Medgar Evers College
The City University of New York
Creating Success,
One Student At a Time
Implementing TOC - How a
Department Makes an Impact
On an Urban College
9th International
TOCFE
Conference,
Leon, Mexico
9/9/2006
Umesh Nagarkatte,
Darius Movasseghi, Chair,
Joshua Berenbom,
Tatyana Flesher - Department of Mathematics
Nancy Oley – Department of Psychology
Gale Balah-Gibson, Dean, Freshman Studies
Owen Brown, Director, Freshman Year Program
Chudi Nwasike, Director, Post Secondary Readiness
Center (PSRC)
Overview





Background
Current Status
Impact of training in TOC and TP tools
Next Steps
Summary
9/9/2006
2
Background - College
Medgar Evers College, City University of New
York (CUNY)

CUNY - one of the two state universities of NY

College - One of 17 units of CUNY

Located in Crown Heights Section of Brooklyn

Has three schools – Liberal Arts and Education,
Business, Science Health and Technology

Offers two and four year programs
9/9/2006
3
Background – Student Body






5,000 - 54% fulltime, 98% minority, 78%
women
African-Americans: 92.3%, Hispanics: 3.8%,
Native Americans: 0.1%
55% of women students - single heads of
households
Average age 32, ages - from 16 to 60.
64% need competency in basic skills in writing,
84% in mathematics, 60% in reading
Students have only one year to alleviate their
deficiencies in mathematics and English
through remedial courses.
9/9/2006
4
Background – Previous Efforts at
address attrition



The College and the Department have studied
the problem of attrition and suggested remedies.
For example, in 1998, the College Faculty
Senate published a document developed by the
college-wide faculty identifying 24 issues of
academic and non-academic nature in
addressing attrition with one remedy for each
issue, naming the Department to carry out the
appropriate activity. They pointed out that
there were many non-academic, personal
issues that needed to be addressed to
overcome attrition and failure.
But addressing the 24 issues without using TOC
is an impossible task.
9/9/2006
5
Background – Reason why
previous efforts failed

Unlike industry and primary or secondary
school, no professor will adopt new methods of
instruction, however great, by a ruling of the
Department chair or a college administrator.
Considering union regulations and academic
freedom, senior faculty do not feel obligated to
accept any modifications in their normal
activities and change in the curriculum. Any
perceived activity extraneous to instruction is
usually regarded as an impediment. Thus
faculty buy-in of any new initiative is of
paramount importance in a college setting.
9/9/2006
6
Background – Previous Efforts
to address attrition using TOC




In 2001, our Federal grant proposal was funded for
training in TOC.
Hypothesis: Theory of Constraints (TOC) can
address the problems with student retention in the
Department of Mathematics
In January 2002, three faculty members from
Department of Mathematics – Darius Movasseghi,
Chair, Umesh Nagarkatte and Joshua Berenbom
took the Jonah Course at AGI, New Haven, CT.
This presentation is about the progress made by
the Department and the College in implementing
TOC to improve retention.
9/9/2006
7
The TOC Thinking Processes
Roadmap
UDE
1. What to Change?
Identifying the Problem
UDE
Analysis
1. Three-Cloud Process: What core conflict
is responsible for the UDEs?
B
A
D
D
D’
B
C
Core Conflict
C
UDE
UDE
2. Current Reality Tree:
Is the core conflict really
the core conflict?
A
IO
Tactics
Assumption/
Injection
D’
C
2. To What to Change?
Constructing the Solution
Strategy
3. How to Cause a Change?
Designing the Implementation
6. Transition Trees:
What actions must we
take to implement the
PreRequisite Tree?
D
B
A
D’
3. Evaporating Cloud:
What assumption(s) are we
going to challenge?
DE
5. PreRequisite Tree: In what order do
we implement the T.O.s and what
blocks their implementation?
DE DE
All TO’s implemented
TO
DE
IO
TO
Action
Obs
Obs
Action
TO
Obs
Obs
IO IO
IO Obs IO
9/9/2006
IO
IO
Obs
IO
TO
Great Idea
4. Future Reality Tree: Ensures that the
starting injection will lead to all the DEs
without creating negative branches.
8
Student Survey Issues (UDEs)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
The instructor moves too fast for students.
The instructor knows his subject matter but cannot
teach.
I am not capable of doing mathematics.
I am not prepared for course (prerequisites for class).
I don’t have time to do the homework.
I don’t see importance/relevance of mathematics.
I am unable to attend class regularly and/or on time.
The exams are too hard.
I have to take care of my family/personal problems.
I (some students) go blank on exams (poor test-taker).
The instructor does not care about me.
There isn’t help outside of class when I’m free.
9/9/2006
9
Faculty/Instructor Issues
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Students do not prepare for class.
Students don’t attend regularly or on time.
Students do poorly on tests.
There is not sufficient time to cover all material in the
course.
Students register late for semester, and don’t start at
the beginning of the semester.
Students do not have prerequisites for class.
No matter how well I teach, students aren’t learning
effectively.
I receive very little satisfaction from my work.
We feel pressure to pass students who are not
adequately prepared for the next course.
Students haven’t mastered all the prerequisite topics
needed for my course.
9/9/2006
10
Department Chair Issues
1.
2.
3.
4.
There is a lack of cooperation by some
faculty to carry out departmental agenda.
Too many students fail.
There is insufficient input by some faculty
to address major departmental issues.
Some faculty are apathetic.
9/9/2006
11
Evaporating Cloud # 1
Issue #5: “I don’t have time to do the homework.”
Requirements/Critical Needs
I must
Common Objective
In order to …
Have time to
fulfill other
obligations.
Be a
responsible
person.
A
I must (can)…
D
B
In order to …
Prerequisites/Means/wants
Not do the
homework.
Conflict!
But at the same time, in
order to …
I must
C
D’
Do the
homework (on
time).
Learn the
material.
I must
In order to …
9/9/2006
12
Evaporating Cloud # 2
Issue # 7: “I am unable to attend regularly and/or on time.”
Fulfill
B
obligations.
Not attend
D
regularly.
Be a
A
responsible
person.
Conflict!
Learn
C the
material.
9/9/2006
Attend
D’
regularly.
13
Evaporating Cloud # 3
Issue #12 : “There isn’t help outside of class when I’m
free.”
Understand
B on
everything
my own.
Not get
D help
Do well in
A
course.
Conflict!
Solve my
C as
difficulties
they arise.
9/9/2006
GetD’
help.
14
Issue #5
Be a
responsible
person.
A
Issue #7
Be a
responsible
person.
A
Issue #12
A
Do well in
course.
Have time to
fulfill other
obligations.
B
Not do the
homework.
C
Do the
homework
(on time).
Learn the
material.
D
D’
B
Not attend
regularly.
C
D’
Fulfill
obligations.
Learn the
material.
D
Attend
regularly.
Understand
everything on
my own.
Not get help.
Solve my
difficulties as
they arise.
D’
B
C
Root Cause of
Students’ Issues
B
Not do the
required
activities for my
math class(es).
C
Do the required
activities for my
math class(es).
Fulfill all
obligations.
A
Be successful
& responsible
person.
Learn the
material.
D
D’
D
Get help.
9/9/2006
15
Addressing the Root Cause of Student Survey Issues
The students assumptions of the system they’re operating in…
•
•
•
•
•
They don’t get fulfilled on their own.
I have to take time from math to do those things.
There is no one else to fulfill my other obligations.
B - D:
My other obligations can’t/won’t go away.
D - D’:
I can’t postpone my other obligations.
• I can’t fulfill other obligations & math
obligations at the same time.
Not do the
• Focusing on mathematics detracts me
required
Fulfill other
from focusing on other obligations.
activities for my
obligations.
• My working hours and math class
math class(es).
hours conflict.
Be successful
& responsible
• Math classes are not held at
person.
convenient times for students.
• Students can’t move freely from section
Do the required
Learn the
to section.
activities for
material.
math class(es).
• Classes are prof-centered, not studentcentered.
• We have a structured curriculum.
• I can only learn material by persevering in math.
• A structured curriculum doesn’t permit
• I must do and hand in assignments to learn.
customization or doesn’t accommodate
• I must find the time to do the assignments..
students with special needs.
• I must do work on time.
C - D’:
• I can’t reduce the time I spend on my
• I must study.
personal obligations (or math).
• I must develop study skills.
• I must work - do the work to learn the material.
• I must do the work outside of class to learn the material.
9/9/2006
16
• I have to physically be in class during set times.
A
B
D
C
D’
Addressing the Root Cause of Student Survey Issues
The starting point for a viable strategy…
“The department offers programs tailored to the needs of
its students.”
B
Not do the
required activities
for my math
class(es).
C
Do the required
activities for
math class(es).
Fulfill other
obligations.
A
Be successful
& responsible
person.
Learn the
material.
D
D’
9/9/2006
D to D’:
• I can’t fulfill other obligations & math
obligations at the same time.
• Focusing on mathematics detracts me
from focusing on other obligations.
• My working hours and math class
hours conflict.
• Math classes are not held at
convenient times for students.
• Students can’t move freely from section
to section.
• Classes are prof-centered, not studentcentered.
• We have a structured curriculum.
• A structured curriculum doesn’t permit
customization or doesn’t accommodate
students with special needs.
• I can’t reduce the time I spend on my
personal obligations (or math).
17
Current Reality Tree (CRT)
*35*
Students don't
graduate on time.
CRT Page 1
300
*11*
*19*
I cannot drop a
class without
jeopardizing
financial aid.
*2*
I feel the
instructor cannot
teach.
*1*
I feel the
instructor goes
too fast.
108
I need all
the
financial
support.
125
I cannot follow
the lecture.
130
The hours for
tutorial or office
hours of instructor
are not sufficient.
*7*
I am unable to
attend regularly and/
or on time.
*4*
I do not have the
prerequisites for
the course.
100
I do not work
hard in math.
*37*
*8*
Students/I do
poorly on tests.
*20*
I am forced to ask
for incomplete
grades.
P
Incompletes are
given
incorrectly.
*28*
Too many students
fail.
*215*
Students register
late and don't start
at beginning of
semester.
105
*5*
I do not have time to
do the homework/or
prepare for the
course.
*37*
Level of achievement is too
low in classes.
*14*
My load is too
heavy.
D'
I feel pressure to
do the required
activities of my
math class(es).
D
I feel pressure to
fulfill my other
obligations.
Legend:
300
Students stay in class
even though they
can't /don't do the
work.
122
I must carry a full
load to get
financial aid.
*210*
There is not sufficient time
to cover the required
material in the course.
205
Sometimes the
instructor slows
down.
B
I must fulfill other
obligations (not my
math class.)
*4*
D
305
We sometimes pass
students even
though they have not
fully achieved
objectives of course.
140
*19*
100
*3*
I percieve I cam
not capable of
doing
mathematics.
105
*11*
I feel the
instructor does
not care from
me.
*18*
I feel the exam too
hard.
C
I must learn the
material.
*1*
I feel the
instructor goes
too fast.
Faculty UDEs
Current Reality Tree
CRT
*36*
Dropout rate (in class)
is too high.
220
Sometimes the
instructors do not
slow down.
Student UDEs
Intermediate steps
*6*
145
There is insufficient
instruction in test
taking skills.
135
Tutors don't
show up as
scheduled.
120
I do not know
how to manage
my time.
*6*
I do not see
importance /
relevance of
mathematics I am
taking.
115
My math instructor
does not help me
realize relevance of
math I am taking.
*18*
I feel the exam too
hard.
*12*
I cannot get help
outside of the class
when I am free.
CRT Page 2
*33*
There are too many
incompletes..
*21*( New)
I have difficulty taking
tests.
105
I have difficulty
learning the material
(in math classes.)
140
I am not
motivated to
learn the
material.
*3*
A
I want to be a succesful
and responsible person.
Student UDEs
Intermediate
Steps or
9/9/2006
Additional causes
*8*
Students/I
do poorly on
tests.
150
Instructor does not
help me. (e.g. does
not respond to my
questions, etc.)
105
Faculty UDEs
18
Negative Loops in CRT
*18*
I feel the exam
too hard.
*11*
I feel the
instructor does
not care from
me.
*8*
Students/I do
poorly on tests.
Intervention
*3*
I perceive I am
not capable of
doing
mathematics.
140
I am not
motivated to
learn the
material.
*1*
I feel the
instructor goes
too fast.
*21*( New)
I have difficulty
taking tests.
105
I have difficulty
learning the
material (in math
classes.)
125
I cannot follow
the lecture.
Intervention
*7*
I am unable to
attend regularly
and/or on time.
100
I do not work
hard in math.
D
I feel pressure to
fulfill my other
obligations.
9/9/2006
19
Students’ Issues
1.
2.
3.
4.
5.
6.
7.
8.
9.
11.
12.
13.
14.
15.
19.
20.
The instructor moves too fast for students.
The instructor cannot teach.
Students are not capable of doing mathematics.
Students are not prepared for course
(prerequisites for class).
I don’t have time to do the homework.
I don’t see importance/relevance of
mathematics.
I am unable to attend class regularly and/or on
time.
Students do poorly on tests.
I have to take care of my family/personal
problems.
The instructor does not care about me.
There isn’t help outside of class when I’m free.
(I don’t know how to graduate from college).
My course load is too heavy (I’m forced to be
full time in order to get financial aid).
I do not know how to get good grades in
important courses.
I cannot drop a class without jeopardizing my
financial aid.
I am forced to ask for incompletes.
Desired Effects (DEs)
1.
2.
3.
4.
Instructor moves at a comfortable pace.
Students are satisfied with the instructor’s teaching style
Students do mathematics well.
Students have all prerequisites for the course.
5.
6.
Student finish all homework on time.
Students feel math is relevant for their career.
7.
Students are punctual.
8.
9.
Students do well on tests.
I take care of my family/personal problems.
11.
12.
13.
14.
Instructor helps me to keep up with the course.
There is adequate help when I need it.
I have sufficient knowledge/help to plan my college career.
I can handle my course load.
15. I get good grades in important courses.
19. I do not need to drop any class.
20. I am able to complete the course.
9/9/2006
20
Faculty/Instructor Issues
Desired Effects (DEs)
21. Students do not prepare for class.
22. Students don’t attend regularly or on
time.
23. Students do poorly on tests.
24. There is not sufficient time to cover all
material in the course.
24. There is sufficient time to cover all
material in the course.
25. Students register late for semester, and
don’t start at the beginning of the
semester.
25. All students begin at the start of the
semester.
26. Students do not have prerequisites for
class.
Department Chair Issues
27. There is a lack of cooperation by some
faculty to carry out departmental
agenda.
28. There is a high rate of passing.
28. Too many students fail.
29. There is insufficient input by some
faculty to address major departmental
issues.
30. Some faculty are apathetic.
9/9/2006
21
Additional Issues (Reselected)
Desired Effects (DEs)
33.There are too many incompletes.
33.There are very few Incompletes.
35.Students don’t graduate from
college on time.
36.Drop-out rates (in class) are too
high.
37.Level of achievement is too low
in classes
38.The exams are too hard.
35.Most students graduate on time.
36.Few students drop out of classes.
37.Student achievement is high.
9/9/2006
22
Desired Effects (DEs)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Strategic Objectives (SOs)
Instructor moves at a comfortable pace.
Students are satisfied with the instructor’s
teaching style
Students do mathematics well.
Students have all prerequisites for the course.
Student finish all homework on time.
1. Instructor allows time for review/enrichment (SI).
2. Students seek to take more courses in
mathematics (D).
3. Students become math majors (DSC).
Students feel math is relevant for their career.
Students are punctual.
Students do well on tests.
I have to take care of my family/personal
problems.
6. Students incorporate math in their career daily life
(D).
8. More students pass the course (DC).
9. I take care of my family/personal problems.
11. Instructor helps me to keep up with the course.
12. There is adequate help when I need it.
13. I have sufficient knowledge/help to plan my
college career.
14. I can handle my course load.
15. I good grades in important courses.
19. I do not need to drop any class.
20. I am able to complete the course.
9/9/2006
13. Students graduate on time/complete math course
requirements (SDC).
14. I can take extra credits (financial aid) (S).
15. I get excellent in all courses.
19. I can perform better in the course.
20. I ACE the course! (S).
21. The Department is a Center of Excellence (D).
23
Desired Effects (DEs)
Strategic Objectives (SOs)
24. There is sufficient time to cover all
material in the course.
25. All students begin at the start of the
semester.
28. There is a high rate of passing.
28. Everyone passes.
33. There are very few Incompletes.
33. There are absolutely no Incompletes.
34. Most students graduate on time.
35. Few students drop out of classes.
36. Student achievement is high.
37. Students perform well on exams.
36. Retention in the Department/Program is
high.
9/9/2006
24
Future Reality Tree (FRT) (pages 1, 2)
Existing/Intermed. steps
Student DEs
FRT Page 1
Legend
215
*11*
190
Instructors take an active
role in developing study,
homework and test-taking
skills..
191
Instructors are actively
involved getting students to
make use of
Supplementary Instruction
and Tutorial centers.
Student
DE's
Existing/
Interm. steps
192
Students are confident
that they can complete
homework successfully.
*12*
Students get the
supplemental
instruction they
need when
needed.
140
Faculty hold appropriate
office hours.
145A
Tutors show up on time.
*18*
Students know how
to obtain information
regarding financial
aid/monetary award..
*13*
Students have
sufficient
knowledge to help
plan their career.
*22*
Instruction is
provided for alll
classes as
scheduled.
*20*
Entire
syllabus is
covered.
111
Faculty
punctuality
is required.
112
Substitutes
are readily
available
when
needed.
Strategic
Objectives
*14*
212
Students get a brush up
on math needed for
courses.
185
Student has
adequate time
class prep/
homework .
*4*
*3*
Students do
mathematics well.
117A
There is a
mechanism for
providing
communication
with instructors
and students'
counselors.
*2*
Students are satisfied with
instructor's style
*8*
Students do well
on tests.
114
Info. is readily available
and disseminated in a
variety of forms
concerning support
services.
115
There are people and places
where students can get any
help they need.
100
SI
Department offers
programs tailored to
the needs of students.
125
Assignment is
closely related to
material covered in
class.
120
Lecture is closely
related to syllabus.
110
Department provides
guidelines for
instruction.
* No review
* Complete syllabus
* Keep pace
* What section/date/
schedule
* Final exam is
comprehensive.
Future Reality Tree
*7*
Students are
punctual and
attend all classes.
150
Department and
advisors know
where to place
the student in
math.
162
Classes are
scheduled to
accomodate
students.
148
There are
mechanisms in
place to determine
student's math
background.
160
Classes are scheduled to
accomodate students.
175
Student's workload is
based on academic
performance and not
on financial need.
*12*
*190*
220
Math instructors are
involved in informing/
training tutors in how to
do their work.
117
Counselors get
involved when
student does not
attend.
180
Students have
realistic
schedules.
215
Students have good test-taking
/preparation skills.
210
Students have opportunity for
test taking/prepare for tests.
8
135
Help is available
when they need it
S students
I instructor
D dept
C college
Injections
*15*
Students get good gradesin
math dependent courses.
118
Students who have not taken
seqential math courses in
consecutive semesters are
provided refresher.
SIMS catches
students'
missing
Prereqs.
130
Classtime prepares
students well for
doing homework/
assignments.
*16*
Students know
whom to contact
when the need
arises and how.
105
We have ideal financial,
academic, supplemental
instruction, career and
personal advisement and
counseling when needed.
Legend:
119
Students who do not take
sequential math in
consecutive semesters
forget math.
210
145
College provides adequate
help in terms of tutorial and
drop in centers.
*14*
Students can
handle courseload.
*7*
*4*
Students have all
the prerequisites
for the courses.
*8*
134
We communicate with
students the importance
of passing their classes
first time/finishing degree
on time showing the
negatrives of fail and
incompletes
*6*
Students feel math is
relevant for their careers
186
There is a mechanism for
students to have texts at the
beginning of the semester.
187
Students are ready
to understand the
lecture.
Student
DE's
Existing/
interm.
steps
FRT Page 2
*19*
Students do not
need to drop any
classes or ask f or
incomplete.
*5*
121
Students
receive
comprehensive
academic
services to deal
with any mathrelated
difficulties .
220
141
Late registrants
are required to do adequate
supplemenatal instruction to
be current with the class.
Injections
Injections
*1*
Students feel the
instructor moves at
a comfortable
pace.
*11*
Instructors help
students to keep
up with the work.
170
We work with students
to create realistic yet
challenging schedules.
200
Students learn all
expected and necessary
material.
*5*
Students finish all
thomework on
time.
165
Advisors advise
students to take realistic
course loads. (Omitted
as the same as 170,
175)
*7*
*12*
205
Department makes
prelude/practice tests
available with feedback
and asistance.
195
Students receive timely
feedback/discussion etc.
on homework.
*192*
*187*
*130*
9/9/2006
*12*
25
Future Reality Tree (FRT) (page 3)
FRT Page 3
Strategic
Objectives
Student DEs
400
The dept becomes
a "Center of Excellence."
D, C
300
There is time for review
and enrichment.
S, I
310
Dept has a high passing
rates.
D, C
320
Retention in dept./
program is high.
D, C
*1*
*8*
340
Students incorporate
math in their career and
daily life.
D
330
Students seek to take
more math courses
D
*14*
350
More students become
math majors.
D, C
*6*
*6*
*3*
*8*
360
Students graduate on
time/complete math
major.
D, C
370
Faculty morale improves.
D, C
*19*
9/9/2006
*8*
*6*
26
Sustaining Instruction/tutoring/counseling Loops in FRT
*8*
Students do well
on tests.
200
Students learn all
expected and necessary
material.
187
Students are ready
to understand the
lecture.
*7*
Students are
punctual and
attend all classes.
192
Students are confident
that they can complete
homework successfully.
*12*
Students get the
supplemental
instruction they
need when
needed.
190
Instructors take an
active role in
developing study,
homework and testtaking skills..
*4*
Students have all
the prerequisites
for the courses.
Reinforcement:
Prep for tests
*5*
Students finish all
homework on time.
Instruction
and
Tutoring
*3*
Students do
mathematics well.
Reinforcement:
Writing
summary of
each section.
145
College provides
adequate help in
terms of tutorial
and drop in
centers.
162
Classes are
scheduled to
accomodate
students.
130
Classtime prepares
students well for
doing homework/
assignments.
120
Lecture is closely
related to syllabus.
100
SI
Department offers
programs tailored to
the needs of students.
9/9/2006
*14*
Students can
handle courseload.
Counseling
165
Advisors advise
students to take realistic
and challenging course
loads.
*19*
Students do not
need to drop any
classes or ask for
incomplete.
117
Counselors get
involved when
student does not
attend.
117A
There is a
mechanism for
providing
communication
with instructors
and students'
counselors.
27
Given the starting point…
“The department offers programs tailored to
the
needs of its students”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. What, if any, are the current initiatives underway, or under consideration (4.2.22)
within the department?
• Rework curriculum so the liberal arts majors take appropriate math (multitrack proposal)
- Addresses an unverbalized assumption that “Today’s class content
doesn’t meet my needs for what I need to learn.”
- Is an initiative between B and D side of the Core Conflict Cloud
• Designing a calculus course for business majors
• Curriculum development for sequential courses for MTH 136-141 or 138151. The Development continues.
2. Are they sufficient to address the Core Conflict Cloud and the UDEs?
9/9/2006
28
Example: Negative Branch Reservations (NBRs)
What could possibly go wrong with the solution? (4.4.17)
NBR on Entity 180: Students have realistic schedules.
Students drop out.
-
Students have
insufficient income.
-
Students motivation and
stick-to-itiveness drops.
Counseling and
support activities
(assist students)
The amount of
student aid is
reduced.
Students take
longer to graduate.
Students
work less.
Offer more required
courses in summer.
Provide $ support
to students.
Many students take less
credits per semester.
Students have other
commitments.
Given today’s class support students have to
spend too much time struggling on their own
to complete work for class.
180
Students have realistic schedules.
9/9/2006
Supplemental
instruction, child
care services,
counselors
29
Prerequisite Tree (PRT) Example #1
Concerns that there are obstacles that will block us
from achieving the solutions’ tactical objectives…
Tutors don’t
follow
established
policy for
absenteeism.
Tutor Center
doesn’t make
allowances or
provisions for
last minute
contingencies
.
3. Before we can have…
1. Because…
145A (Tactical Objective)
(Alternate) Tutors show up
and are on time.
145A.1
Math Department has
enough qualified
tutors available.
Tutors aren’t
disciplined
about
showing up
on time or
being
present.
145A.3
Tutors understand
their role and
contribution to peers.
Math Dept
does not
have enough
tutors
available.
2. We must first…
145A.2
Math Department
recruits and
encourages tutors.
9/9/2006
30
Getting Active Collaboration
Identifying what we need to get buy-in
How should we think about achieving Intermediate Objective 110.1?
110 (Tactical Objective)
Department provides
guidelines/policies for
instruction.
Faculty
may
object to
any
guidelines.
110.2
Faculty committee
writes the
guidelines.
We don’t
agree on
what
defines
the
guidelines.
110.1
Have consensus on
what goes into
guidelines.
• Should we have guidelines
(especially for adjuncts)?
• What guidelines/topics should
we have, and what should these
guidelines include?
• Create committee to write
guidelines
• Process for writing/creating
guidelines
9/9/2006
31
Prerequisite Tree (PRT p.1 – p.2)
Intermed. Objectives (IOs)
Tactical Objectives (TOs)
105
100
PRT Page 2
100
SI
Department offers
programs tailored to
the needs of students.
PRT Page 1
112
p. 2
160
p. 2
141
p. 4
191
p. 3
170
p. 3
195
p. 2
111
Faculty punctuality
is required.
114
Info. is readily available
and disseminated in a
variety of forms
concerning support
services.
186.2
We provide books in the
library and drop -in center.
195.1
160.2
117.2
117A.1
140.1
190.2
121.4
191.1
134.1
205.3
p. 2
112.2
Dept establishes a pool of
substitutes.
and a pool of substitutes is
available.
112.3
The College
provides funds
to pay for
adjuncts.
100
220..2
105.4
College provides
money for support
services.
105.1
College realizes the
importance of proper
support services.
p. 2
160.1
We explain to faculty
that accommodating
student course
schedules will result in
incerased enrollment in
the college and affect
students' morale
positively.
191.4
140.3
p.3
p. 3
p. 3
p. 4
118.1
$
110.2
Faculty committee
writes guidelines.
Prerequisite Tree
PRT
134.1
Dept establishes guidelines
emphasizing the importance
of regular progress from
course to course.
9/9/2006
111
p. 1
160.2
We explain to faculty
the importance of
increasing number of
students in upper level
math courses.
134
We communicate with
students the importance
of passing their classes
first time/finishing
degree on time showing
the negatives of fail and
incompletes.
Dept. seeks funding.
110.1
We have consensus on
what goes into
guidelines.
145
p. 3
141.2
* No review
* Complete syllabus
* Keep pace
* What section/date/schedule
* Final exam is comprehensive.
145.1
186.2
p. 4
190
Instructors take an active
role in developing study,
homework and test-taking
skills.
112.4
Dept establishes policy
on cancelled classes.
160
Classes are scheduled to
accomodate students.
175
110
Department provides
guidelines for instruction.
105.3
Dept guidelines inform
instructors of need to
make students aware of
availability of services.
112.1
Dept establishes a contact
phone number and someone
to run it.
p. 3
112.4
105.2
Instructors make
students aware of
availability of services.
195.1
Dept establishes guidelines
on timely feedback.
112
Substitutes are readily
available when needed.
160.1
145
College provides
adequate help in terms
of tutorial and drop in
centers.
186.3
Copies of homework and
relevant material are made
available to students for 1st
two weeks of class .
$
111.1
Dept guidelines make
clear the importance of
punctuality and
completion of syllabus.
195
p. 2
191
p. 3
190
p. 2
111.2
Dept conducts workshops to
explain attendance and
punctuality policy.
117
p. 3
121
p. 3
186.1
We speed up the process
whereby students get book
vouchers (for students on
financial aid).
100
111.3
College has a plan to verify
punctuality and attendance.
105
We have ideal financial,
academic, supplemental
instruction, career and
personal advisement and
counseling when needed.
195
Students receive timely
feedback, discussion, etc. on
homework.
186
There is a mechanism for
students to have texts at the
beginning of the semester.
190.3
Department conducts
workshop for faculty for
implementation of these
activities.
190.1
Dept guidelines indicate the
importance of these activities
as required instructional
activities.
190.2
Dept provides
guidelines for effective
instructional activities.
121
p. 3
110
Department provides
guidelines for
instruction.
32
Prerequisite Tree (PRT p.3-p.4)
105
PRT Page 3
145A
Tutors show up on time.
145A.1
Math Dept has enough
tutors available.
145A..2
Dept recruits and
encourages tutors.
145.1
Dept seeks funding from
outside college to
establish drop-in centers.
145A..3
Tutors
understand their
role and
contribution to
students.
145
College provides
adequate help in
terms of tutorial and
drop in centers.
220
Math instructors are
involved in informing/
training tutors in how to
do their work.
$
220.2
The mechanism for
informing/training
tutors will be identified
in the department's
guidelines.
105
$
100
121.1
Students are informed by
syllabus and instructor of
availability of drop-in center&
tutorial center.
114
Info. is readily available
and disseminated in a
variety of forms
concerning support
services.
110
191.4
Funding sources are
contacted for required
funding.
145
205
Dept makes prelude/
practice tests available
with feedback and
asistance.
205.3
Dept sets up special
workshops to provide a
feedback on practice tests.
116
p. 3
205.2
Dept establishes a
mechanism for
distributing these tests.
110
170.1
Counselors/advisors get
available hours and
obligations to create
his/her schedule.
121
175
Student's workload is
based on academic
performance and not on
financial need.
110
175.1
College mandates that
schedule reflect students'
academic (previous
semester's) performance.
$
117.3
Instructor informs
counselors of
suspected student
problems.
Intermed. Objectives (IOs)
117A
There is a mechanism
for providing
communication with
instructors and
students' counselors.
118.1
Dept seeks money
from outside agencies.
$
117..2
Dept guidelines require instructor to contact
counselors of absences or problems of
students.
141
Late registrants
are required to do adequate
supplemenatal instruction to
be current with the class.
191
212.2
There is a mechanism in place
for math dept to contact other
depts informing them of
availability of brushup
workshops.
212.3
The math dept creates
a manual of math topics
needed for brushup.
212.1
We work with other
depts to identify the
math topics they need
and ones that give their
students most difficulty.
9/9/2006
100
170
117.1
Instructors inform
counselors excessive
student absences.
117A.1
Dept guidelines provides
guidance and instructions for
contacting students.
110
212
Student get a brush up
on selected topics in
math needed for
courses.
170
118.2
Department surveys the
students to identify
appropriate time slots for the
workshop/s.
121
121
118
Students who have not taken
seqential math courses in
consecutive semesters are
provided refresher.
105
117
Counselors get
involved when
student does not
attend.
205.1
Dept establishes a
collection of practice
tests.
110
140.1
Dept. guidelines
make clear the
reponsibility of the
faculty to be
available during
scheduled office
hours.
170
Counselors and
advisors insure
students have realisitc
schedules.
170.2
Only students with
advisors approval are
allowed to register.
121.4
Dept guidelines
inform the instructor
how to make use of of
drop-in centers.
191.2
Facilities are set up to
hold workshops.
Tactical Objectives (TOs)
212
p. 3
110
191.3
Dept obtains money to
pay adjuncts to attend.
140.3
Dept compensates
adj. faculty for
required office
hours.
100
121.2
Students are encouraged and
pressured to use drop-in center
and tutoring center.
121.3
Instructor informs
students of the
importance of
supplemental
instruction.
191.1
Dept provides guidelines
to instructors and
conducts workshops.
PRT Page 4
140
Faculty hold appropriate
office hours.
140.2
(Adjunct) Faculty
schedule office hours/
appointments to
accommodate students.
105
191
Instructors are actively
involved getting students
to make use of
Supplementary
Instruction and Tutorial
centers.
220.1
Instructors are convinced of
the benefits of effective
tutoring in their work related
to their instructional tasks .
105
220.1
121
Students receive
comprehensive academic
services to deal with any
math-related difficulties .
141.1
Math instructors inform late
registrants to take
suppliemental instruction on the
first day of attendance.
141.2
Dept guidelines inform
instructors proper procedures
for late registrants.
110
33
Project Plan – (Page 1 - Department)
Project Plan
Page 1
100 GOAL
SI
Department offers
programs tailored to
the needs of students.
Project Plan
110.1
We have consensus on
what goes into
guidelines.
DEPARTMENT
111.3
College has a plan to verify
punctuality and attendance.
110
Department provides
guidelines for instruction.
110.2
Faculty committee
writes guidelines.
111.1
Dept guidelines make
clear the importance of
punctuality and
completion of syllabus.
* No review
* Complete syllabus
* Keep pace
* What section/date/schedule
* Final exam is comprehensive.
190.2
Dept provides
guidelines for effective
instructional activities.
134.1
Dept establishes guidelines
emphasizing the importance
of regular progress from
course to course.
105.3
Dept guidelines inform
instructors of need to
make students aware of
availability of services.
105.1
College realizes the
importance of proper
support services.
145
College provides
adequate help in terms
of tutorial and drop in
centers.
Dept. seeks funding.
0
Date
1
2
3
190.3
Department conducts
workshop for faculty for
implementation of these
activities.
4
5
9/9/2006
190
Instructors take an active
role in developing study,
homework and test-taking
skills.
195
Students receive timely
feedback, discussion,
etc. on homework.
190.1
Dept guidelines indicate the
importance of these activities
as required instructional
activities.
134
We communicate with
students the importance
of passing their classes
first time/finishing
degree on time showing
the negatives of fail and
incompletes.
160.2
We explain to faculty the importance of
increasing number of students in upper
level math courses.
105.4
College provides money for
support services.
$
111.2
Dept conducts workshops to
explain attendance and
punctuality policy.
160.1
We explain to faculty that
accommodating student course
schedules will result in incerased
enrollment in the college and affect
students' morale positively.
105.2
Instructors make
students aware of
availability of services.
111
Faculty punctuality
is required.
105
100
121
Students receive
comprehensive academic
services to deal with any
math-related difficulties .
160
Classes are scheduled to
accomodate students.
105
We have ideal financial,
academic, supplemental
instruction, career and
personal advisement and
counseling when needed.
114
Info. is readily available
and disseminated in a
variety of forms
concerning support
services.
6
100
7
34
Project Plan – Page 2 (Adjuncts,
Counselors, Supplemental Instruction)
Project Plan
Page 2
112.4
Dept establishes policy
on cancelled classes.
195.1
Dept establishes guidelines
on timely feedback.
110
Department provides
guidelines for instruction.
* No review
* Complete syllabus
* Keep pace
* What section/date/schedule
* Final exam is comprehensive.
112.3
The College provides funds to
pay for adjuncts.
117..2
Dept guidelines require instructor to contact
counselors of absences or problems of
students.
117A.1
Dept guidelines provides
guidance and instructions for
contacting students.
175
Student's workload is based on academic
performance and not on financial need.
117.1
Instructors inform
counselors excessive
student absences.
117
Counselors get
involved when
student does not
attend.
117.3
Instructor informs counselors of
suspected student problems.
117A
There is a mechanism for
providing communication with
instructors and students'
counselors.
141.1
Math instructors inform late
registrants to take
suppliemental instruction on the
first day of attendance.
170.1
Counselors/advisors get available hours and
obligations to create his/her schedule.
Date
1
2
170
Counselors and
advisors insure
students have
realisitc schedules.
3
9/9/2006
195
Students receive timely
feedback, discussion,
etc. on homework.
105
We have ideal financial,
academic, supplemental
instruction, career and
personal advisement
and counseling when
needed.
141
Late registrants
are required to do adequate
supplemenatal instruction to
be current with the class.
191
Instructors are actively
involved getting students
to make use of
Supplementary Instruction
and Tutorial centers.
121
Students receive
comprehensive academic
services to deal with any
math-related difficulties .
170.2
Only students with advisors approval
are allowed to register.
0
100 GOAL
SI
Department offers
programs tailored to
the needs of students.
112
Substitutes are readily
available when needed.
112.2
Dept establishes a pool of
substitutes.
and a pool of substitutes is
available.
141.2
Dept guidelines inform
instructors proper procedures
for late registrants.
175.1
College
mandates that
schedule reflect
students'
academic
(previous
semester's)
performance.
ADJUNCTS,
COUNSELORS,
SUPPLEMENTAL
INSTRUCTION
112.1
Dept establishes a contact
phone number and someone
to run it.
4
5
6
35
Project Plan – Page 3
Tutors, Supplemental Instruction
212.1
We work with other depts to identify the
math topics they need and ones that
give their students most difficulty.
Project Plan
Page 3
121.4
Dept guidelines
inform the instructor how to
make use of of drop-in centers.
212.2
There is a mechanism in place
for math dept to contact other
depts informing them of
availability of brushup
workshops.
121.3
Instructor informs students of the
importance of supplemental
instruction.
121.1
Students are informed by
syllabus and instructor of
availability of drop-in center&
tutorial center.
114
Info. is readily available and
disseminated in a variety of forms
concerning support services.
205.3
Dept sets up special workshops to provide
a feedback on practice tests.
205.2
Dept establishes a
mechanism for
distributing these tests.
121.3
191.1
Dept provides guidelines to
instructors and conducts workshops.
140.1
Dept. guidelines make clear the
reponsibility of the faculty to be
available during scheduled office
hours.
140.2
(Adjunct) Faculty
schedule office hours/
appointments to
accommodate students.
140.3
Dept compensates adj.
faculty for required office
hours.
$
191.3
Dept obtains money to
pay adjuncts to attend.
Date
1
2
121
Students receive
comprehensive academic
services to deal with any mathrelated difficulties .
191
Instructors are actively
involved getting students
to make use of
Supplementary
Instruction and Tutorial
centers.
205
Dept makes prelude/practice
tests available with feedback
and asistance.
220.1
Instructors are convinced of
the benefits of effective
tutoring in their work related
to their instructional tasks .
220
Math instructors
are involved in
informing/
training tutors in
how to do their
work.
100 GOAL
SI
Department
offers programs
tailored to the
needs of
students.
145
College provides
adequate help in
terms of tutorial and
drop in centers.
191
145A..3
Tutors understand their role and
contribution to students.
105
We have ideal financial,
academic, supplemental
instruction, career and
personal advisement
and counseling when
needed.
145A
Tutors show up on time.
145.1
Dept seeks funding from
outside college to
establish drop-in centers.
0
212
Student get a brush up
on selected topics in
math needed for
courses.
140
Faculty hold appropriate
office hours.
191.2
Facilities are set up to
hold workshops.
191.4
Funding sources are
contacted for required
funding.
Dept. seeks funding.
TUTORS,
SUPPLEMENTAL INSTRUCTION
121.2
Students are encouraged and
pressured to use drop-in center
and tutoring center.
205.1
Dept establishes a collection of
practice tests.
220.2
The mechanism for informing/training
tutors will be identified in the
department's guidelines.
110
Department provides
guidelines for instruction.
170
Counselors and advisors insure
students have realisitc
schedules.
212.3
The math dept creates a
manual of math topics needed
for brushup.
145A.1
Math Dept has enough
tutors available.
3
4
9/9/2006
121
145A..2
Dept recruits and
encourages tutors.
5
6
36
Current Status

Departmental Guidelines – developed 2002/03




Goal: To offer instruction and programs tailored
to the needs of the student.
Guidance to faculty for:
 Instruction to faculty
 Supplemental instruction and tutors
 Counselor intervention
Accepted by department and full-time faculty
Workshops for faculty and counselors – held in
2005-06


Maintenance skills workshops (MSW) for key personnel at
AGI, New Haven, CT
TOC for Education workshops at the College for faculty
and tutors of PSRC and Mathematics and counselors of
Freshman Year Program.
9/9/2006
37
Example of Departmental
Guidelines
215
*11*
190 (started)
Instructors take an active
role in developing study,
homework and test-taking
skills.
191
Instructors are actively
involved getting students to
make use of
Supplementary Instruction
and Tutorial centers.
192
Students are confident
that they can complete
homework successfully.
*12*
Students get the
supplemental
instruction they
need when
needed.
140 (110)
Faculty hold appropriate
office hours.
*13*
Students have
sufficient
knowledge to help
plan their career.
*7*
*4*
Students have all
the prerequisites
for the courses.
119
Students who do not take
sequential math in
consecutive semesters
forget math.
118 (Started)
Students who have not taken
seqential math courses in
consecutive semesters are
provided refresher.
SIMS catches
students'
missing
Prereqs.
145 (Complete)
College provides adequate
help in terms of tutorial and
drop in centers.
*22*
Instruction is
provided for alll
classes as
scheduled.
*20*
Entire
syllabus is
covered.
130
Classtime prepares
students well for
doing homework/
assignments.
111 (110)
Faculty
punctuality
is required.
112 (110)
Substitutes
are readily
available
when
needed.
125
Assignment is
closely related to
material covered in
class.
120
Lecture is closely
related to syllabus.
114
Info. is readily available and
disseminated in a variety of
forms concerning support
services.
115
There are people and places
where students can get any
help they need.
100
(SI) Department offers
programs tailored to
the needs of students.
(needs cooperation
from counselors)
110 (Complete)
Department provides
guidelines for
instruction.
* No review
* Complete syllabus
* Keep pace
* What section/date/
schedule
* Final exam is
comprehensive.
*7*
Students are
punctual and
attend all classes.
150
Department and
advisors know
where to place
the student in
math.
162
Classes are
scheduled to
accomodate
students.
148
There are
mechanisms in
place to determine
student's math
background.
160 (Started)
Classes are scheduled to
accomodate students.
114
Information is readily available
and disseminated in a variety of
forms concerning support
services.
120
Lecture is closely
related to syllabus.
185
Student has
adequate time
class prep/
homework .
117A (Counselor)
There is a
mechanism for
providing
communication
with instructors
and students'
counselors.
8
135
Help is available
when they need it
*16*
Students know
whom to contact
when the need
arises and how.
105
We have ideal financial,
academic, supplemental
instruction, career and
personal advisement and
counseling when needed.
*14*
Students can
handle courseload.
210
134
We communicate with
students the importance
of passing their classes
first time/finishing degree
on time showing the
negatrives of fail and
incompletes
145A (110)
Tutors show up on time.
*18*
Students know how
to obtain information
regarding financial
aid/monetary award..
186 (MEC)
There is a mechanism for
students to have texts at the
beginning of the semester.
187
Students are ready
to understand the
lecture.
*8*
220
141
Late registrants
are required to do adequate
supplemenatal instruction to
be current with the class.
*19*
Students do not
need to drop any
classes or ask f or
incomplete.
*5*
121
Students
receive
comprehensive
academic
services to deal
with any mathrelated
difficulties .
*DE 16*
Students know whom to
contact when the need
arises and how.
117
Counselors get
involved when
student does not
attend.
115
There are people and places
where students can get any
help they need.
180
Students have
realistic
schedules.
175 (Counselor)
Student's workload is
based on academic
performance and not
on financial need.
170 (Counselor)
We work with students
to create realistic yet
challenging schedules.
165
Advisors advise
students to take realistic
course loads. (Omitted
as the same as 170,
175)
105
We have ideal financial
academic, supplemental
instruction, career and
personal advisement, and
counseling when needed.
100 (Starting Injection)
Department offers
programs tailored to the
needs of students
110 (Complete)
Department provides
guidelines for
instruction.
•
•
•
•
•
No review
Complete syllabus
Keep pace
What section/date/schedule
Comprehensive final exam
INSTRUCTIONAL ACTIVITIES
1. Students are given a syllabus on the first day of class
Rationale: The students should know what the course will cover, what the policies are on homework, attendance, and how the course will be graded.
Implementation: The department will have syllabi for all courses through calculus. Instructors of higher level courses will complete their own syllabi
and the department will keep these on file.
2. Faculty are required to adhere to the syllabus. This means that all instructors should move at the pace specified in the syllabus and cover all topics.
Rationale: Students are entitled to receive all the instruction that is supposed to be part of the course. Furthermore, failure to complete the syllabus
means that students are not adequately prepared for their subsequent math courses. This imposes extra burdens on the instructors of the subsequent
courses who have to decide whether to keep pace and complete the syllabus or spend time teaching the missing material. Moving at a uniform pace
will mean that all sections of a course will be ready to take departmental exams on the dates they are scheduled. It also means that if a student
transfers to a different section, the transition will be seamless.
9/9/2006
38
Results to date





Conducive environment for math study
 Students receive immediate help
through drop-in center
More students signing-up for precalculus
and calculus.
More students enjoying math as a
subject.
Number of math majors have increased
from 7 to 29, in addition to the fifteen
graduated.
Several math graduates went on for
Doctoral studies in Mathematics or
Masters in Teaching.
9/9/2006
Desirable Effects
#12 Students get the supplemental
instruction they need when needed.
#3 Students do mathematics well.
#8 Students do well on tests.
#15 Students get good grades in math
dependent courses.
#14 Students can handle course load.
#6 Students feel math is relevant for
their careers.
Strategic Objectives
Department has high passing rates.
Retention in department/program is high.
39
A system-wide solution
“The department offers programs
tailored to the needs of its students”
The starting point for a viable
strategy is just the beginning.
For a system-wide solution to be effective,
we must have synchronization of all support
activities:
1. Faculty to instill confidence in math students
and teach syllabus at comfortable pace
2. Tutors to instill confidence in math students
through supplemental instructions
3. Counselors to collaborate with instructors,
guide students on academic and personal
conflict resolution, and create challenging yet
realistic schedules
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192
Students are confident
that they can complete
homework successfully.
215
*11*
190 (started)
Instructors take an active
role in developing study,
homework and test-taking
skills.
191
Instructors are actively
involved getting students to
make use of
Supplementary Instruction
and Tutorial centers.
*12*
Students get the
supplemental
instruction they
need when
needed.
140 (110)
Faculty hold appropriate
office hours.
121
Students
receive
comprehensive
academic
services to deal
with any mathrelated
difficulties .
220
*13*
Students have
sufficient
knowledge to help
plan their career.
*14*
Students can
handle courseload.
*7*
*4*
Students have all
the prerequisites
for the courses.
119
Students who do not take
sequential math in
consecutive semesters
forget math.
118 (Started)
Students who have not taken
seqential math courses in
consecutive semesters are
provided refresher.
SIMS catches
students'
missing
Prereqs.
145 (Complete)
College provides adequate
help in terms of tutorial and
drop in centers.
*22*
Instruction is
provided for alll
classes as
scheduled.
*20*
Entire
syllabus is
covered.
130
Classtime prepares
students well for
doing homework/
assignments.
111 (110)
Faculty
punctuality
is required.
185
Student has
adequate time
class prep/
homework .
117A (Counselor)
There is a
mechanism for
providing
communication
with instructors
and students'
counselors.
112 (110)
Substitutes
are readily
available
when
needed.
8
135
Help is available
when they need it
*16*
Students know
whom to contact
when the need
arises and how.
125
Assignment is
closely related to
material covered in
class.
120
Lecture is closely
related to syllabus.
114
Info. is readily available and
disseminated in a variety of
forms concerning support
services.
1
115
There are people and places
where students can get any
help they need.
105
We have ideal financial,
academic, supplemental
instruction, career and
personal advisement and
counseling when needed.
186 (MEC)
There is a mechanism for
students to have texts at the
beginning of the semester.
187
Students are ready
to understand the
lecture.
210
134
We communicate with
students the importance
of passing their classes
first time/finishing degree
on time showing the
negatrives of fail and
incompletes
145A (110)
Tutors show up on time.
*18*
Students know how
to obtain information
regarding financial
aid/monetary award..
*5*
*8*
2
141
Late registrants
are required to do adequate
supplemenatal instruction to
be current with the class.
*19*
Students do not
need to drop any
classes or ask f or
incomplete.
100
(SI) Department offers
programs tailored to
the needs of students.
(needs cooperation
from counselors)
110 (Complete)
Department provides
guidelines for
instruction.
* No review
* Complete syllabus
* Keep pace
* What section/date/
schedule
* Final exam is
comprehensive.
*7*
Students are
punctual and
attend all classes.
150
Department and
advisors know
where to place
the student in
math.
162
Classes are
scheduled to
accomodate
students.
148
There are
mechanisms in
place to determine
student's math
background.
160 (Started)
Classes are scheduled to
accomodate students.
117
Counselors get
involved when
student does not
attend.
3
180
Students have
realistic
schedules.
175 (Counselor)
Student's workload is
based on academic
performance and not
on financial need.
170 (Counselor)
We work with students
to create realistic yet
challenging schedules.
165
Advisors advise
students to take realistic
course loads. (Omitted
as the same as 170,
175)
Page 1 of 3, Future Reality Tree
40
Accomplishments to date







Students know where to find supplemental instruction
Tutor accountability has increased (show up on time and are
dependable)
Students have direct access to faculty and tutors
Mutual communication among faculty and with students
Motivational Guide for Students
Administrative Buy-in: The correspondence with the counseling
component brought out in the Departmental Guidelines required
Administrative buy-in which took place in May 2005. For the buy-in
process of the Departmental Guidelines the college President, Dr.
Edison O. Jackson, required our trainer to come and present. The buyin process was so impressive that the President accepted the
Departmental Guidelines, commended the department for considering
the college’s main issue of Student attrition and not just concentrating
on the academic discipline. He elevated the issue to the college level
and wants participation from the entire college faculty starting with
Counseling and PSRC. The two departments directly affecting our
students.
More than 150 people in the college have been exposed to TOC
terminology and Thinking Process (TP) skills in the TOC workshops in
April/May 2006 and Faculty Training
workshops in January 2006.
9/9/2006
41
Impact of TP and TOC training


The project plan lays down a step-by-step procedure
to synchronize all the activities.
Impact on instruction is on both the process and content of
instruction.


Online Test Banks for all preparatory courses in mathematics are
being developed using TP by three faculty members – two from
Department of Mathematics and one from PSRC, who received
Sloan Foundation Grants for release time.
Typed summary of each section required in every class
 The goal
 Concepts and Skills of the section linked logically to attain the
goal
 Important examples
 is a reflection or mental imaging aiding crystallization of ideas
 is a good practice in writing
Benefits – The folder of all section summaries becomes a portfolio
of the course taken, useful for exam review, brush up in future,
and for seniors to take for an interview to the graduate advisor,
who will be impressed, who will know how to guide the student,
how the student writes. 9/9/2006
42
Impact on Tutoring and Counseling
What
Who
Counselors
Thinking
and
Process (TP)
Department
Tools
Faculty
For
Guide other faculty and
students in problem solving,
decision making, and
conflict resolution
Develop
Counselors
Mathematics Department
Peer-to-Peer and
student population
TP Tools
Students
Problem
solving
techniques
Students
Support services such as
peer tutoring, mentoring,
and counseling
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43
Workshop facilitators –
Danilo Sirias, Kathy Suerken, Belinda Small
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44
Last screen Summarizing
Instructors Workshop
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45
Counselors Workshop
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46
Counselors Workshop
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47
Instructors Workshop
9/9/2006
48
Impact on College of Freshman
Studies



Attendance will be monitored using software
starting Fall 2006 semester in remedial and
beginning credit bearing courses in English
and mathematics and absentees for a week
will be contacted.
True Outcomes portal will be used for
developing portfolios for students in
Freshman seminars and PSRC courses.
Activities under different grants will be
synchronized using TP skills.
9/9/2006
49
Impact on Freshman Year Program

The Freshman Year Program has been redesigned
considering the following UDEs.





Students that enroll late are more likely to perform poorly;
Students do not have a clear understanding about the
enrollment process;
Students are unprepared for the CUNY Exams and often
fail to understand its implications regarding the courses
they will be eligible to enroll in;
The enrollment process is chaotic and stressful;
Sink or Swim Approach to preparing students for MEC
experience
9/9/2006
50
Impact on Freshman Year Program
(contd.)
Integrated Model – avoids students falling through cracks.
College of Freshman Studies (Coordinating Entity)
Admissions
Testing
FYP/SEEK
AFD
Academic Dept.
Focus: CUE Rigorous Preparation for the College Experience: Agreed upon
Competencies
Pre-Orientation
 Dean CFS
 Expectations
 Identify Personal
Impediments
 Diagnostic Test
 CUNY Exam
Workshops
 Introduction
Registration
 Delineate Milestones for
progress
MEC Summer
Academic
Academy
 Rigorous
Development
Academic Skills
 Math/Writing
 Develop IDP
 Diagnostic Test
 Earn College
Credits
 Based on
Immersion
Model
9/9/2006
Assessment
 Number of
students enrolled in BA prgs
 Numbers of
students w/ 3
or more credit
hours
 Number of
Student exiting
Exiting
Remedial progs
 CUNY Pass rt.
51
Impact on FYP and Academic Foundations
Division (AFD) or PSRC




Director wants to integrate TOC/TP skills based on the
TOC workshops in the course offering.
Online test banks will be developed during the Fall 2006
semester in coordination with Math Department.
Appropriate TOC materials, when available, will be used
in Freshman seminars.
Use accelerated Learning & Integrated Course Learning
Models

Accelerated Learning Model
 Intensive instruction in Remedial Courses offered by AFD
 7.5 Weeks of Instruction
 Diagnostic Testing
 IDP
 Computer Aids
 Intensive Tutorial
9/9/2006
52
Summary

Evidence strongly suggests student retention is moving in the
right direction.

Resources (training, funding) available to continue forward.
Our experience has been that the reviewers of proposals see
the value of TOC in academic environment.

Administration support critical for a successful college-wide
effort has continued through the year. For instance, the
administration is open to TOC and TP skills, supporting TOC
conference by arranging facilities, opening the conference
and providing food.

Total solution is collaborative effort between math department
faculty, faculty and counselors of School of Freshman Studies.

Introduction of TOC to conflict resolution throughout the
college has started taking place.
9/9/2006
53
Acknowledgements The presenters feel indebted to
The originator of TOC – Eli Goldratt
TOC Trainers – Steve Simpliciano, Tracy Burton-Houle,
Howard Meeks and Goldratt Institute, New Haven, CT
for providing a secluded conducive environment for
rigorous training, Kathy Suerken, Danilo Sirias, Belinda
Small for TOC for Education workshops at the College
Federal grant funds - MSEIP (2001-2004, 2004-2007) and
WEEA (2005-2007)
MEC President Edison Jackson – for recognizing that
implementation of TOC in the department of
mathematics is in fact a college-wide endeavor.
TOCFE - Kathy Suerken - for applying TOC to education
and for providing a forum for dissemination of our ideas.
9/9/2006
54