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Math Jam: Starting Students Right

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Math Jam:Starting Students Right

Brock Klein

Javier Carbajal-Ramos

Pasadena City College, CA

Introductions – 10 minutes

- Take turns introducing yourself to the others at your table.
- Be sure to tell your tablemates how you interface with first year students.
- If you are involved with a first year experience or empowerment program, think of one program accomplishment that you are particularly proud of.

- PCC Student Demographics
- 40% Hispanic/Latino
- 28% Asian/Pacific Islander
- 20% White
- 6% African American
- 6% Other/Unidentified

Welcome!Good luck getting the classes you need.

78% of new students placed into developmental education English

85% of new students placed into developmental education math

Developmental education English & math placements: 8,928

# of seats available for new students: 1,234

PCC, Planning & Research, Fall 2010

% of students who made it through the developmental education sequence:

Math – 13%, English – 36%, ESL – 21%

- 12% earned an Associates Degree, AA/AS
- 5% earned a Career or Technical Certificate
- 25% transferred
- 69% had no discernable milestone
- 19% were lost after first year
PCC, Planning & Research, 2009

% of students who began the math sequence at Level 1 and transferred within 6 years – ???

0%

Students Who

Just Gave Up

Successful Students

Developmental Students on

the Road to Success…

Current Students

Entering Students

Discussion – 15 minutes

- Take a few minutes to write about the skills and behaviors first year students need to be successful in college.
- Turn to someone you’ve just met and share one or two ideas from your reflections.
- Select a person who will introduce your table to the larger group and share one key idea from your discussion. Have a back up in case your idea has already been shared.

- 2 weeks of free, no-credit, college orientation and interactive math review
- Monday – Friday, 9am – 3pm

CURRICULUM DEVELOPMENT

.XL, UJIMA, PUENTE, ATHLETIC ZONE

PROFESSIONAL DEVELOPMENT

2 –WEEK ORIENTATION TO COLLEGE

ASSESSMENT, PLACEMENT REGISTRATION

BASIC SKILLS MATH

INSTRUCTION

INSTRUCTION

STUDENT SERVICES

COUNSELING

MATH JAM

TUTORING

TUTOR TRAINING

VALUES & ASSUMPTIONS

THEORETICAL & RESEARCH FOUNDATION

ALIGNMENT W/ ED MASTER PLAN

ASSESSMENT OF NEEDS

TARGET AUDIENCE

SHORT/LONG-TERM OUTCOMES

CONNECTION TO/USE OF

EXISTING RESOURCES

EVALUATION

(DATABASE)

EXTERNAL

EVALUATORS

FACULTY RESEARCH

INTERNAL EVALUATORS

- A strong start
- Clear, coherent pathways
- Integrated support
- High expectations and high support
- Intensive student engagement
- Design for scale
- Professional development

- Will the summer orientation to college and the pre-collegiate “boot camp” increase success in math and persistence in college?
- If so, when can we expect to see the increase?
- How big can the program be? Is there a “tipping point” regarding program effectiveness?

- Connectedness to campus
- Awareness of support services and resources
- Creation of a network of support
- Improved attitude toward math, counseling, and tutoring

- Change in behavior
- increased confidence
- productive engagement in class
- regular use of college resources

- Increased retention and success in developmental education math

- Program coordinator and assistant
- Math instructors
- Student Success Team: counselors, coaches, and tutor/mentors
- Guest speakers

- Notable Math Jam
- Characteristics
- Stress-free environment in which to study math
- Interactive, problem-based learning curriculum
- Creation of tutor/tutee relationship
- Tutor learning, empowerment, and community building
- Engagement between student tutors and instructors
- Professional development for instructors

- Miss no more than one full day or two half days of Math Jam
- Meet at least once with your first-year coach (advisor)
- Cooperate, work hard, and have fun

Admission into the

First-Year Pathway

- Guaranteed full schedule (12 units) in fall and spring
- Access to a Student Success Team: (counselor, coach, and tutor)

325 Math Jam students

Approximately $160/student

Retention rate – 89%

Contract completion rate -- 92%

Math Jam students enrolled in Prealgebra, Level 1 …

- Completed the last course in the pre-collegiate math sequence (Intermediate Algebra, Level 3) more than two and a half times faster than students not in the program by the end of seven terms
- Completed Intermediate Algebra and English Comp. more than twice as fast as the comparison group by the end of seven terms
2009 Claremont Graduate University evaluation report

A mixed-model ANOVA found an increased sense of self and enjoyment of mathematics and reduced mathematics anxiety among Math Jam students.

Math Jam students…

- completed their first semester of math with improved attitudes towards mathematics
- were better positioned to succeed in math than a comparable PCC math student
The comparison group reported increased math anxiety and decreased enjoyment of mathematics throughout the term.

Math Jam should be supported in its ability to move students through the math sequence faster than a comparable group of PCC students.

Claremont Graduate University Report, 2011

Traditional Summer Bridge vs. Math Jam

“Although a larger proportion of [traditional summer bridge] students completed the basic competencies for CSU/UC transfer and AA/AS degree attainment, students in the Math Jam program completed these competencies sooner.”

UCLA Evaluation Report, 2010

- Changes for Math Jam 2012
- Change from one 60-hour jam to two 30-hour jams
- Curriculum redesign
- More training and greater use of peer mentors
- Coordination with other first-year pathway program directors

- Brainstorm any other challenges that haven’t been discussed
- Come up with a to-do list that will shape your future work