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MSU First Year Experience
Program |
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MSU First Year Experience
Program |
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FYE Math Component
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FYE-098 Math Component I. Activity Statement: All students enrolled in FYE-098 are required to complete a 2-stage exercise designed to prove Math persistence and performance. Stage One: 25 FYE class points A. At about the fourth week mark of the semester all MAT-100 teachers will give their first class test. ALL FYE students in MAT-100 will be required to set up a short appointment with their MATH instructor or the MAT-100 Coordinator to discuss their results on the first exam and for the math instructor to promote personal contact with each student. The use of a Math Autobiography and/or Verbal Math mapping are some of the supplemental activities that may be suggested to promote better persistence attitudes and performance levels by students B. All FYE-098 students not in MAT-100 but in some other Math course work will make an appointment with their Math instructor to discuss their progress (Homework, tests, quizzes, etc.) and to promote math autobiography with instructor. C. All FYE-098 students not enrolled in any math class will set up an appointment with their faculty advisor to discuss the role of Math in the future choice of majors and career planning and to promote Math Awareness from the use of the Math Autobiography Stage Two: 50 FYE class pointsA. All students will keep their “M” appointments B. All students will complete the Math autobiography with the math teacher or faculty advisor after starting exercise in FYE-098 class C. Students will write a one to two page report (“Math Autobiography’ is part of the report) on their appointment identifying the teacher and the student’s personal impression of how math fits into their future. They should also include their plan on how they are going to focus and direct themselves in improving MATH skills and MATH attitudes for both academic and professional success!
II. Goal Statement: the purpose for this activity is to A. Create an atmosphere where students can explore their math history, B. Develop greater opportunities for improving Math attitudes, persistence levels and achievement, C. Encourage and enhance student responsibility for learning and academic success by utilizing faculty members as resources to overcome previous unproductive experiences with Math D. Establish the appropriate rapport between students and their instructors, especially in subjects where avoidance behaviors may have contributed to past performance liabilities E. Promote the use of multiple learning strategies to elevate math persistence and performance levels. |