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Math OER
Changes when Teaching Math in ABSE

May this list of all the little things I am noticing my first term teaching a math class in ABSE be helpful to other instructors from the Math Division or elsewhere!

Procedural Changes

1. Students sign up for ABSE classes using a Google Form. ABSE staff then get in touch with the student o schedule a CASAS pre-test and/or provide them with their next term class schedule.

2. Each class has two CRN numbers and a meta-class to unite them in Moodle. Students whose primary goal is GED preparation use one CRN number. Students whose primary goal is to transfer use the other. As the instructor you must ask ATC to create a meta-class so both groups of students access the same place in Moodle.

3. The ABSE Student Services staff manages wait lists with a very different process from for-credit classes

4. At the end of the term, instructors use a unshared spreadsheet to assign students

5. Enrollment is tracked in banner. Your class will not appear there until the first day it meets. If you need help send an e-mail to Julie Nellis (e-mail). There is a rare case you will need to inform Julie about a student who must drop for a reason on a certain list, and then she will put an "exit code" in the attendance tracker.

6. Students do not get a grade. Passing the final allows qualifying for credit classes as if the student passed the equivalent credit math class. Letters of instructor approval at the end of term qualify for moving on in ABSE.

7. Instructors attend some meetings to discuss aligning content with state guidelines.

8. ABSE does not use the LCC STEM Majors News & Events Hub moodle class.

9. ABSE does not recommend students to Phi Theta Kappa.

Procedural Non-Changes

1. Still first week administrative drop for non-participatory students

2. Still a monthly ABSE division meeting, and a monthly C&CF meeting

3. Time sheets are submitted in the same way in ExpressLane (or in MyLane if you are new and trendy, and like clicking extra things). Enter changes from your normal hours (sick leave, inservice, etc.) but do not enter your normally scheduled teaching.

4. Level C Math may still be taught as you are used to teaching Math 20. ABSE has a loaner textbook program instead of students purchasing the textbook.

5. Math homework can use myOpenMath for homework

6. When teaching in-person the class lead suggests common projects and a common final, but instructor-specific ones are also used

7. A shared drive of departmental and course lead materials includes sample syllabi and sample class calendars.

8. The department has a faculty handbook.

9. In your syllabus you may link to the official course outline (here for Level C Math) instead of listing out all the general course outcomes and standards individually.

10. Students should be capable without calculators for basic arithmetic with decimals and fractions. Calculators are allowed with most work. Instructors may assign a "no calculator test" during the concluding weeks of the term in addition to a final exam that permits calculator use. The GED only allows a TI-30XS for use on its second "calculators okay" section.

11. Skye Nguyen (e-mail) at ATC can change your Moodle meta-class names (full name and short name) to something less cryptic.

Instructional Changes

1. Level C Math is almost Math 20 but covers surface area and volume for rectangular prisms and cylinders, mean/median/mode, absolute value and number lines, and graphing points and lines. It would not be out of place to also include reading frequency/contingency tables.

2. Level C Math should include many multiple-step word problems. For example, the following problem feels much more like a Level C problem than a Math 20 problem.

A handyman normally charge $3 per square foot to stain a deck.
He is offering a 20% off sale this week.
How much would he charge to stain a triangular deck whose sides had length 3 yards, 4 yards, and 5 yards?

3. The GED provides a Formula Sheet. Students are not required to memorize those formulas.

4. Part of teaching in ABSE is connecting students to vouchers used for GED practice tests.

5. You will learn what part of your assessment serves the dual purpose of tracking progress and affirming the outcomes you expect from them before they start doing GED practice tests. The ABSE shared drive has information, as well as the GED website.

6. Scott will provide you with a couple GED vouchers for your own use. It helps to set up a student account at GED.com and see the student experience first-hand. That also allows you to see just where to click in that website to activate sharing scores with LCC, find their GED ID number, activate a voucher, etc. (Example videos are here.)

7. Besides connecting students with Early Outreach and with Academic Advising, also connect them with Jennifer Sacklin and the STEP at Lane program for advising, job search assistance, and help purchasing class books and equipment (requires receiving SNAP but not TANF, and a bit more). Here are Jennifer's webpage, e-mail, and appointment links.

Who will help me get used to ABSE?

You will probably bookmark https://www.lanecc.edu/abse/staff-directory

Anna Gates-Tapia - Dean (e-mail)

Scott Bell - Project Coordinator (handles instructor issues, timesheets, etc.) (e-mail)

Julie Nellis - office, handles administrative drops (e-mail)

Julie Pfaff - math lead (e-mail)

Minoo Marashi - made their Level C Math Moodle shell, works with state (e-mail)