Index

General Outreach Kit User's Guide

Use the PDF file: BC_Outreach_Kit_Overview_User_Guide.pdf

OR

Use the table below. The table below represents each of the slides in the General Kit Powerpoint presentation and accompanying speakers notes .

	Slide 1: With this slide you should show a copy of BC to your audience. Note the BC logo, five “roads” (implementation standards), all leading into the cube, with the road leading out of the cube being the “road to success”
	Slide 2: If you have time, you can talk a little about the issue of implementation, in particular the challenge of how implementing mathematics standards could happen at your home institution, your home state, etc., depending on your audience.This is a good time to allow your audience to discuss, time permitting, what is meant by a “mathematics standard.” (refer to Ch. 1, pp. 1-2)
	Slide 3: Take a few minutes to allow your audience to discuss these issues of our profession. You can cite specific cases of research; you can discuss the technology that is now available versus what was available in 1995; what is meant by equity and accessibility; what is meant by inquiry-based learning; and what QL is. You can find information on this in the text (Ch. 1) of BC as well as in the electronic products. It is significant for your audience to know that BC was not created in isolation, but rather is the work of many people who are in our profession, as well as many who are directly affected by the results of mathematics programs of the first two years.
	Slide 4:
	Slide 5: The Basic Principles can be found in Ch.2 pp. 10-11
	Slide 6:
	Slide 7:
	Slide 8: This cycle is at the heart of BC. It is the step by step process that can lead to improved mathematics programs. Take a few minutes to carefully go through the cycle with your audience.
	Slide 9: If you are presenting at a faculty meeting of your institution, you could think of some part of your math program that needs improvement, and go through the cycle using that as your focus. Have your audience help create goals, etc.
	Slide 10: You could, depending on the size of your audience, show a page or two of the document to illustrate this.
	Slide 11: Depending on time, you could allow your audience to think about, then discuss in groups, then report out, some factors that they believe influence student learning, and some qualities of a learning environment that might help maximize learning.
	Slide 12:
	Slide 13: You might want to explain the similarities and differences among these three. Also, refer your audience to the electronic product on assessment. If time allows, go to AMATYC’s web page and show that resource (on assessment) to your audience. Also if time allows, you could have your audience engage in a discussion of assessment tools for any one, or all, of these three levels.
	Slide 14:
	Slide 15: You should talk with your audience about each program that is described in this chapter, and, if time allows, some of the expectation of students within each program. These are included in Ch 6: QL Developmental Math Courses/Programs General Education Math Courses Technical and Career Courses/Programs Teacher Preparation Courses/Programs Math-Intensive Courses/Programs
	Slide 16: The focus of this chapter of BC is not to prescribe curriculum, but rather to assist mathematics faculty in revising or designing curriculum. Expectations of students, found on p.40, apply to all programs, and merit discussion.
	Slide 17: You should give some examples of strategies that promote active learning, talk about some effective uses of technology, and talk about Distance Learning. If time allows, give the audience an opportunity to talk about their strategies for promoting active learning.
	Slide 18:
	Slide 19: Ask your audience what “professionalism” entails for a two year college faculty member, and then provide some ideas from this chapter. Included in this chapter, and worth noting in your presentation, are ideas on hiring and mentoring faculty, professional development, service, faculty evaluation, and the scholarship of teaching and learning mathematics.
	Slide 20:
	Slide 21: If you have time, ask your audience to think about identifying the stakeholders for their particular college, region, or state. Discuss potential benefits to, and contributions of, stakeholders
	Slide 22: Talk about the benefits of having all of these stakeholders work together toward the goal of improving mathematics programs for the benefit of students and the community.
	Slide 23: This is a direct quote of the document, and should summarize the spirit of the document. As such, this quote should be given, or read, with conviction!
	Slide 24: If time allows, look at the electronic resources on the web site.