- Year 2019
- NSF Noyce Award # 1758389)
- First Name David
- Last Name Pagni
- Discipline Math
Cherie Ichinose, CSU Fullerton, email@example.com; Patrice Waller, CSU Fullerton, firstname.lastname@example.org
Christa Solheid, Santa Ana College, email@example.com; Martin Romero, Santa Ana College, firstname.lastname@example.org; David Pagni, CSUF, email@example.com; Patrice Waller, CSUF, firstname.lastname@example.org
The collaboration is important for achieving a seamless transfer of math majors planning on entering the credential program. It fulfills the need for early experiences of math majors while in community college that is linked to the university experience. It is related to the overall research on community college transfer issues.
1. Does the intentional collaboration of community college faculty with university faculty result in higher persistence rates for math majors planning on entering the credential program? 2. Will the intentional collaboration result in better recruitment of minority students as math majors planning on entering the credential program? 3. Will funding support increase the persistence of transfer students to enter the credential program?Practical questions include the documentation of efforts that can be shared with other universities in CA and their main feeder community colleges.
This is a new project that is getting off the ground. Beginning in the spring semester 2019, we have identified Associates at the Community College and University. Associates are freshmen or sophomore math majors planning on becoming secondary school math teachers. We also selected 3 Scholars, in this case, students who just started the year-long credential program. Our research is around the documentation of the process for mentoring and following students who are part of the TMMT project, both in terms of persistence as undergraduates and finally as math teachers.
The key outcomes will be the persistence rate of undergraduates finally achieving a math teaching credential, and graduates persisting in their teaching jobs. Next, we plan to continue to select additional Associates at the community college and university as well as Scholars at the junior, senior, or and graduate level. We will be collaborating with the independent evaluator to assess the effectiveness of our program.
The broader impacts will be the development of an effective model for community college transfer of math majors planning on entering the credential program. We hope that our work will result in lessons learned that can be shared with other California State University campuses to impact their math teacher preparation programs. The next steps include completing year one and sharing preliminary findings with the California State University Chancellor’s Office.