 Yeah, so this is a really good question about what to do with group norms and because this is just one semester of me doing this And I'm doing it again this current semester of fall of summer I've done a lot of discussing in class what I what I'm hoping that the groups will be looking like and what I'm hoping that the Conversations will be looking like But I haven't been monitoring it and there is an idea for a couple students this summer I'd like to follow up and do some focus groups with them about Collecting possibly data on the the group portion of the test itself to see if students To see how much people feel like each other is contributing. I'm just I'm really hesitant about that. I Just think that's really biased data. I mean everything is biased in some sense, but I Haven't figured out quite what to do with that. I guess that's the bottom line So I've just done some conversations and hope that it's worked out and waiting for you know I keep checking in with students also to see if things are not going well Yeah So luckily I haven't gotten any of those comments since I made sure that we have 15 minutes of solo time I haven't gotten any follow-up comments that the groups are not working the kinds of comments I'm getting now that are that could be classified as negative are things like oh the students convinced me that I was wrong When I was the right one, you know on this problem I have read a little bit but not enough probably and remember that this was just me taking on a challenge from Rochelle Saying okay, I'm gonna try something drastically new. I didn't really know how it would go So I think at this point I need to to do some more research to refine it Yeah Well, I don't have any current plans to take on to rehumanize my classroom that doesn't mean that's not going to happen Do you have a good idea I would love to hear it if so, pardon me With your colleagues and perhaps Right Yes So the question really is about is there a plan to institutionalize this or to share with other colleagues so that other people can implement this Or implement something like it or at least ponder possibilities This is my first attempt I guess So I would like to do more it I've been in contact with Rochelle Gutierrez And it's likely that we'll write a paper together based on this idea But that may be a ways off. I think actually for our institution at least at the University of Utah My instinct is that we need a lot more data to follow the students a little bit further before we could make some changes But I am sharing it locally with everyone I can think of in our department to see if other people would like to take it on And we have five grad students here four grad students here who are teaching So it's the likelihood that it will spread in our department is pretty high. I Just don't it's not institutionalized at this point. Yeah So in this first experimentation in the spring I tried to keep the content mostly the same Because I want the numbers to be comparable to some degree However, what I did on the group portion was I tried to put the problems on the group portion That were statistically the hardest on previous exams for Calc 2 students, right? So if we're doing a test on integration techniques Students typically will stumble with the triangle drawing the triangle and doing a trig substitution Partial fraction decomposition is another one that students typically have a hard time with so I would put it Let's say I put a partial fraction decomposition Integration technique problem on the group portion Then I would take the liberty to make it maybe slightly harder than a past exam so that it gave them more incentive to be able to talk in groups but I Suspect that what's going to happen is that I'll end up asking a lot more open-ended questions and conceptual questions on the group portion That kind of happened this summer Not intentionally, but I think it is this as you said It's kind of a natural instinct with groups to be able to ask them questions that really Will do well with a group right where you really need your groupmate to be able to discuss and work through it Yeah, well, how about high medium low scores? Yeah Yeah, so what happened with the midterms was really for midterm one and midterm two I really did just pick random groups, right and maybe for midterm two by then I knew about Some concerns with with female students or non gender non conforming students being with two men And so I made sure that didn't happen But because I'd started the semester creating random groups I never really told them that it changed and no one asked me so I Don't know if they noticed it never came up. And so I just figured well, it's fine They don't really need to know exactly how I created the groups Does that answer your question? Yes Either one No Everybody submitted their own exam so there were no there was no group submission I'm Personally opposed to this idea of having a group submission. So I'm sure that this could work also It's just not my personal preference Anyway, so I actually like the idea that students can debate something You and I can have two different conclusions and I'm gonna write up my own work And you're gonna write up your own work. And so our answers may disagree What tends to happen in the group portions is they do agree at some point But I think this is an interesting challenge as well, right? There's a self-efficacy thing that's going on there because if it turns out that you're right and I'm wrong and I was just more boisterous in my Convincing of you and then you decided that I was right and went against your own thinking then now I think there's a reasonable Learning in that process of you saying, okay. Well, I can believe myself more next time I'm not gonna let the other person talk me out of it. I'm gonna write down what I want to write down Any other questions? Yeah Yeah, oh, this is a great question for some people it is causing them to work in groups outside of class And that is specific so by the final exam, especially students were asking Can you please give us the groups at least two weeks ahead of time so we can work together? And by then there was just so much community in the classroom that they mostly knew each other so they would know Oh, I'm with so-and-so and so-and-so and I'm gonna get together with them outside of class It certainly didn't happen for most of the groups. I think So maybe I would say up to half, but I have not collected survey data on that although that is a good idea Thank you so much. I really appreciate your time It's on my ear. Okay, there's some sound going there. Can you hear me? Okay Yes, I just use this approach I'm delighted to be with you this afternoon. My I am Gerund Hughes and my colleague Deena Khalil and I collaborated on this project. It's actually a research project and Justice Kelly talked about humanizing mathematics. I was thinking to myself this really is about Humanizing the people who try to learn mathematics. We're going to talk about a Group to actually two groups of African-American students one group is a group of rising freshmen and what we wanted to know is rather than using the regression models and using the results from the Survey questions that we wrote on our survey We wanted to hear what their experiences were in their own voices This allowed them to tell us some many things that perhaps the regression models didn't account for and Then and I need to tell you another thing about this group of rising freshmen that we're going to be talking about These were a group of students who had been conditionally admitted to the university because of how they had performed on mathematics exam and so they came to a summer bridge program and they were taking development of mathematics and I happened to be one of the instructors and I was personally interested in what were their Experiences in high school that put them in this position because they were coming into a very high-level Business program and it was an opportunity for them to be admitted into the program The other group that I'm going to tell you about is a group of African-American students Who are coming to Howard University, but these students had a very different type of experience and the reason why I'm saying that is Sometimes we paint broad pictures about students students of color about their experiences in high school at Their experiences when they come into our mathematics classes, but these were steer students who were in elementary education Program, some of whom had taken you up to calculus in in high in high school So two different types of students all African-Americans and what I wanted to share with you is the experiences that they had that explained their Performance in the different courses that they took eventually but also I wanted to let you know that they had different experiences in in high school and D&N I had the opportunity to share some of this at a psychology and mathematics conference some time ago, and so there'll be some psychological Concepts that I'll be sharing with you Okay, so the purpose of the study the purpose of the study was to identify the factors that influence the mathematics learning and achievement of two groups of African-American undergraduate freshmen who attended a historically black university by analyzing their self-reported narratives and Identifying the common themes which focused on the high school mathematical experiences Additionally, we wanted to compare the early mathematical experiences of the two groups of undergraduate freshmen with those of successful African-American scientists mathematicians and engineers as reported in the literature So the comparison was not only between the two groups We also searched the literature and we found what is it about the experience of successful African-American? STEM professionals and how does this compare to the experiences of these students? What's the significance of the study? Well, Africans Americans are reported to be perennially represented in fields related to science engineering technology and mathematics in the United States The achievement gap between African-Americans and other racial ethnic groups and math continues to exist Even after years of educational reform and huge financial resources that have been expended and this puzzles me This puzzles me Why does this continue to exist? When we know What we can do to erase the gaps and provide equitable opportunities Implement them. Is it a matter of will or is it something else? Now there's a theoretical a conceptual psychological framework that we applied to this study and It's called the broth and Brennan's ecological system and what you see are a series of concentric circles and what it does is it help us understand how the systems in which a child lives Determines and how these systems interact with each other Determines how a student will develop cognitively in some cases physically and of course academically and And I just want to describe us some of those for you as you can see the most immediate environment Around the child is called the micro system and who's involved in the micro system of the child Well, as you can imagine it would be the parents It would be caretakers and guess what it's the school All right, so the school plays a very important part where the child is educated So that includes the teachers the teachers as well and what the mission of the school? Is or the mission of the system and how that system affects the child now broth and Brennan says that these systems Especially that micro system is reciprocal is bidirectional The child's relationship with the parents as well as how the parents interact with the child or the school for that matter plays an important role and Then there's the and you know I have well, these are the systems and on different Slides I have Explained them and here they are No, okay here. They are here the definitions The micro system Contains the immediate environment that the child is part of the family at the home the school groups the meso system is comprised of connections and linkages between the child's immediate environment that is connections between the parents for instance and the school and So it raised may raise the question how inviting our parents in the school situation. Are they welcome? Do the parents have an opportunity to compare to parent teacher conferences and what accommodations? For instance, does the school make for parents who may have two or three jobs? I've been in school systems where If you look at parental involvement and parents involved in the schools Parents are all over the schools Because they have the economic where with all within the family for either the father or the mother to have Regular presence in the school, but in some schools there are parents who have two or three jobs right, so the question is What is the situation for the child and more importantly what effect does this interaction between the parents and the school? for example, have on the development of the child both academically and cognitively There's then there's the Exo system and it contains the connections and processes in the two settings for example in the parents workplace Does the parent have a job? Does the parent have? enough income to Have a living wage so even though the The connections and processes in the exo system Do not contain the child directly still what happens in that space? affects the child and I think I have another example of that too. It says it describes the different parts of the child's Microsystem that work together for the sake of the child and as I said one has to do with employment or not and Another may have to do with the workspace Suppose the parent does have a job Does that job require the parent to work so much that the child that the parent is not spending enough time with the child? so all of these interactions affects the child and Then there's the micro system and This is an overreaching one it in it involves The culture the subculture belief systems bodies of knowledge It may even involve Whether or not the child has the right to an education it has to do with educational policies Again, and I will show you in some of the examples on on the other sides how all of these systems Either directly or indirectly involve affect the development of the child Okay Now another theoretical framework that we use had to do with the narrative Psychology and this is a subfield in psychology which focuses on the story nature of human conduct specifically how human beings deal with the experiences that they have by Constructing stories and listening to the stories of others This is one reason why in this particular study instead of doing a survey I asked them to write dear dr. Hughes letters this provided an opportunity for them to send me a personal letter and Express their experiences in their own words And then there there's wallbox model of educational productivity and this comes out of the field of economics And it examines the interaction of about nine factors affecting success in schools and learning and they And that when these things are optimized and increases affect Behavioral and cognitive learning and the nine factors fall into those three categories student aptitude instruction and Psychological environment in the physical environment and the psychological environment now. I In reading the literature, I found that in many cases sometimes these factors these nine factors only explain Maybe about 80% of the variance in student achievement So the question is what explains that other variants? And so I thought it might be a good idea to ask the students in their own voices Now methodology the sample consisted of two groups of freshmen students selected purposely Who attended a private historically black university in the Mid-Atlantic region of the United States? I called them cohort one and cohort two Courage one consisted of a diverse group of 28 African-American freshmen who were conditionally submitted to a business program at the University and this was some time ago now notice that there are these 28 students came from 19 different states I thought that was very interesting Because I wanted to see did I see the same things from students from different states in other words Were their Experiences pervasive Didn't matter whether you came from the east coast the west coast the south of the north where these African-American students Experiencing the same things in their mathematical school experiences and by the way, you see you see I have that no child left behind the reason why I put that image there is because When was no child left behind past by Congress do you remember? 2002 so So these students had been in under this educational policy for quite a while And it was a policy that the and by the way, it was part of the macro system that part of the system where government governmental policies are involved and that affect the students I wouldn't say indirectly but very directly because of what happens in schools and of course schools are right there in that Microsystem along with parents and and that kind of thing So these were students who had been part of the system for a while the other one Courage to Consisted of a group of 12 African-American freshmen who were aspiring to be elementary school teachers and were who enrolled in an introductory education Course okay, and this was six years at the Common Core again. It was an educational policy That had affected because you know with the Common Core standards teachers had to become familiar with those standards and they had to implement them and How many years after they were implemented were students tested and it wasn't a formative assessment It was a accountability assessment So a lot of high-stakes decisions were associated with student performance on these assessments And so these students were conditionally admitted to the teacher education program pending their Satisfactory performance on praxis 1 which was designed to measure their reading writing and mathematical skills so again, you have two sets of students who have been conditionally admitted based on We dig deep enough their performance on Exams many of them mathematics. So I was very very interested in what were your mathematical experiences? Prior to coming so the research design is called phenomenography and a Phonographic phonographic approach usually involves contextual Groups of people data collection involves individual descriptions of experiences or understanding and Analysis as whole group with the aim of identifying possible connections of the phenomenon Under study and that had to do with what were their experiences? And so there were two research questions What factors do African-American undergraduate freshmen? Proceed to be relevant to their mathematics learning experience and achievement and are these factors consistent across diverse groups of African-Americans? across different points in time data analysis We use contextual analysis for each student and cross student analysis across the cohorts were conducted data were coded inductively by using very emerging patterns and themes and they Then coded deductively by comparing the Interactions motivations attitudes opportunities and challenges that shape the mathematical experience of these students Patterns and themes from the study that involve early mathematical experience of successful African-American scientists and mathematicians were then compared to the things that we found from the two groups And what do we find? Also walbert's model of educational productivity which includes nine factors and by the way the nine factors included there You can see that student aptitude was about ability of prior achievement development motivation of self-construct Concept instruction had to do with the quantity of time students engaged in learning and the quality of the Instructional experience and then the psychological environment had to do with the home the classroom peer group The peer group external to school that there's their peers and the use of out of school time Okay, what were the findings well for cohort one the two factors mentioned most often With the quality of instructional experiences and students motivation of self-concept about mathematics Now these two factors may not be mutually exclusive in other words They might explain some of the same variance Because for many of the African-American students feeling of self-concept for motivation to be successful in math or shaped by