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1. Participate in available professional
development opportunities. |
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Outcome a:
Attend conferences and mathematics society
meetings as they fit with
individual faculty interests.
Have faculty report back to the department in
order to collectively reap the benefits of these
meetings.
|
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Individual
faculty attended the Annual Conferences of: MichMATYC,
AMATYC, and the Hawaii International Conference for
Mathematics and Statistics. Each attending faculty
member shared ideas and information from the conferences
with the department.
One faculty member, Vic Marquardt, gave a
presentation on alternative careers for engineering
graduates to the
U.
of
Mich.
Mechanical Engineering
student honors group, Pi Tau Sigma, (of which he was a
student member).
In
addition, several faculty members took courses to
further their own learning. Courses included: MTH 151 -
Calculus (JCC), EDU 511 Instructional Skills Workshop
(Spring Arbor University), EDU 546 Math - Teaching for
Understanding (Marygrove College)
- 2 instructors,
STT 861 - Theory of Probability and Statistics I (MSU),
STT 888 - Stochastic Models in Finance (MSU),
Finite
Mathematics (EMU), Differential Equations (EMU).
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2.
Increase services to help adjunct faculty.
|
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Outcome a:
Expand use of the
departmental website, and Outlook as an efficient way to
provide adjunct instructors with resource materials. |
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All
course materials for MTH 095 and MTH 110 provided to
fulltime and adjunct faculty via a "for your eyes only"
URL from the department website.
Student materials for MTH 095 and MTH 110 linked
directly from the department website.
Individual lead faculty post materials for
adjuncts on personal websites.
Testing materials sent via Outlook to adjunct
faculty.
Changes and/or updated course information sent to
adjuncts via email. |
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Outcome b: Provide
on-site mentoring for adjunct faculty using CBR labs. |
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Instruction was provided to adjunct faculty who
wanted to use the CBR labs in their classrooms.
This year there were no new mathematics adjunct faculty
and only one adjunct faculty requested a summary of the
use of the CBR units and the labs. The CBR units
were taken to the Hillsdale center and to JCC@Lanawee
Vo-Tech for use by adjunct faculty. |
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Outcome c: Provide
classroom visits and mentoring to all new adjunct
faculty.
|
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Classroom visits were made to 2 adjunct faculty
(there were no new adjunct faculty this year) who were
not observed in previous years. Reciprocal visits
to full time faculty classrooms were encouraged and a
reciprocal visit was made by an adjunct faculty to a
fulltime faculty classroom. Informal discussions
regarding mathematics education between fulltime and
adjunct mathematics faculty were frequent throughout the
semester. |
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3.
Be active in the K-12 community.
|
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Outcome a:
Serve on Mathematics Advisory committees for
Jackson
Area
Career
Center
and ISD. |
|
Department
Co-chair standing member of this committee. |
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Outcome b:
Pair education students with K-12 teachers for a service
learning experience. |
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JCC students have had service learning
experiences in the following local schools:
Townsend Elementary, Bennett Elementary, Wilson
Elementary, da Vinci Institute, and Jackson Arts and
Technology Public Academy. |
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Additional
Opportunities: |
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Individual
math faculty have consulted with Grass Lake High School
Principal and Curriculum Director regarding the connect
between 9-12 and JCC.
Math faculty have consulted with the Jackson Math
Science Center.
Math faculty have provided training in ALEKS for some
administrators and staff at Michigan Works. |
