PGCC participated under a Clark Atlanta University
(CAU) MSEIP grant from fall 1996-spring 1998.
Then, in 1999, PGCC received direct MSEIP funding to build on the
ongoing Clark Atlanta activities. The
principle goal of this three-year activity is to increase the success
rates of students enrolled in mathematics courses that are required of
majors in science, mathematics, engineering, and technology (SMET)
through: 1) expanded access to instructional technology, 2) continued
enhancement and expansion of EDUCO materials, 3) continued development and
inclusion of interdisciplinary learning and performance modules in
mathematics courses and, 4) related professional development for full-time
and adjunct faculty and tutors.
We are now in the third year of this activity. In the
area of expanding access to instructional technology, we created a second
mathematics computer classroom in Marlboro 3113. This new classroom includes an up-to-date instructor
workstation and a modified room lighting system.
We have installed similar instructor workstations, including
ceiling mounted data-video projectors in nine traditional mathematics/
developmental mathematics classrooms.
In addition, we have renovated our older mathematics computer
classroom (Marlboro 3119) so that its configuration is now similar to that
of Marlboro 3113.
We are making significant progress toward the goal of
expanding EDUCO materials. Members
of our department have written two new EDUCO publications: Intermediate Algebra by
Baldwin and Kumar for use in MAT 104, and Trigonometry
with Analytic Geometry by Beck for use in MAT 134.
Both texts are accompanied by electronic versions that we call
“tutorials.” I am
currently editing Intermediate Algebra for a new edition, and Chrissie
Planchak is editing electronic tutorials.
We expect to have the revised materials ready for broader use in
fall 2002. Several
developmental mathematics faculty members have also contributed
significantly to improvements in EDUCO textbooks used in DVM 003 and DVM
Students who purchase EDUCO textbooks for use in DVM 003, DVM 007, MAT 135, MAT 136, MAT 241,
and MAT 242 also receive a CD-ROM that permits them to access electronic tutorials and quizzes over the Internet. These materials are also available on the college academic network.
Each semester the mathematics department offers
MSEIP-sponsored professional development technology workshops for
developmental and credit mathematics and engineering faculty and staff.
These workshops are designed to introduce faculty and tutoring
staff to instructional technology hardware, software, and teaching
techniques that can now be employed in all of our mathematics classrooms
and tutoring sessions. We
have used MSEIP funds to acquire several software packages, for which we
offer faculty training during our workshops.
Major changes to entry level credit and developmental
mathematics courses have occurred during the life of our MSEIP grant.
The array of alternative course offerings has been simplified,
while at the same time the content and standards for these courses has
been maintained or increased.
With support from Information Systems, The
Mathematics Department is in the process of establishing a permanent
student database that will begin with all students who enrolled in fall
1999 mathematics courses. This
database will include selected demographic information, placement test
scores, and course grades. Analysis
of this data will enable us to study the impact of curriculum and
technology changes that have been implemented, progress toward our goal of
increasing the success rates of mathematics students, and impediments to
Our college is now participating with Clark Atlanta
University in a new two-year cooperative grant. Starting in spring 2002, PGCC will function as a regional
center for technology training and dissemination, supporting of minority
institutions in Delaware, Maryland, Pennsylvania, and central Virginia.
In addition, we are preparing to apply for a new three-year grant
that will assist us in creating a large Mathematics Assistance Center on
the third floor of Marlboro Hall. Through
the use of this center, we plan to begin replacing some of our “chalk
talk” classroom time with various alternative forms of individualized
student support, including technology, group work problem solving, and
Chesapeake Hall Foyer