What is Needed Math (for entry-level technicians)?

A common barrier for post-secondary technical education programs is the mathematics skills and knowledge of entering students. Related issues that must be triangulated with incoming students’ math levels are (1) college degree mathematics requirements; (2) specific math needed to support the technical program content; (3) the content and length of the courses in which the needed math is typically covered; and (4) restrictions on the length of the degree or certificate program.

Over the holiday weekend last month, approximately 60 secondary and post-secondary educators, industry representatives and mathematics education experts convened in Baltimore for an intense three days defining the issues, specific math skills and knowledge, what is needed for student success.  This gathering was coordinated by a National Science Foundation Advanced Technological Education (NSF ATE) funded conference grant (DUE #1737946) award to Hofstra University. The goal of the project is to define the current needed mathematics for technician education programs in three advanced technology domains: Advanced Manufacturing, Biotechnology and Information Technology. A steering committee with education and industry representatives met to define and invite appropriate attendees, the overarching needs, the working sessions and group goals and objectives and overall conference agenda.  FLATE is representing the Advanced Manufacturing domain for education on this committee. 

During the conference, participants worked in domain groups (industry sectors); affinity groups (educators, industry representative, mathematics education experts); and whole group activities.  The conference also heard from an industry panel about their company and sector technician talent needs and what they predict their future needs will be. The external evaluator, research associate and technical writer also participated in the full conference and steering committee to help keep the group focused on the goals and objectives and to observe and participate in the various working groups. 

Both the individual energy and enthusiasm for the work being done was honest, sincere and pervasive. Industry representatives were very engaged and made special note that they were happy to be included to share their personal and industry sector technician education needs. They were also very interested in learning more about the formalities of the education system with respect to defined courses and course content, degrees and degree structure, and the hierarchies of content.

The conference project leadership and steering committee are working through the 50+ flip chart pages; sample problem templates, participant feedback and afterthoughts, notes and recordings So what were some of the first “take-aways” from the conference? Here are few!