1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of...

1© 2007 TOCICO. All rights reserved.

TOCICO 2007 Conference

TOCICO CONFERENCE 2007The Theory of Constraints (TOC)

Initiative at Medgar Evers College to reduce Student

Attrition – A Progress Report Presented By: Presented By: Dr. Umesh P. Nagarkatte, Professor, Department of Dr. Umesh P. Nagarkatte, Professor, Department of Mathematics, Dr. Darius Movasseghi, Professor and Chair, Department of Mathematics, Dr. Darius Movasseghi, Professor and Chair, Department of Mathematics, Dr. Nancy Oley, Professor, Department of PsychologyMathematics, Dr. Nancy Oley, Professor, Department of PsychologyMedgar Evers College, The City University of New York (CUNY), Brooklyn Medgar Evers College, The City University of New York (CUNY), Brooklyn NY 11225NY 11225

Date: November 5, 2007Date: November 5, 2007

2

© 2007 U Nagarkatte / TOCICO. All rights reserved.


OverviewOverview

• Background – for new audiences

• The TOC Thinking Processes Roadmap

• Unique Features of the College Scene

• Acceptance of Departmental Guidelines and TOC across the College

• Consequences in the Department and College

• Next Steps

• Summary

3



About Umesh NagarkatteAbout Umesh Nagarkatte

• 1976 - Ph.D. in Algebraic Number 1976 - Ph.D. in Algebraic Number Theory, City University of New York Theory, City University of New York (CUNY).(CUNY).

•1978 – Present. Medgar Evers College, 1978 – Present. Medgar Evers College, Professor of Mathematics Professor of Mathematics • 2001-2007- Federal grants amounting to 2001-2007- Federal grants amounting to $1,060,000 for addressing the problem of $1,060,000 for addressing the problem of attrition.attrition.• Jan. 2002 – Dedicated Jonah training in Jan. 2002 – Dedicated Jonah training in TOC at the Goldratt Institute, New Haven, TOC at the Goldratt Institute, New Haven, CTCT• Research Interests – Implementing TOC,Research Interests – Implementing TOC,Algebraic Geometry, Number Theory, Algebraic Geometry, Number Theory, Applications of Mathematics to Chemistry Applications of Mathematics to Chemistry and Environmental Science and Environmental Science

4



About Darius MovasseghiAbout Darius Movasseghi

• M.A. - Northwestern University • Ph.D. - University of Toledo• 1972 – Present. Medgar Evers College, Currently Professor and Chair, Department of Mathematics • Jan. 2002 – Dedicated Jonah training in TOC at the Goldratt Institute, New Haven, CT• Research interests - Analytic Research interests - Analytic Function Theory, technology in Function Theory, technology in teaching and research teaching and research • Recipient of numerous state Recipient of numerous state and five major federal grantsand five major federal grants

5



Background - CollegeBackground - College

Medgar Evers College, City University of New Medgar Evers College, City University of New York (CUNY) York (CUNY)

− CUNY - one of the two state universities of NYCUNY - one of the two state universities of NY

− College - One of 20 units of CUNYCollege - One of 20 units of CUNY

− Located in Crown Heights Section of BrooklynLocated in Crown Heights Section of Brooklyn

− Has three schools – Liberal Arts and Education, Has three schools – Liberal Arts and Education, Business, Science Health and TechnologyBusiness, Science Health and Technology

− Offers two and four year programsOffers two and four year programs

6



Medgar Evers College, CUNY, Brooklyn, NY 11225

7



UPCOMING SCIENCE BUILDING

8



Background Background –– Student Body Student Body

− 5,500 - 54% fulltime, 98% minority, 77% women 5,500 - 54% fulltime, 98% minority, 77% women

− African‑Americans: 93%, Hispanics: 4%, Native African‑Americans: 93%, Hispanics: 4%, Native Americans: 0.1%Americans: 0.1%

− 55% of women students - single heads of 55% of women students - single heads of householdshouseholds

− Average age 28.5, ranging from 16 to 60.Average age 28.5, ranging from 16 to 60.

− 35% need competency in basic writing skills, 65% in 35% need competency in basic writing skills, 65% in mathematics, 52% in readingmathematics, 52% in reading

− Students have only one year to overcome their Students have only one year to overcome their deficiencies in mathematics and English through deficiencies in mathematics and English through remedial courses.remedial courses.

9



Background Background –– Previous Efforts at Previous Efforts at addressing attritionaddressing attrition

• The College and the Department have studied the The College and the Department have studied the problem of attrition and suggested remedies for over problem of attrition and suggested remedies for over thirty years. thirty years.

• In 1998, the College Faculty Senate with college-wide In 1998, the College Faculty Senate with college-wide faculty participation identified 24 academic and non-faculty participation identified 24 academic and non-academic issues causing attrition and suggested one academic issues causing attrition and suggested one remedy for each issue and the Department to carry remedy for each issue and the Department to carry out the appropriate activity. They pointed out that out the appropriate activity. They pointed out that there were many non-academic, personal issues that there were many non-academic, personal issues that needed to be addressed to overcome attrition and needed to be addressed to overcome attrition and failure. failure.

• But addressing the 24 issues without using TOC is But addressing the 24 issues without using TOC is an impossible task. an impossible task.

10



Background – Previous Efforts to Background – Previous Efforts to address attrition using TOCaddress attrition using TOC

• In 2001, our Federal grant proposal for $300,000 In 2001, our Federal grant proposal for $300,000 was funded for training in TOC and implementation.was funded for training in TOC and implementation.

• Hypothesis: Theory of Constraints (TOC) can Hypothesis: Theory of Constraints (TOC) can address the problems with student retention in the address the problems with student retention in the Department of MathematicsDepartment of Mathematics

• In January 2002, three faculty members from In January 2002, three faculty members from Department of Mathematics – Darius Movasseghi, Department of Mathematics – Darius Movasseghi, Chair, Umesh Nagarkatte and Joshua Berenbom Chair, Umesh Nagarkatte and Joshua Berenbom took the Jonah Course at AGI, New Haven, CT.took the Jonah Course at AGI, New Haven, CT.

• This presentation is about the progress made by This presentation is about the progress made by the Department and the College in implementing the Department and the College in implementing TOC to improve retention. TOC to improve retention.

11



The TOC Thinking Processes The TOC Thinking Processes RoadmapRoadmap

1. What to Change?Identifying the

ProblemAnalysis1. Three-Cloud Process: What core conflict

is responsible for the UDEs?

UDE

UDE

B

A

D’

Assumption/Injection

2. Current Reality Tree:Is the core conflict reallyreallythe core conflict?

3. Evaporating Cloud:

What assumption(s) are we going to challenge?

2. To What to Change?Constructing the Solution

Strategy

4. Future Reality Tree: Ensures that the

starting injection will lead to all the DEs without creating negative branches.

TO TO

All TO’s implemented

IOObsObs

Obs

ObsObs Obs

3. How to Cause a Change?Designing the Implementation

Tactics5. PreRequisite Tree: In what order

do we implement the T.O.s and what blocks their implementation?

IO

Action

Action

6. Transition Trees:What actions must we take to implement the PreRequisite Tree?

UDE

UDE

D D’

B C

D

C

IO

IO

IO IO

IOIOIO

DE

DE

DE

Great Idea

TO

TO

DE

AC

B

D’

DCore Core ConflictConflictCore Core ConflictConflict A

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1. What to Change? 1. What to Change? Identifying the Problem Identifying the Problem AnalysisAnalysis

1.1. Three-Cloud Process: What core Three-Cloud Process: What core conflict is responsible for the UDEs? conflict is responsible for the UDEs?

2. Current Reality Tree:2. Current Reality Tree: Is the core conflict reallyIs the core conflict really the core conflict?the core conflict?

3. Evaporating Cloud: 3. Evaporating Cloud: What assumption(s) are we What assumption(s) are we going to challenge? going to challenge?

A

C

B

D’

D

Core ConflictCore ConflictCore ConflictCore Conflict

B

A

D’


D

C

UDE

UDEUDE

UDE

D D’

B C

A

0. Why change? – Define system, goal, 0. Why change? – Define system, goal, gaps, UnDesirable Effects (UDEs)gaps, UnDesirable Effects (UDEs)

UDE 1 (20%)UDE 2 (15%)UDE 3 (!0%)UDE 4 (3%)UDE 5 (2%)

GA

P?

GA

P?

13



Student Survey Issues (UDEs)Student Survey Issues (UDEs)

1.1. The instructor moves too fast for students.The instructor moves too fast for students.

2.2. The instructor knows his subject matter but cannot teach.The instructor knows his subject matter but cannot teach.

3.3. I am not capable of doing mathematics.I am not capable of doing mathematics.

4.4. I am not prepared for course (prerequisites for class).I am not prepared for course (prerequisites for class).

5.5. I don’t have time to do the homework.*I don’t have time to do the homework.*

6.6. I don’t see importance/relevance of mathematics.I don’t see importance/relevance of mathematics.

7.7. I am unable to attend class regularly and/or on time.*I am unable to attend class regularly and/or on time.*

8.8. The exams are too hard.The exams are too hard.

9.9. I have to take care of my family/personal problems.I have to take care of my family/personal problems.

10.10. I (some students) go blank on exams (poor test-taker).I (some students) go blank on exams (poor test-taker).

11.11. The instructor does not care about me. The instructor does not care about me.

12.12. There isn’t help outside of class when I’m free.*There isn’t help outside of class when I’m free.*

14



Faculty/Instructor Issues (UDEs)Faculty/Instructor Issues (UDEs)

1.1. Students do not prepare for class. Students do not prepare for class.

2.2. Students don’t attend regularly or on time.Students don’t attend regularly or on time.

3.3. Students do poorly on tests.Students do poorly on tests.

4.4. There is not sufficient time to cover all material in the There is not sufficient time to cover all material in the course.course.

5.5. Students register late for semester, and don’t start at Students register late for semester, and don’t start at the beginning of the semester.the beginning of the semester.

6.6. Students do not have prerequisites for class.Students do not have prerequisites for class.

7.7. No matter how well I teach, students aren’t learning No matter how well I teach, students aren’t learning effectively.effectively.

8.8. I receive very little satisfaction from my work.I receive very little satisfaction from my work.

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Instructor / Department Chair Instructor / Department Chair IssuesIssues

9.9. We feel pressure to pass students who are not We feel pressure to pass students who are not adequately prepared for the next course.adequately prepared for the next course.

10.10. Students haven’t mastered all the prerequisite Students haven’t mastered all the prerequisite topics needed for my course.topics needed for my course.

Chair - Chair -

1.1. There is a lack of cooperation by some faculty to There is a lack of cooperation by some faculty to carry out departmental agenda.carry out departmental agenda.

2.2. Too many students fail.Too many students fail.

3.3. There is insufficient input by some faculty to There is insufficient input by some faculty to address major departmental issues.address major departmental issues.

4.4. Some faculty are apathetic.Some faculty are apathetic.

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Evaporating Cloud # 1Evaporating Cloud # 1

ABe a

responsible person.

BHave time to fulfill other obligations. DNot do the

homework.

CLearn the material. D’Do the

homework (on time).

Common ObjectiveCommon Objective

Requirements/Critical NeedsRequirements/Critical Needs

In order to … I must (can)…

In order to …

I must

But at the same time, in order to …

I must

In order to …I must

Conflict!

Prerequisites/Means/wantsPrerequisites/Means/wants

Issue #5Issue #5: “I don’t have time to do the homework.”: “I don’t have time to do the homework.”

17



Evaporating Cloud # 2Evaporating Cloud # 2..

DNot attend Not attend regularly.regularly.

A

B

C D’

Be a Be a responsible responsible

person.person.

Fulfill Fulfill obligations.obligations.

Attend Attend regularly.regularly.

Learn the Learn the material.material.

Conflict!Conflict!

Issue # 7: Issue # 7: “I am unable to attend regularly and/or on time.”“I am unable to attend regularly and/or on time.”

18



Evaporating Cloud # 3Evaporating Cloud # 3

Issue #12 : Issue #12 : “There isn’t help outside of class when I’m free.”“There isn’t help outside of class when I’m free.”

DDNot get helpNot get help

AA

BB

CC D’D’

Do well in Do well in course.course.

Understand Understand everything everything on my own.on my own.

Get help.Get help.Solve my Solve my

difficulties as difficulties as they arise.they arise.

Conflict!Conflict!

19



Root Cause of Root Cause of StudentsStudents’’ Issues Issues

AB

C D’

Be a responsible

person.

Fulfill obligations.

Attend regularly.

Learn the material.

DNot attend regularly.

Issue #7

AB

C D’Do well in

course.

Understand everything on

my own.

Get help.Solve my

difficulties as they arise.

DNot get help.Issue #12

AB

D’C

DBe successful & responsible

person.

Fulfill all obligations.

Learn the material.

Not do the required

activities for my math class(es).

Do the required activities for my math class(es).

AB

C D’

Be a responsible

person.

Have time to fulfill other obligations.

Do the homework (on time).

Learn the material.

DNot do the homework.

Issue #5

20



AB

DC

DBe a Be a successful & successful & responsible responsible

person.person.

Fulfill all Fulfill all obligations.obligations.

LearnLearn the the material.material.

Not do the Not do the req’d activities req’d activities for my (math) for my (math)

class(es).class(es).

Do the req’d Do the req’d activities for activities for

my (math) my (math) class(es).class(es).

MEC Students’ Core ConflictMEC Students’ Core Conflict

21



Addressing the Root Cause of Student Addressing the Root Cause of Student Survey Issues Survey Issues The students assumptions of the The students assumptions of the system theysystem they’’re operating inre 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.• My other obligations can’t/won’t go away.• I can’t postpone my other obligations.

• I can only learn material by persevering in math.• I must do and hand in assignments to learn.• I must find the time to do the assignments..• I must do work on time.• I must study.• 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.• I have to physically be in class during set times.

DNot do the required

activities for my math class(es).

AB

C D’Be successful & responsible

person.

Fulfill other obligations.

Learn the material.

Do the required activities for

math class(es).

• I can’t fulfill other obligations & math obligations at the same time.

• Focusing on mathematics distracts 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 student-centered.

• 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).

C - D’:

B - D:D - D’:

22



Addressing the Root Cause of Student Survey Addressing the Root Cause of Student Survey Issues Issues - - The starting point for a viable The starting point for a viable strategystrategy……

““The department offers programs The department offers programs tailored to the needs of its students.”tailored to the needs of its students.”

DNot do the Not do the

required activities required activities for my math for my math

class(es).class(es).

AB

C D’Be successful Be successful & responsible & responsible

person.person.

Fulfill other Fulfill other obligations.obligations.

Learn the Learn the material.material.

Do the required Do the required activities for activities for

math class(es).math class(es).

D to D’:• I can’t fulfill other obligations & math

obligations at the same time.• Focusing on mathematics distracts 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 student-

centered.• 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).

23



Enrollment/ Growth

Academic Academic ContentContent

Teaching Teaching EffectivenessEffectiveness

Student able/ Student able/ focusedfocused

Weaknesses Weaknesses in Skills/ in Skills/

KnowledgeKnowledge

Personal Personal DistractersDistracters

The GoalThe GoalElusive

The AnalysisThe Analysis

24



Current Reality Tree (CRT)Current Reality Tree (CRT)

AI want to be a succesfuland responsible person.

BI must fulfill other

obligations (not mymath class.)

CI must learn the

material.

DI feel pressure to

fulfill my otherobligations.

D'I feel pressure todo the requiredactivities of mymath class(es).

*14*My load is too

heavy.

122I must carry a full

load to getfinancial aid.

*215*Students register

late and don't startat beginning of

semester.

*5*I do not have time todo the homework/or

prepare for thecourse.

120I do not know

how to managemy time.

115My math instructordoes not help me

realize relevance ofmath I am taking.

*6*I do not seeimportance /relevance of

mathematics I amtaking.

*4*I do not have theprerequisites for

the course.

100I do not workhard in math.

*7*I am unable to

attend regularly and/or on time.

135Tutors don'tshow up asscheduled.

125I cannot follow

the lecture.

130The hours for

tutorial or officehours of instructorare not sufficient.

*12*I cannot get help

outside of the classwhen I am free.

140I am not

motivated tolearn thematerial.

105I have difficulty

learning the material(in math classes.)

145There is insufficientinstruction in test

taking skills.

*1*I feel the

instructor goestoo fast.

*2*I feel the

instructor cannotteach.

*18*I feel the exam too

hard.

*8*Students/I do

poorly on tests.

*21*( New)I have difficulty taking

tests.

*3*300

*19*I cannot drop aclass withoutjeopardizingfinancial aid.

*11*

*37*

108I need all

thefinancialsupport.

Current Reality TreeCRT

CRT Page 1

Student UDEs

Legend:Intermediate steps

Faculty UDEs

CRT Page 2

150Instructor does not

help me. (e.g. doesnot respond to my

questions, etc.)

*1*I feel the


105

*8*Students/I

do poorly ontests.

*3*I percieve I camnot capable of

doingmathematics.

100

140

205Sometimes theinstructor slows

down.

*210*There is not sufficient time

to cover the requiredmaterial in the course.

300Students stay in class

even though theycan't /don't do the

work.

105*19*

305We sometimes pass

students eventhough they have not

fully achievedobjectives of course.

*37*Level of achievement is too

low in classes.

D

*4*

105

*6*

*36*Dropout rate (in class)

is too high.

*28*Too many students

fail.

220Sometimes the

instructors do notslow down.

*20*I am forced to ask

for incompletegrades.

PIncompletes are

givenincorrectly.

*33*There are too many

incompletes..

*35*Students don't

graduate on time.

*11*I feel the

instructor doesnot care from

me.

*18*I feel the exam too

hard.

Student UDEsIntermediate Steps or Additional causes Faculty UDEs

25



Negative Loops in CRTNegative Loops in CRT

DI feel pressure to

fulfill my otherobligations.

100I do not workhard in math.

125I cannot follow

the lecture.

105I have difficulty

learning thematerial (in math

classes.)

*21*( New)I have difficulty

taking tests.

*18*I feel the exam

too hard.

*3*I perceive I amnot capable of

doingmathematics.

*7*I am unable to

attend regularlyand/or on time.

*1*I feel the


*11*I feel the

instructor doesnot care from

me.

140I am not

motivated tolearn thematerial.

*8*Students/I do

poorly on tests.

Intervention

Intervention

26



2. What to Change to? 2. What to Change to? Constructing the SolutionConstructing the Solution

3. Evaporating Cloud: 3. Evaporating Cloud: What assumption(s) are we What assumption(s) are we going to challenge? going to challenge?

5. Future Reality Tree: 5. Future Reality Tree: Ensures that the startingEnsures that the starting injection will lead to all injection will lead to all thethe DEs without creating DEs without creating negative branches.negative branches.

DE

DE

DE

Great Idea

TO

TO

DE

B

A

D’


D

C

StrategyStrategy

4. Listing DEs4. Listing DEs

27



1. The instructor moves too fast for students.2. The instructor cannot teach.3. Students are not capable of doing mathematics.4. Students are not prepared for course

(prerequisites for class).5. I don’t have time to do the homework.6. I don’t see importance/relevance of

mathematics.7. I am unable to attend class regularly and/or on

time.8. Students do poorly on tests.9. I have to take care of my family/personal

problems.11. The instructor does not care about me.12. There isn’t help outside of class when I’m free.13. (I don’t know how to graduate from college).14. My course load is too heavy (I’m forced to be

full time in order to get financial aid).15. I do not know how to get good grades in

important courses.19. I cannot drop a class without jeopardizing my

financial aid.20. I am forced to ask for incompletes.

Students’ Issues Students’ Issues Desired Effects (DEs)Desired Effects (DEs)

1. Instructor moves at a comfortable pace.2. Students are satisfied with the instructor’s teaching style3. Students do mathematics well.4. Students have all prerequisites for the course.

5. Students finish all homework on time.6. Students feel math is relevant for their career.

7. Students are punctual.

8. Students do well on tests.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 get good grades in important courses.

19. I do not need to drop any class.

20. I am able to complete the course.

28



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.

25. Students register late for semester, and don’t start at the beginning of the semester.

26. Students do not have prerequisites for class.

Faculty/Instructor IssuesFaculty/Instructor Issues Desired Effects (DEs)Desired Effects (DEs)

Department Chair Issues27. There is a lack of cooperation by some

faculty to carry out departmental agenda.

28. Too many students fail.

29. There is insufficient input by some faculty to address major departmental issues.

30. Some faculty are apathetic.

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.

29



Desired Effects (DEs)Desired Effects (DEs) Strategic Objectives Strategic Objectives

(SOs)(SOs)

28. Everyone passes.

33. There are absolutely no Incompletes.

36. Retention in the Department/Program is high.

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.

33. There are very few 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.

30



Future Reality Tree (FRT) (pages 1, Future Reality Tree (FRT) (pages 1, 2)2)

150Department andadvisors knowwhere to placethe student in

math.

100SI

Department offersprograms tailored to

the needs of students.

105We have ideal financial,academic, supplementalinstruction, career and

personal advisement andcounseling when needed.

115There are people and placeswhere students can get any

help they need.

110Department provides

guidelines forinstruction.

120Lecture is closely

related to syllabus.

111Faculty

punctualityis required.

112Substitutesare readilyavailable

whenneeded.

*22*Instruction is

provided for alllclasses asscheduled.

148There are

mechanisms inplace to determine

student's mathbackground.

165Advisors advise

students to take realisticcourse loads. (Omittedas the same as 170,

175)

175Student's workload isbased on academic

performance and noton financial need.

162Classes are

scheduled toaccomodate

students.

170We work with studentsto create realistic yet

challenging schedules.

180Students have

realisticschedules.114

Info. is readily availableand disseminated in a

variety of formsconcerning support

services.

*16*Students know

whom to contactwhen the needarises and how.

*20*Entire

syllabus iscovered.

*4*Students have allthe prerequisitesfor the courses.

*7*Students arepunctual and

attend all classes.

*14*Students can

handle courseload.

*18*Students know howto obtain informationregarding financial

aid/monetary award..

*13*Students have

sufficientknowledge to helpplan their career.

135Help is available

when they need it

185Student has

adequate timeclass prep/homework .

125Assignment is

closely related tomaterial covered in

class.

130Classtime prepares

students well fordoing homework/

assignments.

140Faculty hold appropriate

office hours.145

College provides adequatehelp in terms of tutorial and

drop in centers.

*12*Students get the

supplementalinstruction they

need whenneeded.

118Students who have not taken

seqential math courses inconsecutive semesters are

provided refresher.

119Students who do not take

sequential math inconsecutive semesters

forget math.

187Students are readyto understand the

lecture.

192Students are confidentthat they can completehomework successfully.

190Instructors take an activerole in developing study,

homework and test-takingskills..

*11*

*5*215

*8*

210

8

117Counselors getinvolved when

student does notattend.

186There is a mechanism for

students to have texts at thebeginning of the semester.

160Classes are scheduled to

accomodate students.

117AThere is a

mechanism forproviding

communicationwith instructorsand students'counselors.

191Instructors are actively

involved getting students tomake use of

Supplementary Instructionand Tutorial centers.

141Late registrants

are required to do adequatesupplemenatal instruction to

be current with the class.

134We communicate with

students the importanceof passing their classes

first time/finishing degreeon time showing thenegatrives of fail and

incompletes

SIMS catchesstudents'missingPrereqs.

* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam iscomprehensive.

*19*Students do notneed to drop any

classes or ask f orincomplete.

*7*

145ATutors show up on time.

220

121Studentsreceive

comprehensiveacademic

services to dealwith any math-

relateddifficulties .

FRT Page 1

Future Reality Tree

StudentDE's

Existing/Interm. steps

InjectionsLegend

*8*Students do well

on tests.

200Students learn all

expected and necessarymaterial.

210Students have opportunity fortest taking/prepare for tests.

205Department makes

prelude/practice testsavailable with feedback

and asistance.*12*

215Students have good test-taking

/preparation skills.

*7*

*3*Students do

mathematics well.

*4*

*14*

*15*Students get good gradesinmath dependent courses.

212Students get a brush up

on math needed forcourses.

*2*Students are satisfied with

instructor's style

*6*Students feel math is

relevant for their careers

*5*Students finish all

thomework ontime.

*11*Instructors helpstudents to keepup with the work.

*1*Students feel the

instructor moves ata comfortable

pace.

195Students receive timely

feedback/discussion etc.on homework.

*12*

*12*

*190*

*130*

*187*

*192*

FRT Page 2

220Math instructors are

involved in informing/training tutors in how to

do their work.

StudentDE's

Existing/interm.steps

InjectionsLegend:

StrategicObjectives

S studentsI instructorD deptC college

Student DEs

Existing/Interm.steps Injections

31



Future Reality Tree (FRT) (page 3)Future Reality Tree (FRT) (page 3)

400The dept becom es

a "Center o f Excellence."D , C

*1* *8* *14*

*8**6*

*6**3*

*19**8* *6*

FRT Page 3

360Students graduate ontime/complete math

major.D, C

370Faculty morale improves.

D, C

340Students incorporate

math in their career anddaily life.

D

330Students seek to takemore math courses

D

300There is time for review

and enrichment.S, I

310Dept has a high passing

rates.D, C

320Retention in dept./program is high.

D, C

350More students become

math majors.D, C

Student DEsStrategic

Objectives

32



Sustaining Instruction / tutoring / Sustaining Instruction / tutoring / counseling Loops counseling Loops in FRTin FRT

Instruction Instruction and and TutoringTutoring

CounselingCounseling*7*

Students arepunctual and

attend all classes.192Students are confidentthat they can completehomework successfully.

*12*Students get the

supplementalinstruction they

need whenneeded.

*5*Students finish all

homework on time.

200Students learn all

expected and necessarymaterial.

*8*Students do well

on tests.

*3*Students do

mathematics well.

*4*Students have allthe prerequisitesfor the courses.

187Students are readyto understand the

lecture.

*14*Students can

handle courseload.

100SI



162Classes are

scheduled toaccomodate

students.

*19*Students do notneed to drop anyclasses or ask for

incomplete.

120Lecture is closely

related to syllabus.

130Classtime prepares

students well fordoing homework/

assignments.

145College providesadequate help interms of tutorial

and drop incenters.

190Instructors take an

active role indeveloping study,

homework and test-taking skills..



117AThere is a

mechanism forproviding

communicationwith instructorsand students'counselors.

165Advisors advise

students to take realisticand challenging course

loads.

Reinforcement: Reinforcement: Prep for testsPrep for tests

Reinforcement: Reinforcement: Writing Writing summary of summary of each section.each section.

33



Example: Negative Branch ReservationsExample: Negative Branch Reservations (NBRs) (NBRs) NBR on Entity 180: NBR on Entity 180: Students have realistic Schedules.Students have realistic Schedules.

Students work less.

The amount of student aid is

reduced.

Students take longer to graduate.

Students have insufficient income.

--

180Students have realistic schedules.

Students motivation and stick-to-itiveness drops.

Students drop out.

Counseling and Counseling and support activities support activities (assist students)(assist students)

Offer more required Offer more required courses in summer.courses in summer.

Provide $ support Provide $ support to students.to students.

Students have other commitments.

--

--

Many students take fewer credits per

semester. Given today’s class support, students have to spend too much time struggling on their own

to complete work for class.

Supplemental Supplemental instruction, child instruction, child care services, care services, counselorscounselors

34



5. Future Reality Tree: Ensures 5. Future Reality Tree: Ensures that the starting injection willthat the starting injection will lead to all the DEs without lead to all the DEs without creating negative branches.creating negative branches.

3. How to Cause a Change?Designing the Implementation Tactics

6. PreRequisite Tree: In what order6. PreRequisite Tree: In what order do we implement the T.O.s and do we implement the T.O.s and what blocks their implementation?what blocks their implementation?

8. Transition Trees: What 8. Transition Trees: What actions must we take to actions must we take to

implement the PreRequisite implement the PreRequisite Tree?Tree?

IO

Action

ActionIO

TO TO

All TO’s implemented

IOObsObs

Obs

ObsObs Obs

IO

IO IO

IOIOIO

DE

DE

DE

Great Idea

TO

TO

DE

7. Project Plan 7. Project Plan

35



Prerequisite Tree (PRT) Example #1Prerequisite Tree (PRT) Example #1Concerns that there are obstacles that will block us from Concerns that there are obstacles that will block us from achieving the solutionsachieving the solutions’’ tactical objectives tactical objectives……

145A (Tactical Objective)

(Alternate) Tutors show up and are on time.

145A.1Math Department has

enough qualified tutors available.

145A.2Math Department

recruits and encourages tutors.

Tutor Center doesn’t make allowances or provisions for

last minute contingencies

.

Math Dept does not

have enough tutors

available.

1. Because…

2. We must first…

3. Before we can have…

Tutors don’t follow

established policy for

absenteeism.

Tutors aren’t disciplined

about showing up on time or

being present.

145A.3Tutors understand

their role and contribution to peers.

36



Getting Active Collaboration on Departmental Getting Active Collaboration on Departmental GuidelinesGuidelinesIdentifying what we need to get cooperationIdentifying what we need to get cooperation

How should we think about achieving Intermediate Objective 110.1?

110 (Tactical Objective)Department provides guidelines/policies for

instruction.

110.1Have consensus on what goes

into guidelines.

110.2Faculty committee writes

the guidelines.

Faculty may

object to any

guidelines.

We don’t agree on

what defines

the guidelines

.

• Should we have guidelines Should we have guidelines (especially for adjuncts)?(especially for adjuncts)?

• What guidelines/topics What guidelines/topics should we have, and what should we have, and what should these guidelines should these guidelines include?include?

• Create committee to write Create committee to write guidelinesguidelines

• Process for writing/creating Process for writing/creating guidelinesguidelines

37



Prerequisite Tree (PRT p.1 – p.2)Prerequisite Tree (PRT p.1 – p.2)


guidelines for instruction.

111Faculty punctuality

is required.

* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam is comprehensive.

111.3College has a plan to verifypunctuality and attendance.

111.2Dept conducts workshops to

explain attendance andpunctuality policy.

111.1Dept guidelines makeclear the importance of

punctuality andcompletion of syllabus.

110.2Faculty committeewrites guidelines.

110.1We have consensus on

what goes intoguidelines.

p. 3

105.2Instructors makestudents aware of

availability of services.

105.4College provides

money for supportservices.

105.3Dept guidelines informinstructors of need to

make students aware ofavailability of services.

105.1College realizes theimportance of proper

support services.

PRT Page 1



100SI



112.4

134.1

160.2 190.2

p. 2

117.2

117A.1

$Dept. seeks funding.

186.2

p. 2

Prerequisite TreePRT

191.4

p. 3

145.1

p.3

118.1p. 4

121.4160.1

195.1

191.1

140.1

220..2

205.3

170p. 3

195p. 2

160p. 2

112p. 2

141.2p. 4

114Info. is readily availableand disseminated in a


services.

145College provides

adequate help in termsof tutorial and drop in

centers.

121p. 3

191p. 3

195p. 2

117p. 3

141p. 4

190p. 2

175

191p. 3

140.3

p. 3

186There is a mechanism for

students to have texts at thebeginning of the semester.





first time/finishingdegree on time showingthe negatives of fail and

incompletes.

112Substitutes are readily

available when needed.


homework and test-takingskills.

190.3Department conducts

workshop for faculty forimplementation of these

activities.

190.1Dept guidelines indicate the

importance of these activitiesas required instructional

activities.

190.2Dept provides

guidelines for effectiveinstructional activities.

112.1Dept establishes a contact

phone number and someoneto run it.

112.3The College

provides fundsto pay foradjuncts.

112.4Dept establishes policyon cancelled classes.

112.2Dept establishes a pool of

substitutes.and a pool of substitutes is

available.

100

195.1Dept establishes guidelines

on timely feedback.

195Students receive timely

feedback, discussion, etc. onhomework.

134.1Dept establishes guidelinesemphasizing the importance

of regular progress fromcourse to course.

160.1We explain to facultythat accommodating

student courseschedules will result inincerased enrollment inthe college and affect

students' moralepositively.

160.2We explain to faculty

the importance ofincreasing number of

students in upper levelmath courses.

PRT Page 2

186.2We provide books in the

library and drop -in center.

186.3Copies of homework and

relevant material are madeavailable to students for 1st

two weeks of class .

186.1We speed up the process

whereby students get bookvouchers (for students on

financial aid).

$


guidelines forinstruction.

105

145p. 3

121p. 3

100

100

111p. 1

Tactical Objectives (TOs) Intermed. Objectives (IOs)

38



Prerequisite Tree (PRT p.3-p.4)Prerequisite Tree (PRT p.3-p.4)

205Dept makes prelude/

practice tests availablewith feedback and

asistance.

220Math instructors are

involved in informing/training tutors in how to

do their work.

175Student's workload isbased on academic

performance and not onfinancial need.

170Counselors andadvisors insure

students have realisitcschedules.



services.


office hours.


involved getting studentsto make use ofSupplementary

Instruction and Tutorialcenters.

145ATutors show up on time. 121

Students receivecomprehensive academicservices to deal with anymath-related difficulties .

170.2Only students with

advisors approval areallowed to register.

170.1Counselors/advisors get

available hours andobligations to create

his/her schedule.

175.1College mandates that

schedule reflect students'academic (previous

semester's) performance.

140.2(Adjunct) Faculty

schedule office hours/appointments to

accommodate students.

140.1Dept. guidelinesmake clear the

reponsibility of thefaculty to be

available duringscheduled office

hours.

140.3Dept compensates

adj. faculty forrequired office

hours.

110

220.1

121.2Students are encouraged and

pressured to use drop-in centerand tutoring center.

121.1Students are informed bysyllabus and instructor of

availability of drop-in center&tutorial center.

121.3Instructor informs

students of theimportance ofsupplemental

instruction.

121.4Dept guidelines

inform the instructorhow to make use of of

drop-in centers.

110

220.1Instructors are convinced of

the benefits of effectivetutoring in their work relatedto their instructional tasks .

191.1Dept provides guidelines

to instructors andconducts workshops.

220.2The mechanism forinforming/training

tutors will be identifiedin the department's

guidelines.

205.2Dept establishes a

mechanism fordistributing these tests.

110

191.3Dept obtains money topay adjuncts to attend.

191.4Funding sources are

contacted for requiredfunding.

191.2Facilities are set up to

hold workshops.


collection of practicetests.

205.3Dept sets up special

workshops to provide afeedback on practice tests.

145A..3Tutors

understand theirrole and

contribution tostudents.

145A.1Math Dept has enough

tutors available.

145A..2Dept recruits and

encourages tutors.

145.1Dept seeks funding from

outside college toestablish drop-in centers.

$



117AThere is a mechanism

for providingcommunication with

instructors andstudents' counselors.

117.3Instructor informs

counselors ofsuspected student

problems.

117.1Instructors inform

counselors excessivestudent absences.

117..2Dept guidelines require instructor to contact

counselors of absences or problems ofstudents.

117A.1Dept guidelines provides

guidance and instructions forcontacting students.

110

PRT Page 3

$

105

100

105

145College providesadequate help in

terms of tutorial anddrop in centers.

145

110

105

105

110

$

105

100

116p. 3

212p. 3

118Students who have not taken

seqential math courses inconsecutive semesters are

provided refresher.

141Late registrants



212Student get a brush upon selected topics in

math needed forcourses.

118.2Department surveys the

students to identifyappropriate time slots for the

workshop/s.

212.2There is a mechanism in placefor math dept to contact other

depts informing them ofavailability of brushup

workshops.

118.1Dept seeks money

from outside agencies.

$

170 170

212.3The math dept creates

a manual of math topicsneeded for brushup.

212.1We work with otherdepts to identify the

math topics they needand ones that give theirstudents most difficulty.

141.1Math instructors inform late

registrants to takesuppliemental instruction on the

first day of attendance.

141.2Dept guidelines inform

instructors proper proceduresfor late registrants.

110

121

191

121121

PRT Page 4

100

Tactical Objectives (TOs)

Intermed. Objectives (IOs)

39



Project Plan Project Plan –– (Page 1 - (Page 1 - Department)Department)



111Faculty punctuality

is required.


111.3College has a plan to verifypunctuality and attendance.

111.2Dept conducts workshops to

explain attendance andpunctuality policy.

111.1Dept guidelines make

clear the importance ofpunctuality and

completion of syllabus.

110.2Faculty committeewrites guidelines.

110.1We have consensus on

what goes intoguidelines.

105.2Instructors makestudents aware of

availability of services.

105.4College provides money for

support services.

105.3Dept guidelines informinstructors of need to

make students aware ofavailability of services.

105.1College realizes theimportance of proper

support services.



100 GOALSI

Department offersprograms tailored tothe needs of students.


Project Plan



services.

145College provides

adequate help in termsof tutorial and drop in

centers.



first time/finishingdegree on time showingthe negatives of fail and

incompletes.

134.1Dept establishes guidelinesemphasizing the importance

of regular progress fromcourse to course.

160.1We explain to faculty that

accommodating student courseschedules will result in incerased

enrollment in the college and affectstudents' morale positively.

160.2We explain to faculty the importance ofincreasing number of students in upper

level math courses.




homework and test-takingskills.

190.3Department conducts

workshop for faculty forimplementation of these

activities.

190.1Dept guidelines indicate the

importance of these activitiesas required instructional

activities.

190.2Dept provides

guidelines for effectiveinstructional activities.

100

Date

0 1 2 3 4 5 6 7

121Students receive

comprehensive academicservices to deal with anymath-related difficulties .

105100

195Students receive timelyfeedback, discussion,

etc. on homework.

DEPARTMENTProject PlanPage 1

40



Project Plan Project Plan –– Page 2 Page 2 (Adjuncts, Counselors, Supplemental Instruction)(Adjuncts, Counselors, Supplemental Instruction)

112Substitutes are readily

available when needed.

112.1Dept establishes a contact

phone number and someoneto run it.

112.3The College provides funds to

pay for adjuncts.

112.4Dept establishes policyon cancelled classes. 112.2

Dept establishes a pool ofsubstitutes.

and a pool of substitutes isavailable.

195.1Dept establishes guidelines

on timely feedback.




100 GOALSI

Department offersprograms tailored tothe needs of students.

195Students receive timelyfeedback, discussion,

etc. on homework.117Counselors getinvolved when


117AThere is a mechanism for

providing communication withinstructors and students'

counselors.

117.3Instructor informs counselors of

suspected student problems.

117.1Instructors inform

counselors excessivestudent absences.

117A.1Dept guidelines provides

guidance and instructions forcontacting students.

117..2Dept guidelines require instructor to contact

counselors of absences or problems ofstudents.

105We have ideal financial,academic, supplementalinstruction, career andpersonal advisementand counseling when

needed.

141Late registrants



141.1Math instructors inform late

registrants to takesuppliemental instruction on the

first day of attendance.

141.2Dept guidelines inform

instructors proper proceduresfor late registrants.


involved getting studentsto make use of

Supplementary Instructionand Tutorial centers.

175Student's workload is based on academicperformance and not on financial need.

170Counselors andadvisors insurestudents have

realisitc schedules.170.2

Only students with advisors approvalare allowed to register.

170.1Counselors/advisors get available hours and

obligations to create his/her schedule.

175.1College

mandates thatschedule reflect

students'academic(previous

semester's)performance.

121Students receive

comprehensive academicservices to deal with anymath-related difficulties .

Date

0 1 2 3 4 5 6

ADJUNCTS,COUNSELORS,

SUPPLEMENTALINSTRUCTION

Project PlanPage 2

41



Project Plan Project Plan –– Page 3 Page 3Tutors, Supplemental InstructionTutors, Supplemental Instruction

205Dept makes prelude/practicetests available with feedback

and asistance.

220Math instructorsare involved in

informing/training tutors inhow to do their

work.

114Info. is readily available and

disseminated in a variety of formsconcerning support services.


office hours.


involved getting studentsto make use ofSupplementary

Instruction and Tutorialcenters.

145ATutors show up on time.

140.2(Adjunct) Faculty

schedule office hours/appointments to

accommodate students.

140.1Dept. guidelines make clear thereponsibility of the faculty to be

available during scheduled officehours.

140.3Dept compensates adj.

faculty for required officehours.

121.2Students are encouraged and

pressured to use drop-in centerand tutoring center.

121.1Students are informed bysyllabus and instructor of

availability of drop-in center&tutorial center.

121.3Instructor informs students of the

importance of supplementalinstruction.

121.4Dept guidelines

inform the instructor how tomake use of of drop-in centers.

220.1Instructors are convinced of

the benefits of effectivetutoring in their work relatedto their instructional tasks .

191.1Dept provides guidelines to

instructors and conducts workshops.

220.2The mechanism for informing/training

tutors will be identified in thedepartment's guidelines.


mechanism fordistributing these tests.

191.3Dept obtains money topay adjuncts to attend.

191.4Funding sources are

contacted for requiredfunding.

191.2Facilities are set up to

hold workshops.

205.1Dept establishes a collection of

practice tests.205.3Dept sets up special workshops to provide

a feedback on practice tests.

145A..3Tutors understand their role and

contribution to students.

145A.1Math Dept has enough

tutors available.

145A..2Dept recruits and

encourages tutors.

145.1Dept seeks funding from

outside college toestablish drop-in centers.

145College providesadequate help in

terms of tutorial anddrop in centers.

121Students receive

comprehensive academicservices to deal with any math-

related difficulties .




Date

0 1 2 3 4 5 6

105We have ideal financial,academic, supplementalinstruction, career andpersonal advisementand counseling when

needed.

100 GOALSI

Departmentoffers programstailored to the

needs ofstudents.

191

121

121.3

212.1We work with other depts to identify the

math topics they need and ones thatgive their students most difficulty.

212.3The math dept creates a

manual of math topics neededfor brushup.

212.2There is a mechanism in placefor math dept to contact other

depts informing them ofavailability of brushup

workshops.

212Student get a brush upon selected topics in

math needed forcourses.

170Counselors and advisors insure

students have realisitcschedules.

Project PlanPage 3

TUTORS,SUPPLEMENTAL INSTRUCTION

42



Dedicated Jonah Program – Jan. 2002Dedicated Jonah Program – Jan. 2002

A salute to our facilitators - Tracy Burton-Houle, A salute to our facilitators - Tracy Burton-Houle, Steve Simpliciano wSteve Simpliciano with Darius Movasseghi, Joshua ith Darius Movasseghi, Joshua Berenbom, Umesh NagarkatteBerenbom, Umesh Nagarkatte

43



• In industry or government, a directive given by In industry or government, a directive given by superiors is explicitly followed by subordinates.superiors is explicitly followed by subordinates.

• In primary or secondary school, the Board of Education In primary or secondary school, the Board of Education or Principal decides on new initiatives and teachers are or Principal decides on new initiatives and teachers are expected to adopt them.expected to adopt them.

• But at College level, no professor will change behavior But at College level, no professor will change behavior or adopt new pedagogical strategies, however or adopt new pedagogical strategies, however wonderful, by decree of the Department chair or a wonderful, by decree of the Department chair or a college administrator. college administrator.

Unique Features of the College Unique Features of the College SceneScene

44



• Considering union regulations and academic freedom, Considering union regulations and academic freedom, senior faculty do not feel obliged to accept any senior faculty do not feel obliged to accept any modifications in their normal activities and changes in modifications in their normal activities and changes in the curriculum. the curriculum.

• Any perceived activity extraneous to instruction is Any perceived activity extraneous to instruction is usually regarded as an impediment. usually regarded as an impediment.

• Thus, faculty acceptance of any new initiative is of Thus, faculty acceptance of any new initiative is of paramount importance in a college setting.paramount importance in a college setting.

Unique Features of the College Scene Unique Features of the College Scene (contd.)(contd.)

45



Steps to Winning AcceptanceSteps to Winning Acceptance

• Informally train Grant Team members who did not Informally train Grant Team members who did not participate in formal training. (Spring 2002)participate in formal training. (Spring 2002)

• Introduce issues (UDEs) & findings (DEs) informally to Introduce issues (UDEs) & findings (DEs) informally to Department Faculty (Spring 2002) Department Faculty (Spring 2002)

• Prepare Departmental Guidelines & get Departmental Prepare Departmental Guidelines & get Departmental consensus (Summer and Fall ’02)consensus (Summer and Fall ’02)

• Have trainer, Dean Steve Simpliciano of Goldratt Have trainer, Dean Steve Simpliciano of Goldratt Institute, make a presentation to the College President Institute, make a presentation to the College President and his cabinet (May 2005)and his cabinet (May 2005)

46



Steps to Acceptance (Contd.)Steps to Acceptance (Contd.)

• Provide Management Skills Workshop (MSW) course Provide Management Skills Workshop (MSW) course for other grant personnel and directors of Freshman for other grant personnel and directors of Freshman Year Program (FYP) and Post Secondary Readiness Year Program (FYP) and Post Secondary Readiness Center (PSRC) (Dec. 2005)Center (PSRC) (Dec. 2005)

• Give TOC Workshop for tutors, counselors (April 2006)Give TOC Workshop for tutors, counselors (April 2006)

• Give Refresher TOC Workshop for tutors (March 2007)Give Refresher TOC Workshop for tutors (March 2007)

• Provide TOC Workshop for new FYP director and Provide TOC Workshop for new FYP director and academic advisors, FYP counselors, Women’s Center academic advisors, FYP counselors, Women’s Center counselors (April 2007)counselors (April 2007)

• Mount TOC Website under MEC Website for college Mount TOC Website under MEC Website for college level audiences. (level audiences. (www.mec.cuny.edu) (Under ) (Under construction) construction)

47



Workshop facilitators Workshop facilitators –– April 2006 April 2006 Danilo Danilo Sirias, Kathy Suerken, Belinda SmallSirias, Kathy Suerken, Belinda Small

48



Refresher Workshop for Tutors - Refresher Workshop for Tutors - Danilo Sirias - March 23, 2007Danilo Sirias - March 23, 2007

49



Academic, Personal and Women’s Center Academic, Personal and Women’s Center Counselors Workshop April 25-27, 2007 Counselors Workshop April 25-27, 2007

Janice Cerveny and participants (Last hour) Janice Cerveny and participants (Last hour)

50



Consequences in the DepartmentConsequences in the Department

• Department received three federal grants worth $1,060,000 Department received three federal grants worth $1,060,000 over 2001-’07 involving TOC training and implementationover 2001-’07 involving TOC training and implementation

• Middle States Accreditation Team and casual visitors Middle States Accreditation Team and casual visitors noted the vibrant environment in the Math Department noted the vibrant environment in the Math Department where students, tutors and faculty are actively working where students, tutors and faculty are actively working together. together.

• Students are eager to enter the B.S. in Mathematical Students are eager to enter the B.S. in Mathematical Sciences Degree program.Sciences Degree program.

• Most faculty are abiding by Departmental Guidelines.Most faculty are abiding by Departmental Guidelines.

• There is eagerness to work as a unit towards the common There is eagerness to work as a unit towards the common goal of helping students. No ‘I’ in the ‘Team’ approach.goal of helping students. No ‘I’ in the ‘Team’ approach.

• No interpersonal conflicts that the Chair cannot resolve.No interpersonal conflicts that the Chair cannot resolve.

• No ‘silo’ approachNo ‘silo’ approach

51



Consequences in the College - IConsequences in the College - I

• Dr. Nancy Oley has introduced TOC Thinking Tools into Dr. Nancy Oley has introduced TOC Thinking Tools into the curriculum of three courses in Psychology.the curriculum of three courses in Psychology.

• As our Faculty Senate leader she has used TOC As our Faculty Senate leader she has used TOC Prerequisite Trees in faculty workshops to improve Prerequisite Trees in faculty workshops to improve faculty satisfaction.faculty satisfaction.

• A team spirit has emerged among the Freshman College A team spirit has emerged among the Freshman College Dean, Head of PSRC, Heads of Personal Counseling and Dean, Head of PSRC, Heads of Personal Counseling and the Women’s Center to work collaboratively with the the Women’s Center to work collaboratively with the Department.Department.

52



Consequences in the College - Consequences in the College - IIII

• There is a positive supportive attitude of There is a positive supportive attitude of administration and FYP academic counselors, administration and FYP academic counselors, personal counselors and Women’s counselors personal counselors and Women’s counselors towards the Department towards the Department

• There are many advocates around the college There are many advocates around the college for TOC workfor TOC work

• Faculty introduced to TOC have helped to Faculty introduced to TOC have helped to construct the MEC/TOC website – Example next construct the MEC/TOC website – Example next screenscreen

53



1.1. There is significant risk to the There is significant risk to the monkey.monkey.

2.2. The IRB must uphold its rules.The IRB must uphold its rules.C - D’:C - D’:

B - D:B - D:

Researcher’s Dilemma Researcher’s Dilemma by Nancy Oley (Brain and Behavior Course)by Nancy Oley (Brain and Behavior Course)

Issue: Issue: “The Researcher wants to do a spinal tap on an infant monkey to study “The Researcher wants to do a spinal tap on an infant monkey to study depression but the local IRB Committee does not approve the studydepression but the local IRB Committee does not approve the study ””

Resolution: The Resolution: The Researcher can explain in Researcher can explain in detail to the IRB how he detail to the IRB how he will reduce the risk to the will reduce the risk to the infant and how other infant and how other approaches have failed in approaches have failed in the past. The IRB can the past. The IRB can grant permission for a grant permission for a pilot project whose results pilot project whose results will be reviewed before the will be reviewed before the whole study is allowed to whole study is allowed to move forward.move forward.

1.1. This is the only way to find the cure.This is the only way to find the cure.2.2. I can’t do this study with people.I can’t do this study with people.3.3. This is the fastest way to a cure.This is the fastest way to a cure.

B - D:B - D:

DBA

C D’

Do Do study.study.

Improve Improve peoples’ peoples’

liveslives

Find cure Find cure for for

depressiondepression

Don’t do Don’t do studystudy

Protect Protect research research subjectssubjects

ForFor

AgainstAgainst

54



1.1. I need more sleep. I need more sleep. 2.2. Mommy can help me more.Mommy can help me more.3.3. I can take my time and still be on time.I can take my time and still be on time.

1.1. Coby has to move fast. Coby has to move fast. 2.2. Everything usually done by Coby Everything usually done by Coby

has to be done by her.has to be done by her.3. Coby has to do everything that very 3. Coby has to do everything that very

morning.morning.

DA

B

C D’C - D’:C - D’:

B - D:B - D:

Coby’s Cloud – Getting Coby ready in Coby’s Cloud – Getting Coby ready in the morning the morning by Kareen Odate (FYP by Kareen Odate (FYP Counselor)Counselor)

Issue: Issue: “Coby (8-yr old daughter) takes more time to get ready in the “Coby (8-yr old daughter) takes more time to get ready in the morningmorning ””

Take Take more more time.time.Get out of Get out of

the house the house on time.on time.

Get Get ready.ready.

(Coby) (Coby) Take less Take less

timetime

Both Coby Both Coby and I get and I get

ready.ready.

Resolution: Coby does Resolution: Coby does not have to do everything not have to do everything that morning. She can be that morning. She can be told to prepare the told to prepare the previous night the clothes previous night the clothes she is going to wear the she is going to wear the next day. I must help her next day. I must help her more to get ready in the more to get ready in the morning. I must make morning. I must make Coby breakfast so that she Coby breakfast so that she will have fewer things to will have fewer things to do by herself in the do by herself in the morning. This will enable morning. This will enable her to be ready at the her to be ready at the required time.required time.

1.1. I need more sleep. I need more sleep. 2.2. Mommy can help me more.Mommy can help me more.3.3. I can take my time and still be on time.I can take my time and still be on time.

B - D:B - D:

CobyCoby

KareenKareen

55



Performance Counts - IPerformance Counts - I

Increase in Enrollment and passing rates, and Increase in Enrollment and passing rates, and drop in attrition:drop in attrition:

• The number of mathematics majors grew from 7 to The number of mathematics majors grew from 7 to 29 in Fall 2002. The Department has now graduated 25 29 in Fall 2002. The Department has now graduated 25 mathematics majors, and the current number of math mathematics majors, and the current number of math majors stands at 35. Seven women students became majors stands at 35. Seven women students became math majors in 2006.math majors in 2006.

• The graduates have gone to advanced study at The graduates have gone to advanced study at Arizona State University, Brooklyn College, Hunter Arizona State University, Brooklyn College, Hunter College, City College, Boston University, University of College, City College, Boston University, University of Massachusetts. Massachusetts.

56



Undergraduate Research - IUndergraduate Research - I

• Since 2002, about 15 students participate every Since 2002, about 15 students participate every

summer in research on a topic in mathematics with one summer in research on a topic in mathematics with one

of the grant personnel. Students get a stipend of $500 of the grant personnel. Students get a stipend of $500

for a three-four week project. for a three-four week project.

• Under the NSF Alliance for Minority Participation Under the NSF Alliance for Minority Participation

(AMP) grants, during the regular school year, 5 to 10 (AMP) grants, during the regular school year, 5 to 10

students receive a stipend to work with one to four students receive a stipend to work with one to four

mentors from the Department on undergraduate mentors from the Department on undergraduate

research in interdisciplinary or mathematics topics.research in interdisciplinary or mathematics topics.

57



Undergraduate Research - IIUndergraduate Research - II

• Several students have presented their research in Several students have presented their research in national AMP and mathematics conferences. national AMP and mathematics conferences.

• The grant faculty also participate and present their The grant faculty also participate and present their research in various regional, National and international research in various regional, National and international conferences. conferences.

• The faculty finds time to work with students because The faculty finds time to work with students because of release time due to grants.of release time due to grants.

58



Performance in courses that Performance in courses that prepare for Calculus prepare for Calculus

The Office of Institutional Research data show thatThe Office of Institutional Research data show that• The enrollment has gone up from about 450 to 500 The enrollment has gone up from about 450 to 500 • Dropout rates in Spring 2005 were: Intermediate Dropout rates in Spring 2005 were: Intermediate

Algebra – 35.4%, College Algebra and Algebra – 35.4%, College Algebra and Trigonometry – 41% down from 50% before 2002. Trigonometry – 41% down from 50% before 2002.

• Passing rates in Precalculus have steadily gone up Passing rates in Precalculus have steadily gone up from 2001 to 2005 from less than 60% to higher from 2001 to 2005 from less than 60% to higher than 60%. than 60%.

• Enrollment in Calculus I has increased by about 10 Enrollment in Calculus I has increased by about 10 students to 60 or higher. students to 60 or higher.

• Overall passing rates in all target courses – Overall passing rates in all target courses – Precalculus to Calculus sequence --have increased Precalculus to Calculus sequence --have increased by 5 to 10%. by 5 to 10%.

59



Next Steps - INext Steps - I

• Web courses with practice tests, supplemental Web courses with practice tests, supplemental content, etc, designed in 2006-07 are being content, etc, designed in 2006-07 are being implemented in 2007 to improve students’ implemented in 2007 to improve students’ performance in algebra and Precalculus.performance in algebra and Precalculus.

• Funding is sought to maintain an effective tutoring Funding is sought to maintain an effective tutoring program.program.

• An optimal tutoring program (designed using Graph An optimal tutoring program (designed using Graph Theory, Scheduling Theory, TOC) and computerized Theory, Scheduling Theory, TOC) and computerized record keeping of students’ performance on tests record keeping of students’ performance on tests and tutoring data is being implemented.and tutoring data is being implemented.

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Next Steps - IINext Steps - II

• We will add examples from college faculty, We will add examples from college faculty, tutors and students for various Thinking Tools tutors and students for various Thinking Tools to the MEC/TOC websiteto the MEC/TOC website

• We will network with TOCFE and TOCICO.We will network with TOCFE and TOCICO.

• We request assistance from Dr. Eli Goldratt and We request assistance from Dr. Eli Goldratt and other experts in making this college level other experts in making this college level website very effective.website very effective.

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Acknowledgments - IAcknowledgments - I

The presenters are indebted to The presenters are indebted to

The originator of TOC – Eli GoldrattThe originator of TOC – Eli Goldratt

Federal DOE grant Programs - MSEIP (2001-2004, 2004-Federal DOE grant Programs - MSEIP (2001-2004, 2004-2007) and WEEA (2005-2007)2007) and WEEA (2005-2007)

TOC Trainers – TOC Trainers – • Steve Simpliciano, Tracy Burton-Houle, Howard Steve Simpliciano, Tracy Burton-Houle, Howard Meeks and Goldratt Institute, New Haven, CT, for Meeks and Goldratt Institute, New Haven, CT, for providing a secluded conducive environment for providing a secluded conducive environment for rigorous training in 2002 and 2005; rigorous training in 2002 and 2005; • Kathy Suerken, Danilo Sirias, Belinda Small for TOC Kathy Suerken, Danilo Sirias, Belinda Small for TOC for Education workshops at the College in 2006; for Education workshops at the College in 2006; • Danilo Sirias for a refresher workshop for tutors; Danilo Sirias for a refresher workshop for tutors; • Janice Cerveny for Academic and Personal Janice Cerveny for Academic and Personal Counselors workshop in 2007.Counselors workshop in 2007.

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Acknowledgments - IIAcknowledgments - II

The presenters are also indebted to The presenters are also indebted to

MEC President Edison Jackson – for recognizing that MEC President Edison Jackson – for recognizing that implementation of TOC in the Department of implementation of TOC in the Department of Mathematics is, in fact, a college-wide endeavor.Mathematics is, in fact, a college-wide endeavor.

Francis Su for letting us use her website in Chinese Francis Su for letting us use her website in Chinese which we translated and are modifying for college which we translated and are modifying for college level MEC/TOC website with links to TOCFE and level MEC/TOC website with links to TOCFE and TOCICO.TOCICO.

Kin Lam, College Network Director, for communicating Kin Lam, College Network Director, for communicating with chinese counterpart and translating from chinese with chinese counterpart and translating from chinese into English into English

TOCICO and James Holt - for providing a forum for TOCICO and James Holt - for providing a forum for dissemination of our ideas to academicians and dissemination of our ideas to academicians and interested business executives.interested business executives.

1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of...

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Transcript of 1 © 2007 TOCICO. All rights reserved. TOCICO 2007 Conference TOCICO CONFERENCE 2007 The Theory of...