the use of dangerous chemicals.
Other labs, like the environmental problem involving squirrels, nut trees and
predators can be modeled better online than in a non-computer-interactive
environment. Laurie then demonstrated the use of an online telescope program
that is being run for the online astronomy course.
Band Funding Changes by Larry Bolingbroke:
The combination of BC Benefits changes and Tab funding elimination has been
followed by changes from INAC to tighten the structure on FN funding. Bands
are being forced to play by narrowly defined Federal rules, and there is a strong
audit process. Students must now demonstrate that USAP funds must be spent in
a one-year timeframe. The impacts of these changes are being felt at NW now.
Many lower level students are being denied access funding.
Advanced Education Report by Barbara Binczyk:
The ABE Articulation Guide is the most highly downloaded single item in the Min’s
listing.
Staffing issues at the Ministry:
Arlene Paton is confirmed as ADM
Deborah Hull takes on Institutions
Paul Goyan is Director, Developmental
Barb is leaving her post as Ed. Officer. Committee members were saddened, and thanked
her for her work since her return and her strong commitment to ABE/Literacy. Hiring
currently underway to find someone to replace her.
FTE Targets: budget letters not yet public, but expectation is for developmental targets
to be similar in most cases to last year’s level of activity. Interim reports suggest a 600
FTE decline system wide over last year.
Outcomes Survey: Survey is going ahead, about 1 in 5 students system-wide in target
group. Cohort extraction is going ahead. Initial cohort suggests the survey will be
weighted by large numbers of advanced/provincial level students, as the number of
fundamental level students identified in the cohort is small. Leavers will be included in
the survey data, as we have lots of anecdotal evidence of why students leave, but there is
room to know more.
Appendix—Reports Submitted for 2006 ABE Math Articulation Meeting Page A4 of 15
Ministry Update by Barbara Binczyk
Barbara does not anticipate occupying her position as Developmental
Programs Education Officer for AVED for much longer – the position was
posted and closed two days ago.
Barbara indicated that ABEASC information is the “most downloaded” at the ministry
website. She stated that Arlene Paton now confirmed as Deputy Minister of postsecondary Education; Deborah Hull is Head of Colleges; Paul Goyan is new director of
private institutes.
FTE targets: numbers aren’t posted yet for each institution, but changes are not expected.
Audited FTE numbers will be available in mid-May.
ABE Outcomes Survey: the province-wide questionnaire has been finalized. Cohort
extractions show very small fundamental group and la advanced/provincial group.
Interviews will take place in May, results tabulated in summer, report in fall. Intention is
to address both successful completion and reasons for dropping.
ESL Articulation Guide complete and online. Cost-share program stats: 60 proposals
received; 14 new projects will begin in September.
SFU CURRICULUM CHANGES
Discussion evolved around what the implications are for ABEASC. Do ABE
outcomes reflect critical thinking skills? What are individual institutions doing?
General conversation around how ABE is already addressing many of SFU’s new
requirements; acknowledgement that, in ABE, a challenge is created by the very
diverse group of students that ABE accommodates.
Motions
A sub-committee be created to review the current goals of the ABE articulation
process to include a regular review of its commitment to students and the values of the
profession.
That the ABEASC requests the Deans and Directors to take an active role in
questioning the exclusive “online only” focus currently seen in provincial ABE
curriculum development, and that further curriculum development in ABE be done in
association and communication with the existing articulation working groups and their
stated needs for provincial curriculum and course development: on-line hybrid and
text-based – as best practices suggest – in order to better incorporate online instruction
into the overall ABE system in BC.
Appendix—Reports Submitted for 2006 ABE Math Articulation Meeting Page A5 of 15
Report of Meeting of Articulation Committee
Chairs/Co-chairs and System Liaison Persons
Meeting Held on Friday, 3 February 2006, at BCCAT
1.
Welcoming remarks by David Leeming, Council member on BCCAT
2.
“How to be a Successful Articulation Committee—Sharing Best Practices” by Stephanie
Oldford, Transfer and Articulation Assistant, BCCAT
The presentation centred on different ways in which an articulation committee can be
successful:
a.
Identifying goals—keeps things focused
b.
Communication within committee
c.
Planning and information
i. plan ahead
ii. determine host institutions in advance
iii. plan perhaps 2-3 years in advance
d.
Organization
i. ABE articulation was used as an example of organization where there is a
steering committee and core subject areas are the working groups that report to
the steering committee
e.
Advocacy
i. ECD committee was an example where they have met with two government
ministers to advocate certain policies
f.
Inclusiveness
i. LPN used as an example where they invited/included private institutional reps
g.
Projects
i. Example of projects: Business Management Transfer Guide
ii. Some committees have established a system for maintaining a currency of
information
h.
Engagement
i. The Media and Communications Studies committee has put forward one of their
projects for a MediaBC website.
i.
Innovation
i. Example: Welding committee has made student learning materials. The
materials are printed through Queen’s Printer, and the money obtained is
eventually used to pay for any revision projects needed for the learning
materials.
The meeting attendees broke into groups to discuss specific best and worst practices in
committees.
3.
“Recalibrating the BC Transfer System 1: Addressing the Structural Issues” by Finola Finlay,
Associate Director, BCCAT.
a.
BCCAT’s consultation is to ask whether they have the right balance of articulationbased transfer versus case-by-case assessment in the current system. If not, how
should they adjust their practices and structures to recalibrate that balance?
b.
A Power Point slide presentation entitled “Student Movement Between BC PostSecondary Institutions” was presented in conjunction with the consultation report.
The slide presentation is found at: http://www.bccat.bc.ca/consultation/index.htm
(This report was a pilot study and is already outdated. An updated version is
expected by the end of February and will be sent to Registrars.)
Some of the conclusions of student movement:
Appendix—Reports Submitted for 2006 ABE Math Articulation Meeting Page A6 of 15
1.
There is a strong geographical influence. Students are most likely
to move within their region. And, many students in Lower
Mainland transfer within institutions of the Lower Mainland.
2.
Largest concentration of student movement is from large
metropolitan colleges to SFU, UBC and UVic.
3.
Students from non-metropolitan or small colleges are more likely
to move to non-universities.
4.
BC Open University played a significant role as provider of
courses for students moving in the system.
5.
BCIT is a significant receiving institution
c.
Ms. Finlay reviewed the “A BCCAT Consultation: Recalibrating the BC Transfer
System” report. The report can be found at:
http://www.bccat.bc.ca/consultation/Consultation%20Paper%20Final.pdf
d.
There is an online survey based on the consultation report. The survey is open to all
and can be completed at: http://www.bccat.bc.ca/consultation/index.htm . Deadline
for completing the survey is 28 February 2006.
e.
At the time of the meeting, about 120 had responded to the survey. Some of the
interesting statistics thus far:
i. 95% indicated all institutions should be able to request designation as both a
sending and receiving institution
ii. 67% thought that BCCAT should be encouraging and providing support for
more Flexible Pre-Major projects in academic disciplines
iii. 60% felt that BCCAT should include articulation agreements with private nonmember institutions in the BC Transfer Guide (this would be at the request of
the receiving institution, provided that the receiving institution is a member of
the BC Transfer System)
iv. Is it time for a complete re-examination of the BC transfer model? 3% said it
was fine as it; 37% said no, concentrate on improving the current model, not
changing it; 43% said yes, incrementally, but only if we are sure that there’s a
better approach; and 17% said yes, the current model no longer fits our postsecondary environment.
Meeting participants were broken into groups where moderators got feedback on various
topics regarding structural and planning issues.
4.
“Recalibrating the BC Transfer System 2: Improving Program and Discipline Transfer” by
Jennifer Orum, BCCAT.
a.
Two scenarios of fictitious programs were presented to see if it would be possible to
improve program and discipline transfer. The goal was to try and see what types of
transfer problems students would face and what problems institutions would face.
For one scenario, three options were presented for a Celtic studies program: a totally
flexible pre-major, a reasonably flexible pre-major, and a “standardized” pre-major.
Another scenario involved trying to find a multi-lateral transfer grid approach to a
fictitious wine science program.
b.
Reports from the various table groups showed a diversity of problems for students
and institutions. Ultimately, it became apparent that it is a complicated process
where sometimes a case-by-case assessment may be the best way to deal with some
programs rather than a block transfer or an articulation-based transfer.
5.
“Transfer Credit Evaluation System, BC Transfer Guide/TCES Demonstration” by Mike
Winsemann, Transfer Guide Coordinator, BCCAT.
a.
A demonstration of what happens on the BCCAT Transfer Guide website when an
institution requests a course for transfer. BCCAT is trying to make the process as
transparent and user friendly as possible.
6.
“Priority Setting for the Future of the System”—Panel Discussion
Appendix—Reports Submitted for 2006 ABE Math Articulation Meeting Page A7 of 15
a.
b.
7.
A panel of four (representing a university, university-college, private institution, and
business) was assembled to discuss panelists’ views on what BCCAT’s next move
should be on the “recalibration” question. There was audience participation as well.
The consensus seemed to be towards proceeding with the “recalibration” process, but
to go cautiously. The present system is working quite well, and whatever changes
are made should be incremental. Using the metaphor of a traffic light, a metaphor
used throughout the meeting, there is a flashing yellow light on the whole
“recalibration” issue—proceed with caution!
Closing Comments by David Leeming
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ABE Math Working Group Native Education Centre
March 2 – 3, 2006
Committee
Report
The British Columbia Committee on the Undergraduate Program in
Mathematics and Statistics (BCcupms) held at Northwest Community College in Prince
Rupert, BC on May 26 – 28, 2005.
by: Costa Karavas (VCC)
Recent curriculum changes to elementary and secondary mathematics: potential effects on the
transition to post-secondary education – Marc Garneau, President of the BC Association of Mathematics
Teachers.
Looking ahead to the grade 10 – 12 curriculum revision report, Marc reported on the
results of the WNCP survey of postsecondary institutions. Institutions were asked to rate
the importance of outcomes in three different pathways: science, non-science, and
trades/technical. An analysis has been done to see how well the current courses fit with
what is needed in each pathway. From this analysis it seems likely that topics such as
conics will not be in the new curriculum. Vectors will be added to the Principles of Math
12 course and Probability and Statistics will be removed. The non-science pathway will
have more emphasis on functions, but logarithmic and exponential functions will be
dropped. The trades pathway will include some algebra. Pathways will not facilitate
transitions: students will be expected to commit to a particular pathway by grade 10—
remediation will be left to tertiary school systems. Marc also reported that the WNCP is
considering developing a common calculus course.
Effects of the changes to PM11 & 12 on students in first-year mathematics courses – Parallel Session.
A number of institutions reported that adjustments were being made to
accommodate weaker levels in students arriving from high school. Areas of
concern included: weaker knowledge of trigonometry, weaker understanding of
functions, and over-reliance on graphing calculators. Marc Garneau commented
that there is more trigonometry in the new curriculum than there was before,
however it is all concentrated in grade 12 and as a result there may not be enough
time to develop understanding. He also noted that there will be a noncalculator
portion of the PM12 final exam and that this should send the right message to
students. There was some discussion about the use of formula sheets on exams.
Marc confirmed that students are given a list of basic trig identities for the final
exam, but agreed that we should communicate with teachers to let them know that
the use of formula sheets is not common at the university/college level.
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Academic dishonesty: who is cheating, how they’re doing it, and how institutions
are responding – Parallel Session.
Traditional Methods and high tech methods.
On-line mathematics courses – Parallel Session
On-line courses in math seem to be merely electronic textbooks and do not offer enough
in terms of student interaction. There was confusion about the roles of BCCampus, BC
Open University and Thompson Rivers University with regard to on-line and distance-ed
courses. Thompson Rivers University (Open) has taken over from BC Open University,
which no longer exists. There seems to be no connection between TRU Open and
BCCampus.
There was concern about how on-line UT courses are articulated. There is a sense that
transfer is automatic when courses are converted to an on-line format, since this does not
change the content.
Articulation and Transfer Issues for Courses in Statistics – Parallel Session
There are three streams in introductory statistics courses: (i) two calculus-based courses
(6–8 credit hours) in probability and statistics at the 200 or 300 level; (ii) a single
calculus-based course (3–4 credit hours) in probability and statistics at the 200 or 300
level, and; (iii) a single non-calculus course (3–4 credit hours) in statistics at the 100,
200, or 300 level. Non-calculus introductory statistics courses are sometimes also taught
by economics, business management, and psychology departments at postsecondary
institutions.
- Articulation between Lower and Upper Division Courses
- Statistics Service Courses Taught by Non-Statisticians
- Content in Statistics Service Courses for Engineering Students
Motions:
That the BCcupms encourages the Ministry to provide a mechanism to enable transitions
between the pathways in the grade 10 – 12 math courses.
That the BCcupms supports the BCAMT’s request to include a non-calculator section on
all Math 10 provincial exams.
That the name of the BC Colleges High school Mathematics Contest be changed to the
BC Secondary School Mathematics Contest.
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Update – Developmental Programs Unit
Ministry of Advanced Education
March 2006
Developmental Programs Unit - Staffing:
Bonnie Wai – Education Officer for ESL and ABE
Marissa Thola – Education Officer for Adult Literacy and ASE
Barb Binczyk – Acting Manager, Developmental Programs Unit – Barb, who many
will remember from her past work with the Ministry, is temporarily replacing Cheryl
Bell who is away on medical leave.
Literacy:
Community Adult Literacy Program
The Ministry of Advanced Education (AVED) has changed the name of the Adult
Literacy Cost-Shared Program to the Community Adult Literacy Program (CALP).
This reflects the fact that the National Literacy Secretariat (NLS) will be posting its
Call for Proposals for literacy projects in BC later in the spring. The NLS budget for
BC projects is approximately $907,000 and AVED’s budget is $1.4 million.
Since the funding for 2006/07 remains the same as the previous year, AVED staff
feel they are unable to consider new proposals and plan to issue a Call for
Proposals for the Renewal of Funding for current projects. The revised guidelines
and application forms for CALP will be posted on the AVED website in early March.
The closing date for submission of these proposals will be April 28, 2006.
In 2005/06, 50 community literacy programs are receiving funding (25 adult, 16
family, 6 aboriginal, 1 youth, 2 provincial services).
LiteracyNow
LiteracyNow is part of the 2010 Legacies Now Initiative. It is a community
development process that provides communities with a planning template and
financial support with which to develop a community literacy plan. Through the
Ministry of Education, LiteracyNow has so far funded projects in over 40
communities.
AVED has been working closely with LiteracyNow to identify potential opportunities
for partnership. As a result, LiteracyNow provided funding in 2005/06 for enhanced
Regional Literacy Coordination activity and three additional Regional Literacy
Coordinators1 (Lower Mainland, Greater Victoria/Southern Vancouver Island, and
Mid-Vancouver Island).
1
Regional Literacy Coordinators are local literacy experts who have the necessary networks and contacts in place,
understand the literacy demographics and needs of the local communities they serve and are able to work with
community agencies, public institutions and other partners to promote literacy at the regional and local level.
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Council of Ministers of Education Canada (CMEC)
In September 2004, CMEC identified literacy as a key priority and highlighted two
objectives – to help increase literacy levels of all students; and, to help Canadian
students acquire the highest level of literacy skills in the world.
In December 2004, BC drafted a literacy action plan for CMEC recommending that
CMEC devote part of its upcoming bi-annual meeting to literacy. Other
recommendations included planning a national literacy forum to take place in
spring/summer of 2006, forming an inter-provincial literacy policy working group,
including literacy as a priority for the Pan-Canadian Education Research Agenda
and doing more work on literacy performance indicators. The Action Plan has been
approved.
A half-day was dedicated to literacy at the March 2005 CMEC meeting in Toronto at
which time there was agreement for two pan-Canadian forums. The first, devoted to
childhood literacy (K-6), was held in November 2005 in Ontario. The second, on
adult literacy, will be hosted by BC on June 19 and 20, 2006 in Prince George. The
goal of this forum is to gather policy makers and practitioners from all over Canada
to generate recommendations that will contribute to the development of a PanCanadian Adult Literacy Strategy.
Adult Literacy Initiatives
Responsibility for the following literacy initiatives has now passed from AVED to the
Ministry of Education (MEd) as lead ministry for literacy. AVED still has the lead on
adult literacy and is providing assistance as required.
(1) Premier’s Advisory Panel on Literacy
In 2004, the Premier appointed a 12-member panel to assess the literacy challenges
in the province, pinpoint the most urgent needs and develop recommendations to
inform a provincial strategy to meet those challenges. The Panel is chaired by Linda
Mitchell, Executive Director, Literacy BC, and includes representatives from
business, labour, local government and non-profit service sectors.
The Panel presented its initial report to the Premier on February 22, 2005. The
Panel will submit its final report with its recommendations to government in March
2006.
(2) Council of the Federation (COF)
The Premiers agreed that each jurisdiction would choose an annual recipient of a
COF literacy award, for a total of 13 awards across the country. It was also
determined that the recipients would be announced at an annual COF meeting. The
first COF literacy awards were announced at the August 2005 meeting in Banff. The
award for BC was presented to the Columbia Basin Alliance for Literacy.
MEd, in consultation with AVED, is now planning the second COF Literacy Award, to
be presented in the Summer of 2006.
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Developmental Programs:
ABE Outcomes Survey
AVED, in conjunction with the ABE Outcomes Working Committee, has completed
an ABE Student Outcomes Survey, which involved interviews with about 4,200
students who attended college ABE programs between July 2003 and June 2004.
The survey asked former students a variety of questions, gathering information
about students' profile, educational experiences, activities after completing their
courses (further education and employment) and the relevance of ABE studies to
their subsequent activities. The survey included learners who withdrew from an ABE
program or courses prior to completion. A final report of findings is expected to be
available in the Spring of 2006.
English as a Second Language
The 2006/07 edition of the Articulation Guide for English as a Second Language
Programs in the BC Public Post-Secondary System has been posted online. The
Guide is now available at the following website:
http://www.aved.gov.bc.ca/esl/welcome.htm
Adult Special Education
The Ministry of Employment and Income Assistance has the lead on developing a
provincial disability strategy. Paul Goyan and Marissa Thola have been attending the
inter-ministry committee on behalf of AVED. Marissa also attends the regular
meetings of the Disability Services Working Group with the Provincial Equipment
and Assistive Devices Committee (PEADC).
ASE Student Cohort Study
A steering committee made up of institutional deans, research and ASE program
staff, as well as staff from AVED and BCStats are currently working on plans for an
ASE Student Cohort Study. Still in the planning stages, the study may include a
comprehensive inventory of programs and services delivered by public postsecondary colleges, university colleges and institutes, as well as an ‘applicant’
survey of students who are interviewed for placement in ASE courses at institutions.
Disability Resource Guide
The Guide has been updated based on the information received from the different
public post-secondary institutions and is now available online at:
http://www.aved.gov.bc.ca/adultspecialed/resource/welcome.htm
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