Developing Professional Mindset with Mastery Grading

Abstract

Quantitative Reasoning for Professionals is a two-semester general education sequence that teaches basic and intermediate algebra through the lens of quantitative reasoning. In this course sequence, we emphasize communication and inference-making while teaching practical algebra skills for students in programs such as business, nursing, and social work. Students placing into this course sequence are statistically at-risk to drop out of college, and our experience indicates that lacking college-readiness skills are a primary factor in this risk. We created a mastery grading system that was specifically designed to promote skills and habits of mind that are associated with retention. With a view toward our pre-professional student audience, we framed these outcomes in the context of a “professional mindset.” In this paper, we present the specifics of the professional mindset outcome and the context that led to its definition. We describe the specifics of our grading system and informally report on its failures and successes in promoting a professional mindset in our students.

Keywords:

• Quantitative reasoning
• inquiry-based learning
• mastery grading
• growth mindset

Notes

1 This term was popularized locally by colleague H. Pavletic.

Additional information

Notes on contributors

Anil Venkatesh

A. Venkatesh earned his Ph.D. in mathematics from Duke University in 2015. He is an Assistant Professor in the Department of Mathematics and Computer Science at Adelphi University. He was previously an Assistant Professor at Ferris State University. He is interested in all levels of math education from introductory material to advanced topics. He believes strongly in active learning as opposed to lecturing, and uses writing-based exercises when possible as a way for students to enhance their understanding of mathematics.

Victor Piercey

V. Piercey received his Ph.D. in mathematics from the University of Arizona in 2012. Dr Piercey also holds a B.A. in Humanities from Michigan State University, a law degree from Columbia University, and a M.S. in Mathematics from Michigan State University. He practiced law in the New York office of Weil, Gotshal, & Manges LLP for two years before returning to Michigan for a career in Mathematics. Dr. Piercey is an associate professor in the mathematics department at Ferris State University, where he has worked since 2012. He also serves as director of general education at Ferris. He is interested in using his legal experience to enhance his mathematics instruction and provide students with transformative experiences. In particular, his work involves project-based learning, inquiry-based learning, quantitative reasoning, linked courses, and the impact of curriculum and instruction on math anxiety and student beliefs about mathematics.