Sabbatical Leave Report
Julie Harland
September 2005
Signature Page
The Faculty Sabbatical Leave Application signature page is attached.
Restatement of Sabbatical Leave Purpose and Objectives
Original Proposal: I propose to write three comprehensive hands-on workbook modules which can be used in one or more mathematics courses at MiraCosta College. Each module will be a combined text/workbook, similar to a chapter in a book, but more comprehensive and self-contained.
Description of Activities
My main objective was to develop and write complete, comprehensive modules that would stress understanding of the concepts. Although I would use correct mathematical notation, I would write in a friendly, down-to-earth way, with problems on most pages, designed so the students would be comfortable with reading all of the text. I would provide thorough explanations of the mathematics involved, as well as solutions and answers. The modules would be in workbook format, so students could write in and show their work in each module.
First I decided on which course to concentrate, and chose to write modules for Prealgebra. I decided to focus on the algebraic topics so the modules could also supplement algebra courses. To prepare for writing, I browsed and studied several Basic Mathematics, Prealgebra, and Algebra textbooks already on the market. I wanted to identify weaknesses in certain topic areas so I could concentrate on writing about topics students have difficulty understanding. I also spent some time choosing and purchasing new hardware (a Macintosh laptop) so that I could take my work with me anywhere.
Next, I planned the order of the modules that would complete a full course, and began writing the first module. Over a period of the first few months, I also made several layout changes that required some extra editing, and I eventually decided on a format with which I was most comfortable. I mixed exposition with problems. Within almost every section, I included problems for the student to try first, as opposed to examples for them to read first, so the students would work problems as part of the reading and homework. An exercise set is at the end of each section. I also came up with a unique scheme for my exercise set. Most exercise numbers contain three parts (labeled a, b, and c), with problems that are similar. In the solutions guide for students, I provide a detailed solution for part a, only the answer for part b, and no answer for part c. A typical college mathematics textbook only provides answers to the odd-numbered problems, so students of this text are able to check answers to two-thirds of the exercises, instead of only half of them. Not providing students with the answers for part c allows an instructor more flexibility in assigning and grading homework. A teacher might only assign parts a and b, or perhaps assign and grade part c as part of a quiz, etc. An overall design feature is that modules are printed on 8.5” by 11” three-hole punched paper, with space provided for the student to show all work in the workbook. I developed each module to be self-contained, detailed and comprehensive. I advise students to put each module in a flat three-pronged portfolio that they bring to class, so they carry one or two modules to class, as opposed to a heavy textbook. A module can be turned in for grading when complete, as they begin work on another module.
To achieve the quality and depth that I wanted to produce, I focused my sabbatical leave time almost purely on writing and editing. In preparation, I spent about 50 hours in August 2004 researching current textbooks and hardware. I am not including these activities in my log of hours. I was able to write and complete five modules, containing a total of 44 sections and exercise sets, by the end of May 2005. This is two more modules than promised on my sabbatical leave application—I spent more hours on my sabbatical project than is required in order to write the extra modules. Each module is comprised of a table of contents and several sections, each containing exercise sets. I am submitting over 300 pages of what I published. There is a separate packet containing the student solutions to the modules. I also have an instructor’s manual containing the complete solutions.
Contribution to District
As described in my sabbatical leave application, this project contributes to the MiraCosta Community College district in many ways:
a. Writing these modules has contributed greatly to my own professional and personal growth. Writing educational materials in the discipline of mathematics was the best way for me to enhance my personal professional development as a mathematics educator. I used my many years of teaching experience to write about topics I knew students needed extra help understanding. I am enjoying the benefits of using these modules in my class this semester. In addition, my skills on the computer have continued to improve. I understand the difficulties of writing mathematics on a computer. As an added benefit, I am rejuvenated after taking a break from classroom teaching, and I feel this improves my performance as a teacher.
b. My sabbatical leave project enhances my work at the college. I have new and innovative materials for my courses. My current students are using the modules I developed. Teaching with my own text materials is a great benefit to me because I know the writing inside and out.
c. Since I developed new and improved program materials for mathematics students at our college, this sabbatical leave project directly benefits my students and other students whose instructors use the materials. I am experiencing first-hand the enormous benefit to students using materials that I have written. My goal is to write clearly with a "voice" that is friendly and familiar, as if I am talking with students. Mathematics is a language that is difficult for many people to read and understand. I write so my students can and will read. I intersperse problems with explanations and examples. The modules that I developed substitute for a traditional mathematics textbook. Students who use my book read and try problems on almost every page. One of my strengths as a teacher is my ability to explain clearly so others can understand. Based on feedback thus far, students seem to appreciate the way I write. They learn to read, comprehend, and often even enjoy mathematics. I want students to be successful and to like math—to see its beauty, its logic, its connections, and its patterns. That is why I wrote these modules, and that is why I continue to write.
I believe the most important contribution an instructor can make is to improve the quality of learning for his or her students. Completing this sabbatical project helped me achieve this goal. Although developing these detailed modules required significantly more time than writing traditional expository chapters, I believe the modules are of greater value to our students and instructors than many of the textbooks commonly used in Prealgebra classes. My own students are working out of the modules this semester. Thus, my students are using new, innovative, up-to-date materials in class right now. The unsolicited comments from my students have been very positive. The difference, they tell me, is that they can both read and fully understand the material. This is the smoothest semester I have ever experienced teaching this course, and I have a lively, grateful class of students. Although the exercises are in many cases more challenging than those found in traditional texts, students have fewer questions in class. I believe this is due to the thoroughness of the explanations. I am very satisfied with the results I am seeing in my students and feel fortunate that they like and appreciate the materials I wrote.
The individual modules I wrote may also be used in the Math Learning Center for students needing remedial work in certain areas, or for Prealgebra students taking this course self-paced. In this capacity, the writing done on this sabbatical leave may end up serving a broad population of students.
d. My sabbatical leave project benefits my colleagues. I have forwarded all of the Word documents to my full-time colleagues and invited them to use part or all of any of the modules in their classes. I share all of my materials with my colleagues. Colleagues in other disciplines and departments also may benefit from my experience. I have shared my previous writing experience and materials with colleagues who have been interested in doing similar endeavors themselves, and will again make myself available in that way.
e. My project had enough activity to justify a sabbatical leave. Writing the modules took well over the required hours, and my time is documented in the weekly log of hours. Writing in a professional manner is a time-consuming task. I wrote and edited several hours each week during the school year.
f. My sabbatical leave project benefits my department. I wrote in the discipline of mathematics. To have a department member be an author of course materials used at our college is a benefit to our department. Also, other instructors have full access to my materials and are welcome to use them in their own courses.
Additional Sabbatical Leave Activities
Although I was not required to participate in any departmental or Flex activities during my sabbatical leave, I attended some department meetings and retreats and also attended a Flex workshop on Blackboard. I spent several hours researching textbooks. I also researched, purchased and learned how to use appropriate hardware and software that I would use for my sabbatical leave project.
Documentation of Leave
I am submitting a copy of each of the modules and the solutions packet that I created, developed and wrote.
I am attaching a weekly log of activities and hours.
All in all, this sabbatical leave has been a wonderful experience and I appreciate that I was given this opportunity. I am grateful to all of the people at MiraCosta who supported me in this endeavor and helped to make this sabbatical project possible.
Weekly Log of Activities
Activity Key: To denote writing Module 2, Section 206-208, I am simply stating “Write 206-208”
Dates Activity Hours
8/30-9/5.............. Planning order, content, format of modules............... 22
9/6-12................. Write 101 - 103...................................................... 30
9/13-19............... Rewrite, edit 101-103; Write 104-105....................... 22
9/20-26............... Write 106 - 108...................................................... 24
9/27-10/3............ Rewrite, edit 104-108.............................................. 24
10/4-10............... Edit and reformat Mod 1.......................................... 20
10/11-17............. Write and edit solutions for Mod 1............................. 18
10/18-24............. Write 201-203........................................................ 32
10/25-31............. Rewrite, edit 201-203; Write 204.............................. 22
11/1-7................. Write 205-206........................................................ 22
11/8-14............... Rewrite, edit 204-206; Write 207.............................. 16
11/15-21............. Rewrite, edit, reformat all of Mod 2........................... 24
11/22-28............. Write and edit solutions to Mod 2.............................. 20
11/29-12/5.......... Write 301-303........................................................ 22
12/6-12............... Rewrite, edit 301-303; Write 304.............................. 24
12/13-19............. Rewrite, edit 304; Write 305.................................... 26
1/3-9 ................. Write 306-307........................................................ 16
1/10-16 .............. Rewrite, edit 305-307; Write 308.............................. 14
1/17-23 .............. Rewrite, edit 308; Write 309-310.............................. 22
1/24-30 .............. Rewrite, edit and reformat all of Mod 3..................... 30
1/31-2/6 ............. Write and edit solutions for Mod 3............................. 18
2/7-2/13 ............. Write 401-402........................................................ 16
2/14-20 .............. Rewrite, edit 401-402; Write 403.............................. 26
2/21-27 .............. Write 404-406........................................................ 24
2/28-3/6.............. Rewrite, edit 404-406.............................................. 22
3/7-13 ................ Write 407-409........................................................ 14
3/14-20 .............. Rewrite, edit 407-409; Write 410.............................. 16
3/21-27 .............. Edit and reformat Modules 1 – 4 for consistency........ 16
4/4-10 ................ Write and edit solutions for Mod 4............................. 20
4/11-17 .............. Write 801-802........................................................ 22
4/18-24............... Rewrite, edit 801-802; write 803.............................. 18
4/25-5/1 ............. Write 804-805........................................................ 22
5/1-7 ................. Rewrite, edit 803-805.............................................. 18
5/8-141 .............. Write and edit solutions to Mod 8.............................. 18
5/15-21 .............. Reformat all modules for consistency........................ 24
5/23-27 .............. Print and edit all modules........................................ 30
Total Hours spent on Sabbatical Leave Project = 774
I planned, wrote, edited, and published five self-contained, detailed and comprehensive workbook modules for a Prealgebra mathematics course. The modules contain a total of 44 sections, each containing explanations, problems, exercise sets, and solutions.