Implementing TOC - How a Department Makes an Impact On an Urban College

Implementing TOC - How a Department Makes an Impact

On an Urban College

Medgar Evers CollegeThe City University of New York

Umesh Nagarkatte, Darius Movasseghi, Chair, Joshua Berenbom, Tatyana Flesher - Department of MathematicsNancy Oley – Department of PsychologyGale Balah-Gibson, Dean, Freshman Studies Owen Brown, Director, Freshman Year ProgramChudi Nwasike, Director, Post Secondary Readiness Center (PSRC)

Creating Success,One Student At a Time

9th International TOCFE Conference,

Leon, Mexico

9/9/2006

9/9/2006 2

Overview

Background Current Status Impact of training in TOC and TP tools Next Steps Summary

9/9/2006 3

Medgar Evers College, City University of New York (CUNY)

CUNY - one of the two state universities of NY

College - One of 17 units of CUNY

Located in Crown Heights Section of Brooklyn

Has three schools – Liberal Arts and Education, Business, Science Health and Technology

Offers two and four year programs

Background - College

9/9/2006 4

5,000 - 54% fulltime, 98% minority, 78% women

African‑Americans: 92.3%, Hispanics: 3.8%, Native Americans: 0.1%

55% of women students - single heads of households

Average age 32, ages - from 16 to 60. 64% need competency in basic skills in writing,

84% in mathematics, 60% in reading Students have only one year to alleviate their

deficiencies in mathematics and English through remedial courses.

Background – Student Body

9/9/2006 5

The College and the Department have studied the problem of attrition and suggested remedies.

For example, in 1998, the College Faculty Senate published a document developed by the college-wide faculty identifying 24 issues of academic and non-academic nature in addressing attrition with one remedy for each issue, naming the Department to carry out the appropriate activity. They pointed out that there were many non-academic, personal issues that needed to be addressed to overcome attrition and failure.

But addressing the 24 issues without using TOC is an impossible task.

Background – Previous Efforts at address attrition

9/9/2006 6

Unlike industry and primary or secondary school, no professor will adopt new methods of instruction, however great, by a ruling of the Department chair or a college administrator. Considering union regulations and academic freedom, senior faculty do not feel obligated to accept any modifications in their normal activities and change in the curriculum. Any perceived activity extraneous to instruction is usually regarded as an impediment. Thus faculty buy-in of any new initiative is of paramount importance in a college setting.

Background – Reason why previous efforts failed

9/9/2006 7

Background – Previous Efforts to address attrition using TOC

In 2001, our Federal grant proposal was funded for training in TOC.

Hypothesis: Theory of Constraints (TOC) can address the problems with student retention in the Department of Mathematics

In January 2002, three faculty members from Department of Mathematics – Darius Movasseghi, Chair, Umesh Nagarkatte and Joshua Berenbom took the Jonah Course at AGI, New Haven, CT.

This presentation is about the progress made by the Department and the College in implementing TOC to improve retention.

9/9/2006 8

1. What to Change?Identifying the Problem

Analysis

1. Three-Cloud Process: What core conflictis responsible for the UDEs?

UDE

UDE

B

A

D’

Assumption/Injection

2. Current Reality Tree:Is the core conflict reallyreallythe core conflict?

3. Evaporating Cloud:

What assumption(s) are we going to challenge?

2. To What to Change?Constructing the Solution

Strategy

4. Future Reality Tree: Ensures that the

starting injection will lead to all the DEs without creating negative branches.

TO TO

All TO’s implemented

IOObs

ObsObs

ObsObs Obs

3. How to Cause a Change?Designing the Implementation

Tactics 5. PreRequisite Tree: In what order do

we implement the T.O.s and what blocks their implementation?IO

Action

Action

6. Transition Trees:What actions must we take to implement the PreRequisite Tree?

UDE

UDE

D D’

B C

D

C

IO

IO

IO IO

IOIOIO

DE

DE

DE

Great Idea

TO

TO

DE

AC

B

D’

DCore ConflictCore ConflictCore ConflictCore Conflict

A

The TOC Thinking Processes Roadmap

9/9/2006 9

Student Survey Issues (UDEs)1. The instructor moves too fast for students.

2. The instructor knows his subject matter but cannot teach.

3. I am not capable of doing mathematics.

4. I am not prepared for course (prerequisites for class).

5. I don’t have time to do the homework.

6. I don’t see importance/relevance of mathematics.

7. I am unable to attend class regularly and/or on time.

8. The exams are too hard.

9. I have to take care of my family/personal problems.

10. I (some students) go blank on exams (poor test-taker).

11. The instructor does not care about me.

12. There isn’t help outside of class when I’m free.

9/9/2006 10

Faculty/Instructor Issues1. Students do not prepare for class. 2. Students don’t attend regularly or on time.3. Students do poorly on tests.4. There is not sufficient time to cover all material in

the course.5. Students register late for semester, and don’t start at

the beginning of the semester.6. Students do not have prerequisites for class.7. No matter how well I teach, students aren’t learning

effectively.8. I receive very little satisfaction from my work.9. We feel pressure to pass students who are not

adequately prepared for the next course.10. Students haven’t mastered all the prerequisite topics

needed for my course.

9/9/2006 11

Department Chair Issues

1. There is a lack of cooperation by some faculty to carry out departmental agenda.

2. Too many students fail.

3. There is insufficient input by some faculty to address major departmental issues.

4. Some faculty are apathetic.

9/9/2006 12

Evaporating Cloud # 1Issue #5: “I don’t have time to do the homework.”

ABe a

responsible person.

BHave time to fulfill other obligations. DNot do the

homework.

CLearn the material. D’Do the

homework (on time).

Common Objective

Requirements/Critical Needs

Prerequisites/Means/wantsIn order to … I must (can)…

In order to …

I must

But at the same time, in order to …

I must

In order to …I must

Conflict!

9/9/2006 13

Issue # 7: “I am unable to attend regularly and/or on time.”

DNot attend regularly.

A

B

C D’

Be a responsible

person.

Fulfill obligations.

Attend regularly.

Learn the material.

Evaporating Cloud # 2

Conflict!

9/9/2006 14

Issue #12 : “There isn’t help outside of class when I’m free.”

DNot get help

A

B

C D’

Do well in course.

Understand everything on

my own.

Get help.Solve my

difficulties as they arise.

Evaporating Cloud # 3

Conflict!

9/9/2006 15

Root Cause of Students’ Issues

AB

C D’

Be a responsible

person.

Have time to fulfill other obligations.

Do the homework (on time).

Learn the material.

DNot do the homework.

Issue #5

AB

C D’

Be a responsible

person.

Fulfill obligations.

Attend regularly.

Learn the material.

DNot attend regularly.

Issue #7

AB

C D’Do well in

course.

Understand everything on

my own.

Get help.Solve my

difficulties as they arise.

DNot get help.Issue #12

AB

D’C

DBe successful & responsible

person.

Fulfill all obligations.

Learn the material.

Not do the required

activities for my math class(es).

Do the required activities for my math class(es).

9/9/2006 16

Addressing the Root Cause of Student Survey IssuesThe students assumptions of the system they’re operating in…

• They don’t get fulfilled on their own.• I have to take time from math to do those things.• There is no one else to fulfill my other obligations.• My other obligations can’t/won’t go away.• I can’t postpone my other obligations.

• I can only learn material by persevering in math.• I must do and hand in assignments to learn.• I must find the time to do the assignments..• I must do work on time.• I must study.• I must develop study skills.• I must work - do the work to learn the material.• I must do the work outside of class to learn the material.• I have to physically be in class during set times.

DNot do the required

activities for my math class(es).

AB

C D’Be successful & responsible

person.

Fulfill other obligations.

Learn the material.

Do the required activities for

math class(es).

• I can’t fulfill other obligations & math obligations at the same time.

• Focusing on mathematics detracts me from focusing on other obligations.

• My working hours and math class hours conflict.

• Math classes are not held at convenient times for students.

• Students can’t move freely from section to section.

• Classes are prof-centered, not student-centered.

• We have a structured curriculum.• A structured curriculum doesn’t permit

customization or doesn’t accommodate students with special needs.

• I can’t reduce the time I spend on my personal obligations (or math).

C - D’:

B - D:D - D’:

9/9/2006 17

Addressing the Root Cause of Student Survey IssuesThe starting point for a viable strategy…

“The department offers programs tailored to the needs of its students.”

DNot do the

required activities for my math

class(es).

AB

C D’Be successful & responsible

person.

Fulfill other obligations.

Learn the material.

Do the required activities for

math class(es).

D to D’:• I can’t fulfill other obligations & math

obligations at the same time.• Focusing on mathematics detracts me

from focusing on other obligations.• My working hours and math class

hours conflict.• Math classes are not held at

convenient times for students.• Students can’t move freely from

section to section.• Classes are prof-centered, not student-

centered.• We have a structured curriculum.• A structured curriculum doesn’t permit

customization or doesn’t accommodate students with special needs.

• I can’t reduce the time I spend on my personal obligations (or math).

9/9/2006 18

Current Reality Tree (CRT)

AI want to be a succesfuland responsible person.

BI must fulfill other

obligations (not mymath class.)

CI must learn the

material.

DI feel pressure to

fulfill my otherobligations.

D'I feel pressure todo the requiredactivities of mymath class(es).

*14*My load is too

heavy.

122I must carry a full

load to getfinancial aid.

*215*Students register

late and don't startat beginning of

semester.

*5*I do not have time todo the homework/or

prepare for thecourse.

120I do not know

how to managemy time.

115My math instructordoes not help me

realize relevance ofmath I am taking.

*6*I do not seeimportance /relevance of

mathematics I amtaking.

*4*I do not have theprerequisites for

the course.

100I do not workhard in math.

*7*I am unable to

attend regularly and/or on time.

135Tutors don'tshow up asscheduled.

125I cannot follow

the lecture.

130The hours for

tutorial or officehours of instructorare not sufficient.

*12*I cannot get help

outside of the classwhen I am free.

140I am not

motivated tolearn thematerial.

105I have difficulty

learning the material(in math classes.)

145There is insufficient

instruction in testtaking skills.

*1*I feel the

instructor goestoo fast.

*2*I feel the

instructor cannotteach.

*18*I feel the exam too

hard.

*8*Students/I do

poorly on tests.

*21*( New)I have difficulty taking

tests.

*3*300

*19*I cannot drop aclass withoutjeopardizingfinancial aid.

*11*

*37*

108I need all

thefinancialsupport.

Current Reality TreeCRT

CRT Page 1

Student UDEs

Legend:Intermediate steps

Faculty UDEs

CRT Page 2

150Instructor does not

help me. (e.g. doesnot respond to my

questions, etc.)

*1*I feel the


105

*8*Students/I

do poorly ontests.

*3*I percieve I camnot capable of

doingmathematics.

100

140

205Sometimes theinstructor slows

down.

*210*There is not sufficient time

to cover the requiredmaterial in the course.

300Students stay in class

even though theycan't /don't do the

work.

105*19*

305We sometimes pass

students eventhough they have not

fully achievedobjectives of course.

*37*Level of achievement is too

low in classes.

D

*4*

105

*6*

*36*Dropout rate (in class)

is too high.

*28*Too many students

fail.

220Sometimes the

instructors do notslow down.

*20*I am forced to ask

for incompletegrades.

PIncompletes are

givenincorrectly.

*33*There are too many

incompletes..

*35*Students don't

graduate on time.

*11*I feel the

instructor doesnot care from

me.

*18*I feel the exam too

hard.

Student UDEsIntermediate Steps or Additional causes Faculty UDEs

9/9/2006 19

Negative Loops in CRT

DI feel pressure to

fulfill my otherobligations.

100I do not workhard in math.

125I cannot follow

the lecture.

105I have difficulty

learning thematerial (in math

classes.)

*21*( New)I have difficulty

taking tests.

*18*I feel the exam

too hard.

*3*I perceive I amnot capable of

doingmathematics.

*7*I am unable to

attend regularlyand/or on time.

*1*I feel the


*11*I feel the

instructor doesnot care from

me.

140I am not

motivated tolearn thematerial.

*8*Students/I do

poorly on tests.

Intervention

Intervention

9/9/2006 20

1. The instructor moves too fast for students.2. The instructor cannot teach.3. Students are not capable of doing mathematics.4. Students are not prepared for course

(prerequisites for class).5. I don’t have time to do the homework.6. I don’t see importance/relevance of

mathematics.7. I am unable to attend class regularly and/or on

time.8. Students do poorly on tests.9. I have to take care of my family/personal

problems.11. The instructor does not care about me.12. There isn’t help outside of class when I’m free.13. (I don’t know how to graduate from college).14. My course load is too heavy (I’m forced to be

full time in order to get financial aid).15. I do not know how to get good grades in

important courses.19. I cannot drop a class without jeopardizing my

financial aid.20. I am forced to ask for incompletes.

Students’ Issues Desired Effects (DEs)

1. Instructor moves at a comfortable pace.2. Students are satisfied with the instructor’s teaching style3. Students do mathematics well.4. Students have all prerequisites for the course.

5. Student finish all homework on time.6. Students feel math is relevant for their career.

7. Students are punctual.

8. Students do well on tests.9. I take care of my family/personal problems.

11. Instructor helps me to keep up with the course. 12. There is adequate help when I need it.13. I have sufficient knowledge/help to plan my college career.14. I can handle my course load.

15. I get good grades in important courses.

19. I do not need to drop any class.

20. I am able to complete the course.

9/9/2006 21

21. Students do not prepare for class.

22. Students don’t attend regularly or on time.

23. Students do poorly on tests.

24. There is not sufficient time to cover all material in the course.

25. Students register late for semester, and don’t start at the beginning of the semester.

26. Students do not have prerequisites for class.

Faculty/Instructor Issues Desired Effects (DEs)

Department Chair Issues

27. There is a lack of cooperation by some faculty to carry out departmental agenda.

28. Too many students fail.

29. There is insufficient input by some faculty to address major departmental issues.

30. Some faculty are apathetic.

24. There is sufficient time to cover all material in the course.

25. All students begin at the start of the semester.

28. There is a high rate of passing.

9/9/2006 22

33.There are too many incompletes.

35.Students don’t graduate from college on time.

36.Drop-out rates (in class) are too high.

37.Level of achievement is too low in classes

38.The exams are too hard.

Additional Issues (Reselected) Desired Effects (DEs)

33.There are very few Incompletes.

35.Most students graduate on time.

36.Few students drop out of classes.

37.Student achievement is high.

9/9/2006 23

Desired Effects (DEs) Strategic Objectives (SOs)

1. Instructor allows time for review/enrichment (SI).2. Students seek to take more courses in

mathematics (D).3. Students become math majors (DSC).

6. Students incorporate math in their career daily life (D).

8. More students pass the course (DC).9. I take care of my family/personal problems.

13. Students graduate on time/complete math course requirements (SDC).

14. I can take extra credits (financial aid) (S).15. I get excellent in all courses.19. I can perform better in the course.20. I ACE the course! (S).21. The Department is a Center of Excellence (D).

1. Instructor moves at a comfortable pace.2. Students are satisfied with the instructor’s

teaching style3. Students do mathematics well.4. Students have all prerequisites for the course.5. Student finish all homework on time.

6. Students feel math is relevant for their career.7. Students are punctual.8. Students do well on tests.9. I have to take care of my family/personal

problems.

11. Instructor helps me to keep up with the course. 12. There is adequate help when I need it.13. I have sufficient knowledge/help to plan my

college career.14. I can handle my course load.15. I good grades in important courses.19. I do not need to drop any class.20. I am able to complete the course.

9/9/2006 24

Desired Effects (DEs) Strategic Objectives (SOs)

28. Everyone passes.

33. There are absolutely no Incompletes.

36. Retention in the Department/Program is high.

24. There is sufficient time to cover all material in the course.

25. All students begin at the start of the semester.

28. There is a high rate of passing.

33. There are very few Incompletes.

34. Most students graduate on time.

35. Few students drop out of classes.

36. Student achievement is high.

37. Students perform well on exams.

9/9/2006 25

Future Reality Tree (FRT) (pages 1, 2)

150Department andadvisors knowwhere to placethe student in

math.

100SI

Department offersprograms tailored to

the needs of students.

105We have ideal financial,academic, supplementalinstruction, career and

personal advisement andcounseling when needed.

115There are people and placeswhere students can get any

help they need.

110Department provides

guidelines forinstruction.

120Lecture is closely

related to syllabus.

111Faculty

punctualityis required.

112Substitutesare readilyavailable

whenneeded.

*22*Instruction is

provided for alllclasses asscheduled.

148There are

mechanisms inplace to determine

student's mathbackground.

165Advisors advise

students to take realisticcourse loads. (Omittedas the same as 170,

175)

175Student's workload isbased on academic

performance and noton financial need.

162Classes are

scheduled toaccomodate

students.

170We work with studentsto create realistic yet

challenging schedules.

180Students have

realisticschedules.114

Info. is readily availableand disseminated in a

variety of formsconcerning support

services.

*16*Students know

whom to contactwhen the needarises and how.

*20*Entire

syllabus iscovered.

*4*Students have allthe prerequisitesfor the courses.

*7*Students arepunctual and

attend all classes.

*14*Students can

handle courseload.

*18*Students know howto obtain informationregarding financial

aid/monetary award..

*13*Students have

sufficientknowledge to helpplan their career.

135Help is available

when they need it

185Student has

adequate timeclass prep/homework .

125Assignment is

closely related tomaterial covered in

class.

130Classtime prepares

students well fordoing homework/

assignments.

140Faculty hold appropriate

office hours.145

College provides adequatehelp in terms of tutorial and

drop in centers.

*12*Students get the

supplementalinstruction they

need whenneeded.

118Students who have not taken

seqential math courses inconsecutive semesters are

provided refresher.

119Students who do not take

sequential math inconsecutive semesters

forget math.

187Students are readyto understand the

lecture.

192Students are confidentthat they can completehomework successfully.

190Instructors take an activerole in developing study,

homework and test-takingskills..

*11*

*5*215

*8*

210

8

117Counselors getinvolved when

student does notattend.

186There is a mechanism for

students to have texts at thebeginning of the semester.

160Classes are scheduled to

accomodate students.

117AThere is a

mechanism forproviding

communicationwith instructorsand students'counselors.

191Instructors are actively

involved getting students tomake use of

Supplementary Instructionand Tutorial centers.

141Late registrants

are required to do adequatesupplemenatal instruction to

be current with the class.

134We communicate with

students the importanceof passing their classes

first time/finishing degreeon time showing thenegatrives of fail and

incompletes

SIMS catchesstudents'missingPrereqs.

* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam iscomprehensive.

*19*Students do notneed to drop any

classes or ask f orincomplete.

*7*

145ATutors show up on time.

220

121Studentsreceive

comprehensiveacademic

services to dealwith any math-

relateddifficulties .

FRT Page 1

Future Reality Tree

StudentDE's

Existing/Interm. steps

InjectionsLegend

*8*Students do well

on tests.

200Students learn all

expected and necessarymaterial.

210Students have opportunity fortest taking/prepare for tests.

205Department makes

prelude/practice testsavailable with feedback

and asistance.*12*

215Students have good test-taking

/preparation skills.

*7*

*3*Students do

mathematics well.

*4*

*14*

*15*Students get good gradesinmath dependent courses.

212Students get a brush up

on math needed forcourses.

*2*Students are satisfied with

instructor's style

*6*Students feel math is

relevant for their careers

*5*Students finish all

thomework ontime.

*11*Instructors helpstudents to keepup with the work.

*1*Students feel the

instructor moves ata comfortable

pace.

195Students receive timely

feedback/discussion etc.on homework.

*12*

*12*

*190*

*130*

*187*

*192*

FRT Page 2

220Math instructors are

involved in informing/training tutors in how to

do their work.

StudentDE's

Existing/interm.steps

InjectionsLegend:

StrategicObjectives

S studentsI instructorD deptC college

Student DEs Existing/Intermed. steps Injections

9/9/2006 26

Future Reality Tree (FRT) (page 3)

400The dept becom es

a "Center of Excellence."D , C

*1* *8* *14*

*8**6*

*6**3*

*19**8* *6*

FRT Page 3

360Students graduate ontime/complete math

major.D, C

370Faculty morale improves.

D, C

340Students incorporate

math in their career anddaily life.

D

330Students seek to takemore math courses

D

300There is time for review

and enrichment.S, I

310Dept has a high passing

rates.D, C

320Retention in dept./program is high.

D, C

350More students become

math majors.D, C

Student DEs Strategic Objectives

9/9/2006 27

Sustaining Instruction/tutoring/counseling Loops in FRT

Instruction and Tutoring

Counseling

*7*Students arepunctual and

attend all classes.192Students are confidentthat they can completehomework successfully.


supplementalinstruction they

need whenneeded.

*5*Students finish all

homework on time.

200Students learn all

expected and necessarymaterial.

*8*Students do well

on tests.

*3*Students do

mathematics well.

*4*Students have allthe prerequisitesfor the courses.

187Students are readyto understand the

lecture.

*14*Students can

handle courseload.

100SI



162Classes are

scheduled toaccomodate

students.

*19*Students do notneed to drop anyclasses or ask for

incomplete.




students well fordoing homework/

assignments.

145College providesadequate help interms of tutorial

and drop incenters.

190Instructors take an

active role indeveloping study,

homework and test-taking skills..



117AThere is a

mechanism forproviding

communicationwith instructorsand students'counselors.

165Advisors advise

students to take realisticand challenging course

loads.

Reinforcement: Prep for tests

Reinforcement: Writing summary of each section.

9/9/2006 28

1. What, if any, are the current initiatives underway, or under consideration (4.2.22) within the department?

• Rework curriculum so the liberal arts majors take appropriate math (multi-track proposal)

- Addresses an unverbalized assumption that “Today’s class content doesn’t meet my needs for what I need to learn.”

- Is an initiative between B and D side of the Core Conflict Cloud

• Designing a calculus course for business majors

• Curriculum development for sequential courses for MTH 136-141 or 138-151. The Development continues.

2. Are they sufficient to address the Core Conflict Cloud and the UDEs?

Given the starting point…

“The department offers programs tailored to the needs of its students”~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

9/9/2006 29

Example: Negative Branch Reservations (NBRs)What could possibly go wrong with the solution? (4.4.17)NBR on Entity 180: Students have realistic schedules.

Students work less.

The amount of student aid is

reduced.

Students take longer to graduate.

Students have insufficient income.

--

180Students have realistic schedules.

Students motivation and stick-to-itiveness drops.

Students drop out.

Counseling and Counseling and support activities support activities (assist students)(assist students)

Offer more required Offer more required courses in summer.courses in summer.

Provide $ support Provide $ support to students.to students.

Students have other commitments.

--

--

Many students take less credits per semester. Given today’s class support students have to

spend too much time struggling on their own to complete work for class.

Supplemental Supplemental instruction, child instruction, child care services, care services, counselorscounselors

9/9/2006 30

Prerequisite Tree (PRT) Example #1Concerns that there are obstacles that will block us from achieving the solutions’ tactical objectives…

145A (Tactical Objective)

(Alternate) Tutors show up and are on time.

145A.1Math Department has

enough qualified tutors available.

145A.2Math Department

recruits and encourages tutors.

Tutor Center doesn’t make allowances or provisions for

last minute contingencies

.

Math Dept does not

have enough tutors

available.

1. Because…

2. We must first…

3. Before we can have…

Tutors don’t follow

established policy for

absenteeism.

Tutors aren’t disciplined

about showing up on time or

being present.

145A.3Tutors understand

their role and contribution to peers.

9/9/2006 31

Getting Active CollaborationIdentifying what we need to get buy-in

How should we think about achieving Intermediate Objective 110.1?

110.1Have consensus on

what goes into guidelines.

110 (Tactical Objective)Department provides guidelines/policies for

instruction.

110.2Faculty committee

writes the guidelines.

Faculty may

object to any

guidelines.

We don’t agree on

what defines

the guidelines.

• Should we have guidelines (especially for adjuncts)?

• What guidelines/topics should we have, and what should these guidelines include?

• Create committee to write guidelines

• Process for writing/creating guidelines

9/9/2006 32

Prerequisite Tree (PRT p.1 – p.2)


guidelines for instruction.

111Faculty punctuality

is required.

* No review* Complete syllabus* Keep pace* What section/date/schedule* Final exam is comprehensive.

111.3College has a plan to verifypunctuality and attendance.

111.2Dept conducts workshops to

explain attendance andpunctuality policy.

111.1Dept guidelines makeclear the importance of

punctuality andcompletion of syllabus.

110.2Faculty committeewrites guidelines.

110.1We have consensus on

what goes intoguidelines.

p. 3

105.2Instructors makestudents aware of

availability of services.

105.4College provides

money for supportservices.

105.3Dept guidelines informinstructors of need to

make students aware ofavailability of services.

105.1College realizes theimportance of proper

support services.

PRT Page 1



100SI



112.4

134.1

160.2 190.2

p. 2

117.2

117A.1

$Dept. seeks funding.

186.2

p. 2

Prerequisite TreePRT

191.4

p. 3

145.1

p.3

118.1p. 4

121.4160.1

195.1

191.1

140.1

220..2

205.3

170p. 3

195p. 2

160p. 2

112p. 2

141.2p. 4

114Info. is readily availableand disseminated in a


services.

145College provides

adequate help in termsof tutorial and drop in

centers.

121p. 3

191p. 3

195p. 2

117p. 3

141p. 4

190p. 2

175

191p. 3

140.3

p. 3

186There is a mechanism for

students to have texts at thebeginning of the semester.





first time/finishingdegree on time showingthe negatives of fail and

incompletes.

112Substitutes are readily

available when needed.


homework and test-takingskills.

190.3Department conducts

workshop for faculty forimplementation of these

activities.

190.1Dept guidelines indicate the

importance of these activitiesas required instructional

activities.

190.2Dept provides

guidelines for effectiveinstructional activities.

112.1Dept establishes a contact

phone number and someoneto run it.

112.3The College

provides fundsto pay foradjuncts.

112.4Dept establishes policyon cancelled classes.

112.2Dept establishes a pool of

substitutes.and a pool of substitutes is

available.

100

195.1Dept establishes guidelines

on timely feedback.

195Students receive timely

feedback, discussion, etc. onhomework.

134.1Dept establishes guidelinesemphasizing the importance

of regular progress fromcourse to course.

160.1We explain to facultythat accommodating

student courseschedules will result inincerased enrollment inthe college and affect

students' moralepositively.

160.2We explain to faculty

the importance ofincreasing number of

students in upper levelmath courses.

PRT Page 2

186.2We provide books in the

library and drop -in center.

186.3Copies of homework and

relevant material are madeavailable to students for 1st

two weeks of class .

186.1We speed up the process

whereby students get bookvouchers (for students on

financial aid).

$


guidelines forinstruction.

105

145p. 3

121p. 3

100

100

111p. 1

Tactical Objectives (TOs) Intermed. Objectives (IOs)

9/9/2006 33

Prerequisite Tree (PRT p.3-p.4)

205Dept makes prelude/

practice tests availablewith feedback and

asistance.

220Math instructors are

involved in informing/training tutors in how to

do their work.

175Student's workload isbased on academic

performance and not onfinancial need.

170Counselors andadvisors insure

students have realisitcschedules.



services.


office hours.


involved getting studentsto make use ofSupplementary

Instruction and Tutorialcenters.

145ATutors show up on time. 121

Students receivecomprehensive academicservices to deal with anymath-related difficulties .

170.2Only students with

advisors approval areallowed to register.

170.1Counselors/advisors get

available hours andobligations to create

his/her schedule.

175.1College mandates that

schedule reflect students'academic (previous

semester's) performance.

140.2(Adjunct) Faculty

schedule office hours/appointments to

accommodate students.

140.1Dept. guidelinesmake clear the

reponsibility of thefaculty to be

available duringscheduled office

hours.

140.3Dept compensates

adj. faculty forrequired office

hours.

110

220.1

121.2Students are encouraged and

pressured to use drop-in centerand tutoring center.

121.1Students are informed bysyllabus and instructor of

availability of drop-in center&tutorial center.

121.3Instructor informs

students of theimportance ofsupplemental

instruction.

121.4Dept guidelines

inform the instructorhow to make use of of

drop-in centers.

110

220.1Instructors are convinced of

the benefits of effectivetutoring in their work relatedto their instructional tasks .

191.1Dept provides guidelines

to instructors andconducts workshops.

220.2The mechanism forinforming/training

tutors will be identifiedin the department's

guidelines.

205.2Dept establishes a

mechanism fordistributing these tests.

110

191.3Dept obtains money topay adjuncts to attend.

191.4Funding sources are

contacted for requiredfunding.

191.2Facilities are set up to

hold workshops.


collection of practicetests.

205.3Dept sets up special

workshops to provide afeedback on practice tests.

145A..3Tutors

understand theirrole and

contribution tostudents.

145A.1Math Dept has enough

tutors available.

145A..2Dept recruits and

encourages tutors.

145.1Dept seeks funding from

outside college toestablish drop-in centers.

$



117AThere is a mechanism

for providingcommunication with

instructors andstudents' counselors.

117.3Instructor informs

counselors ofsuspected student

problems.

117.1Instructors inform

counselors excessivestudent absences.

117..2Dept guidelines require instructor to contact

counselors of absences or problems ofstudents.

117A.1Dept guidelines provides

guidance and instructions forcontacting students.

110

PRT Page 3

$

105

100

105

145College providesadequate help in

terms of tutorial anddrop in centers.

145

110

105

105

110

$

105

100

116p. 3

212p. 3

118Students who have not taken

seqential math courses inconsecutive semesters are

provided refresher.

141Late registrants



212Student get a brush upon selected topics in

math needed forcourses.

118.2Department surveys the

students to identifyappropriate time slots for the

workshop/s.

212.2There is a mechanism in placefor math dept to contact other

depts informing them ofavailability of brushup

workshops.

118.1Dept seeks money

from outside agencies.

$

170 170

212.3The math dept creates

a manual of math topicsneeded for brushup.

212.1We work with otherdepts to identify the

math topics they needand ones that give theirstudents most difficulty.

141.1Math instructors inform late

registrants to takesuppliemental instruction on the

first day of attendance.

141.2Dept guidelines inform

instructors proper proceduresfor late registrants.

110

121

191

121121

PRT Page 4

100

Tactical Objectives (TOs)

Intermed. Objectives (IOs)

9/9/2006 34

Project Plan – (Page 1 - Department)



111Faculty punctuality

is required.


111.3College has a plan to verifypunctuality and attendance.

111.2Dept conducts workshops to

explain attendance andpunctuality policy.

111.1Dept guidelines make

clear the importance ofpunctuality and

completion of syllabus.

110.2Faculty committeewrites guidelines.

110.1We have consensus on

what goes intoguidelines.

105.2Instructors makestudents aware of

availability of services.

105.4College provides money for

support services.

105.3Dept guidelines informinstructors of need to

make students aware ofavailability of services.

105.1College realizes theimportance of proper

support services.



100 GOALSI

Department offersprograms tailored tothe needs of students.


Project Plan



services.

145College provides

adequate help in termsof tutorial and drop in

centers.



first time/finishingdegree on time showingthe negatives of fail and

incompletes.

134.1Dept establishes guidelinesemphasizing the importance

of regular progress fromcourse to course.

160.1We explain to faculty that

accommodating student courseschedules will result in incerased

enrollment in the college and affectstudents' morale positively.

160.2We explain to faculty the importance ofincreasing number of students in upper

level math courses.




homework and test-takingskills.

190.3Department conducts

workshop for faculty forimplementation of these

activities.

190.1Dept guidelines indicate the

importance of these activitiesas required instructional

activities.

190.2Dept provides

guidelines for effectiveinstructional activities.

100

Date

0 1 2 3 4 5 6 7

121Students receive

comprehensive academicservices to deal with anymath-related difficulties .

105100

195Students receive timelyfeedback, discussion,

etc. on homework.

DEPARTMENTProject PlanPage 1

9/9/2006 35

Project Plan – Page 2 (Adjuncts, Counselors, Supplemental Instruction)

112Substitutes are readily

available when needed.

112.1Dept establishes a contact

phone number and someoneto run it.

112.3The College provides funds to

pay for adjuncts.

112.4Dept establishes policyon cancelled classes. 112.2

Dept establishes a pool ofsubstitutes.

and a pool of substitutes isavailable.

195.1Dept establishes guidelines

on timely feedback.




100 GOALSI

Department offersprograms tailored tothe needs of students.

195Students receive timelyfeedback, discussion,

etc. on homework.117Counselors getinvolved when


117AThere is a mechanism for

providing communication withinstructors and students'

counselors.

117.3Instructor informs counselors of

suspected student problems.

117.1Instructors inform

counselors excessivestudent absences.

117A.1Dept guidelines provides

guidance and instructions forcontacting students.

117..2Dept guidelines require instructor to contact

counselors of absences or problems ofstudents.

105We have ideal financial,academic, supplementalinstruction, career andpersonal advisementand counseling when

needed.

141Late registrants



141.1Math instructors inform late

registrants to takesuppliemental instruction on the

first day of attendance.

141.2Dept guidelines inform

instructors proper proceduresfor late registrants.


involved getting studentsto make use of

Supplementary Instructionand Tutorial centers.

175Student's workload is based on academicperformance and not on financial need.

170Counselors andadvisors insurestudents have

realisitc schedules.170.2

Only students with advisors approvalare allowed to register.

170.1Counselors/advisors get available hours and

obligations to create his/her schedule.

175.1College

mandates thatschedule reflect

students'academic(previous

semester's)performance.

121Students receive

comprehensive academicservices to deal with anymath-related difficulties .

Date

0 1 2 3 4 5 6

ADJUNCTS,COUNSELORS,

SUPPLEMENTALINSTRUCTION

Project PlanPage 2

9/9/2006 36

Project Plan – Page 3Tutors, Supplemental Instruction

205Dept makes prelude/practicetests available with feedback

and asistance.

220Math instructorsare involved in

informing/training tutors inhow to do their

work.

114Info. is readily available and

disseminated in a variety of formsconcerning support services.


office hours.


involved getting studentsto make use ofSupplementary

Instruction and Tutorialcenters.

145ATutors show up on time.

140.2(Adjunct) Faculty

schedule office hours/appointments to

accommodate students.

140.1Dept. guidelines make clear thereponsibility of the faculty to be

available during scheduled officehours.

140.3Dept compensates adj.

faculty for required officehours.

121.2Students are encouraged and

pressured to use drop-in centerand tutoring center.

121.1Students are informed bysyllabus and instructor of

availability of drop-in center&tutorial center.

121.3Instructor informs students of the

importance of supplementalinstruction.

121.4Dept guidelines

inform the instructor how tomake use of of drop-in centers.

220.1Instructors are convinced of

the benefits of effectivetutoring in their work relatedto their instructional tasks .

191.1Dept provides guidelines to

instructors and conducts workshops.

220.2The mechanism for informing/training

tutors will be identified in thedepartment's guidelines.


mechanism fordistributing these tests.

191.3Dept obtains money topay adjuncts to attend.

191.4Funding sources are

contacted for requiredfunding.

191.2Facilities are set up to

hold workshops.

205.1Dept establishes a collection of

practice tests.205.3Dept sets up special workshops to provide

a feedback on practice tests.

145A..3Tutors understand their role and

contribution to students.

145A.1Math Dept has enough

tutors available.

145A..2Dept recruits and

encourages tutors.

145.1Dept seeks funding from

outside college toestablish drop-in centers.

145College providesadequate help in

terms of tutorial anddrop in centers.

121Students receive

comprehensive academicservices to deal with any math-

related difficulties .




Date

0 1 2 3 4 5 6

105We have ideal financial,academic, supplementalinstruction, career andpersonal advisementand counseling when

needed.

100 GOALSI

Departmentoffers programstailored to the

needs ofstudents.

191

121

121.3

212.1We work with other depts to identify the

math topics they need and ones thatgive their students most difficulty.

212.3The math dept creates a

manual of math topics neededfor brushup.

212.2There is a mechanism in placefor math dept to contact other

depts informing them ofavailability of brushup

workshops.

212Student get a brush upon selected topics in

math needed forcourses.

170Counselors and advisors insure

students have realisitcschedules.

Project PlanPage 3

TUTORS,SUPPLEMENTAL INSTRUCTION

9/9/2006 37

Current Status Departmental Guidelines – developed 2002/03

Goal: To offer instruction and programs tailored to the needs of the student. Guidance to faculty for:

Instruction to faculty Supplemental instruction and tutors Counselor intervention

Accepted by department and full-time faculty Workshops for faculty and counselors – held in

2005-06 Maintenance skills workshops (MSW) for key personnel at

AGI, New Haven, CT TOC for Education workshops at the College for faculty

and tutors of PSRC and Mathematics and counselors of Freshman Year Program.

9/9/2006 38

100 (Starting Injection)Department offers programs

tailored to the needs of students

105We have ideal financial academic, supplemental instruction, career and

personal advisement, and counseling when needed.

115There are people and places where students can get any

help they need.

114 Information is readily available

and disseminated in a variety of forms concerning support

services.



*DE 16*Students know whom to contact when the need

arises and how.

• No review• Complete syllabus• Keep pace• What section/date/schedule• Comprehensive final exam

110 (Complete)Department provides


150Department and advisors know where to place the student in

math.

100(SI) Department offers programs tailored to

the needs of students. (needs cooperation

from counselors)

105We have ideal financial, academic, supplemental instruction, career and

personal advisement and counseling when needed.


help they need.





111 (110)Faculty

punctuality is required.

112 (110)Substitutes are readily available

when needed.

*22*Instruction is

provided for alll classes as scheduled.

148There are

mechanisms in place to determine

student's math background.

165Advisors advise

students to take realistic course loads. (Omitted as the same as 170,

175)

175 (Counselor)Student's workload is based on academic

performance and not on financial need.

162Classes are

scheduled to accomodate

students.

170 (Counselor)We work with students to create realistic yet


180Students have

realistic schedules. 114

Info. is readily available and disseminated in a variety of forms concerning support

services.

*16*Students know

whom to contact when the need arises and how.

*20*Entire

syllabus is covered.

*4*Students have all the prerequisites for the courses.

*7*Students are punctual and

attend all classes.

*14*Students can

handle courseload.

*18*Students know how to obtain information regarding financial


*13*Students have

sufficient knowledge to help plan their career.


when they need it

185Student has

adequate time class prep/homework .

125Assignment is

closely related to material covered in

class.


students well for doing homework/

assignments.

140 (110)Faculty hold appropriate

office hours.145 (Complete)

College provides adequate help in terms of tutorial and

drop in centers.


supplemental instruction they

need when needed.

118 (Started)Students who have not taken

seqential math courses in consecutive semesters are

provided refresher.


sequential math in consecutive semesters

forget math.

187Students are ready to understand the

lecture.

192Students are confident that they can complete homework successfully.

190 (started)Instructors take an active role in developing study,

homework and test-taking skills.

*11*

*5*215

*8*

210

8

117 Counselors get involved when

student does not attend.

186 (MEC) There is a mechanism for

students to have texts at the beginning of the semester.

160 (Started)Classes are scheduled to


117A (Counselor)There is a

mechanism for providing

communication with instructors and students' counselors.


involved getting students to make use of

Supplementary Instruction and Tutorial centers.

141Late registrants

are required to do adequate supplemenatal instruction to



students the importance of passing their classes

first time/finishing degree on time showing the negatrives of fail and

incompletes

SIMS catches students' missingPrereqs.


*19*Students do not need to drop any

classes or ask f or incomplete.

*7*

145A (110)Tutors show up on time.

220

121Students receive

comprehensive academic

services to deal with any math-


Example of Departmental Guidelines

INSTRUCTIONAL ACTIVITIES1. Students are given a syllabus on the first day of classRationale: The students should know what the course will cover, what the policies are on homework, attendance, and how the course will be graded.Implementation: The department will have syllabi for all courses through calculus. Instructors of higher level courses will complete their own syllabi and the department will keep these on file.2. Faculty are required to adhere to the syllabus. This means that all instructors should move at the pace specified in the syllabus and cover all topics .Rationale: Students are entitled to receive all the instruction that is supposed to be part of the course. Furthermore, failure to complete the syllabus means that students are not adequately prepared for their subsequent math courses. This imposes extra burdens on the instructors of the subsequent courses who have to decide whether to keep pace and complete the syllabus or spend time teaching the missing material. Moving at a uniform pace will mean that all sections of a course will be ready to take departmental exams on the dates they are scheduled. It also means that if a student transfers to a different section, the transition will be seamless.

9/9/2006 39

Results to date

Desirable Effects#12 Students get the supplemental

instruction they need when needed. #3 Students do mathematics well. #8 Students do well on tests.#15 Students get good grades in math

dependent courses.#14 Students can handle course load. #6 Students feel math is relevant for

their careers.

Strategic ObjectivesDepartment has high passing rates.Retention in department/program is high.

Conducive environment for math study Students receive immediate help

through drop-in center More students signing-up for precalculus

and calculus. More students enjoying math as a

subject. Number of math majors have increased

from 7 to 29, in addition to the fifteen graduated.

Several math graduates went on for Doctoral studies in Mathematics or Masters in Teaching.

9/9/2006 40

A system-wide solution“The department offers programs tailored to the needs of its students”

The starting point for a viable strategy is just the beginning. For a system-wide solution to be effective, we must have synchronization of all support activities:

150Department and advisors know where to place the student in

math.

100(SI) Department offers programs tailored to

the needs of students. (needs cooperation

from counselors)

105We have ideal financial, academic, supplemental instruction, career and

personal advisement and counseling when needed.


help they need.





111 (110)Faculty

punctuality is required.

112 (110)Substitutes are readily available

when needed.

*22*Instruction is

provided for alll classes as scheduled.

148There are

mechanisms in place to determine

student's math background.

165Advisors advise

students to take realistic course loads. (Omitted as the same as 170,

175)

175 (Counselor)Student's workload is based on academic performance and not

on financial need.

162Classes are

scheduled to accomodate

students.

170 (Counselor)We work with students to create realistic yet


180Students have

realistic schedules. 114

Info. is readily available and disseminated in a variety of forms concerning support

services.

*16*Students know

whom to contact when the need arises and how.

*20*Entire

syllabus is covered.

*4*Students have all the prerequisites for the courses.

*7*Students are punctual and

attend all classes.

*14*Students can

handle courseload.

*18*Students know how to obtain information regarding financial


*13*Students have

sufficient knowledge to help plan their career.


when they need it

185Student has

adequate time class prep/homework .

125Assignment is

closely related to material covered in

class.


students well for doing homework/

assignments.

140 (110)Faculty hold appropriate

office hours.145 (Complete)

College provides adequate help in terms of tutorial and

drop in centers.


supplemental instruction they

need when needed.

118 (Started)Students who have not taken

seqential math courses in consecutive semesters are

provided refresher.


sequential math in consecutive semesters

forget math.

187Students are ready to understand the

lecture.

192Students are confident that they can complete homework successfully.

190 (started)Instructors take an active role in developing study,

homework and test-taking skills.

*11*

*5*215

*8*

210

8

117 Counselors get involved when

student does not attend.

186 (MEC) There is a mechanism for

students to have texts at the beginning of the semester.

160 (Started)Classes are scheduled to


117A (Counselor)There is a

mechanism for providing

communication with instructors and students' counselors.


involved getting students to make use of

Supplementary Instruction and Tutorial centers.

141Late registrants

are required to do adequate supplemenatal instruction to



students the importance of passing their classes

first time/finishing degree on time showing the negatrives of fail and

incompletes

SIMS catches students' missingPrereqs.


*19*Students do not need to drop any classes or ask f or

incomplete.

*7*

145A (110)Tutors show up on time.

220

121Students receive

comprehensive academic

services to deal with any math-


1

2

3

Page 1 of 3, Future Reality Tree

2. Tutors to instill confidence in math students through supplemental instructions

3. Counselors to collaborate with instructors, guide students on academic and personal conflict resolution, and create challenging yet realistic schedules

1. Faculty to instill confidence in math students and teach syllabus at comfortable pace

9/9/2006 41

Accomplishments to date Students know where to find supplemental instruction Tutor accountability has increased (show up on time and are

dependable) Students have direct access to faculty and tutors Mutual communication among faculty and with students Motivational Guide for Students Administrative Buy-in: The correspondence with the counseling

component brought out in the Departmental Guidelines required Administrative buy-in which took place in May 2005. For the buy-in process of the Departmental Guidelines the college President, Dr. Edison O. Jackson, required our trainer to come and present. The buy-in process was so impressive that the President accepted the Departmental Guidelines, commended the department for considering the college’s main issue of Student attrition and not just concentrating on the academic discipline. He elevated the issue to the college level and wants participation from the entire college faculty starting with Counseling and PSRC. The two departments directly affecting our students.

More than 150 people in the college have been exposed to TOC terminology and Thinking Process (TP) skills in the TOC workshops in April/May 2006 and Faculty Training workshops in January 2006.

9/9/2006 42

Impact of TP and TOC training The project plan lays down a step-by-step procedure to synchronize all the activities. Impact on instruction is on both the process and content of

instruction. Online Test Banks for all preparatory courses in mathematics are

being developed using TP by three faculty members – two from Department of Mathematics and one from PSRC, who received Sloan Foundation Grants for release time.

Typed summary of each section required in every class The goal Concepts and Skills of the section linked logically to attain the

goal Important examples is a reflection or mental imaging aiding crystallization of ideas is a good practice in writingBenefits – The folder of all section summaries becomes a portfolio

of the course taken, useful for exam review, brush up in future, and for seniors to take for an interview to the graduate advisor, who will be impressed, who will know how to guide the student, how the student writes.

9/9/2006 43

Impact on Tutoring and Counseling

What Who For

Thinking Process (TP) Tools

Counselors and Department Faculty

Guide other faculty and students in problem solving, decision making, and conflict resolution

Develop Peer-to-Peer TP Tools

Counselors and Students

Mathematics Department student population

Problem solving techniques

StudentsSupport services such as peer tutoring, mentoring, and counseling

9/9/2006 44

Workshop facilitators – Danilo Sirias, Kathy Suerken, Belinda Small

9/9/2006 45

Last screen Summarizing Instructors Workshop

9/9/2006 46

Counselors Workshop

9/9/2006 47

Counselors Workshop

9/9/2006 48

Instructors Workshop

9/9/2006 49

Impact on College of Freshman Studies

Attendance will be monitored using software starting Fall 2006 semester in remedial and beginning credit bearing courses in English and mathematics and absentees for a week will be contacted.

True Outcomes portal will be used for developing portfolios for students in Freshman seminars and PSRC courses.

Activities under different grants will be synchronized using TP skills.

9/9/2006 50

Impact on Freshman Year Program The Freshman Year Program has been redesigned

considering the following UDEs. Students that enroll late are more likely to perform poorly; Students do not have a clear understanding about the

enrollment process; Students are unprepared for the CUNY Exams and often

fail to understand its implications regarding the courses they will be eligible to enroll in;

The enrollment process is chaotic and stressful; Sink or Swim Approach to preparing students for MEC

experience

9/9/2006 51

Impact on Freshman Year Program (contd.)

Testing FYP/SEEK AFD

Academic Dept.

Admissions

College of Freshman Studies (Coordinating Entity)

Integrated Model – avoids students falling through cracks.

Focus: CUE Rigorous Preparation for the College Experience: Agreed upon Competencies

Pre-Orientation Dean CFS Expectations Identify Personal Impediments Diagnostic Test CUNY Exam Workshops Introduction Registration Delineate Mile- stones for progress

MEC SummerAcademic Academy

Rigorous Development Academic Skills Math/Writing Develop IDP Diagnostic Test Earn College Credits Based on Immersion Model

Assessment Number of students enroll- ed in BA prgs Numbers of students w/ 3 or more credit hours Number of Student exiting Exiting Remedial progs CUNY Pass rt.

9/9/2006 52

Impact on FYP and Academic FoundationsDivision (AFD) or PSRC Director wants to integrate TOC/TP skills based on the

TOC workshops in the course offering. Online test banks will be developed during the Fall 2006

semester in coordination with Math Department. Appropriate TOC materials, when available, will be used in

Freshman seminars. Use accelerated Learning & Integrated Course Learning

Models Accelerated Learning Model

Intensive instruction in Remedial Courses offered by AFD 7.5 Weeks of Instruction Diagnostic Testing IDP Computer Aids Intensive Tutorial

9/9/2006 53

Summary Evidence strongly suggests student retention is moving in the

right direction.

Resources (training, funding) available to continue forward. Our experience has been that the reviewers of proposals see the value of TOC in academic environment.

Administration support critical for a successful college-wide effort has continued through the year. For instance, the administration is open to TOC and TP skills, supporting TOC conference by arranging facilities, opening the conference and providing food.

Total solution is collaborative effort between math department faculty, faculty and counselors of School of Freshman Studies.

Introduction of TOC to conflict resolution throughout the college has started taking place.

9/9/2006 54

Acknowledgements - The presenters feel indebted to The originator of TOC – Eli Goldratt TOC Trainers – Steve Simpliciano, Tracy Burton-Houle,

Howard Meeks and Goldratt Institute, New Haven, CT for providing a secluded conducive environment for rigorous training, Kathy Suerken, Danilo Sirias, Belinda Small for TOC for Education workshops at the College

Federal grant funds - MSEIP (2001-2004, 2004-2007) and WEEA (2005-2007)

MEC President Edison Jackson – for recognizing that implementation of TOC in the department of mathematics is in fact a college-wide endeavor.

TOCFE - Kathy Suerken - for applying TOC to education and for providing a forum for dissemination of our ideas.

Implementing TOC - How a Department Makes an Impact On an Urban College

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