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Work in Progress: Alternative Developmental Math Curriculum Designed to Accelerate the Sequential Coursework by Implementing Quantitative Reasoning

https://doi.org/10.18260/1-2--33593

Parker, Michael; Nelson, Lori; Pieri, Robert; Allard, Austin; Vallie, Ann; Mattes, Josh; Allery, Teri; Haefner, Karl (June 2019, 2019 ASEE Annual Conference & Exposition, Tampa, Florida)

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Board 105: Work-in-Process:Cultivating Meta-cognitive Skills and Emotional Intelligence in First-Year Curricula

https://doi.org/10.18260/1-2--32175

Mattes, Josh; Pieri, Robert; Allard, Austin; Parker, Michael; Vallie, Ann; Allery, Teri; Nelson, Lori; Haefner, Karl (June 2019, 2019 ASEE Annual Conference & Exposition, Tampa, Florida)

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Work in Progress: Alternative Developmental Math Curriculum Designed to Accelerate the Sequential Coursework by Implementing Quantitative Reasoning

Parker, Michael Maloy; Nelson, Lori; Mattes, Josh; Pieri, Robert V.; Allard, Austin James; Vallie, Ann; Allery, Teri Ann; Haefner, Karl (June 2019, 2019 ASEE Annual Conference & Exposition , Tampa, Florida)

The current state of math education at a tribal college / university, TCU, will be presented, particularly with respect to entry into STEM majors. The alternative developmental math curriculum offered at a TCU institution using a modified pedagogical delivery system offers sound mathematical principals based on life-skills with relevant problem-solving, while explicitly addressing other holistic needs of the student such as math anxiety, persistence, mindset, and the value of collaboration (group work). This cooperative work is intended to create a community of learning which is in tune with traditional Native American cultural practices. Students learn to be responsible for their learning, engage in team work, and develop a “can-do” attitude towards mathematics. Implementation of two separate approaches at two separate institutions will be presented.
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Work-in-Process: Cultivating Meta-cognitive Skills and Emotional Intelligence in First-Year Curricula

Mattes, Josh; Pieri, Robert V.; Allard, Austin James; Parker, Michael Maloy; Vallie, Ann; Allery, Teri Ann; Nelson, Lori; Haefner, Karl (June 2019, 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32175)

Typically college STEM instructors implicitly expect a level of meta-cognition, emotional resiliency, and general student readiness that largely exceeds any training or preparation students receive in K-12. Not meeting such expectations is perhaps a more significant barrier to student success than deficits in subject-based knowledge. This paper discusses initiatives at Sitting Bull College that seek, without substantial curricular change, to enhance student meta-cognition and emotional intelligence through the use of contextualized & project-based learning in a cohort model that incorporates specific skills training (such as Motivational Interviewing) for both students and instructors.
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