New York City College of Technology
New York City College of Technology is a baccalaureate and associate degree-granting institution committed to providing broad access to high quality technological and professional education for a diverse urban population. City Tech’s distinctive emphasis on applied skills and place-based learning built upon a vibrant general education foundation equips students with both problem-solving skills and an understanding of the social contexts of technology that make its graduates competitive. A multi- disciplinary approach and creative collaboration are hallmarks of the academic programs. As a community City Tech nurtures an atmosphere of inclusion, respect, and open-mindedness in which all members can flourish.
Mapping Physics and Mathematics
STEM students at City Tech need to acquire sufficient expertise in math to succeed in physics courses, which in turn support students’ understanding in courses related to their careers, e.g. engineering. In physics, students are expected to have background from math classes, but often the required concepts are unfamiliar. Sometimes the concept appears later in the math curriculum, or there is a difference in terminology, notation, or emphasis that makes the connection difficult to see. We have undertaken curriculum concept mapping of physics and mathematics courses to improve and streamline the student experience. We are redesigning the curricula to resolve such issues, drawing as well on existing efforts at the college focused on designing online instructional materials that address these intersections.
Mapping Economics and Mathematics
Economics faculty in the Social Science Department at City Tech will examine the current and proposed economics curriculum to better align mathematics content with economics course content. Specifically, economics faculty, in concert with mathematics faculty, will review the content of current and proposed economics courses to better align mathematics pre and co-requisites to minimize exit points and maximize student success. Economics faculty in concert with mathematics faculty, will explore the feasibility of various projects that may include: pre and co-requisites, curriculum alignment and modification, supplemental instruction, linked courses, and/or peer tutoring.
Professional Development for Corequisite
The Mathematics Department has revamped its developmental and gateway sequences for both STEM and non-STEM students. In Fall 2017 the department is offering 32 sections of co-requisite College Algebra, as well as regular and co-requisite versions of the gateway course for non-STEM majors. The experience of developing, teaching, and analyzing the results of the co-requisite courses has led the department to reexamine how to the department is in the process of reexamining how to deliver the regular course content. It is critical to equip instructors , both full-time and part-time with different pedagogical strategies to engage students successfully in the learning process. We propose to develop material for professional development and mentoring support for full-time and part-time faculty teaching these courses, starting with the Quantitative Reasoning courses, with the goal of expanding the model to the STEM Math sequence.
Meet the Team