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MAP the Way to Success in Math: A Hybridization of Tutoring and SI Support Evin Deschamps

MAP the Way to Success in Math: A Hybridization of Tutoring and SI Support Evin Deschamps Northern Arizona University Student Learning Centers. MAP the Way to Success in Math: A Hybridization of Tutoring and SI Support.

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MAP the Way to Success in Math: A Hybridization of Tutoring and SI Support Evin Deschamps

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  1. MAP the Way to Success in Math: A Hybridization of Tutoring and SI Support Evin Deschamps Northern Arizona University Student Learning Centers

  2. MAP the Way to Success in Math:A Hybridization of Tutoring and SI Support • Provide an overview of the Math Achievement Program (MAP) at NAU to show participants what a hybrid model of math support can look like. • Assess the factors that contribute to potential changing math needs on your campus. • Identify elements that are key to programs and elements that have the potential to change.

  3. Math Support at NAU

  4. Assess the Changing Student • Students preferring drop-in, low commitment options over 1:1 tutoring. • Students with jobs who have more demands on their time need more flexibility with drop-in tutoring hours. • 40% of NAU students are first generation college students who are less likely to enter the university with established help-seeking behaviors.

  5. Assess the Changing Campus • Implementation of a math emporium run by The Department of Mathematics and Statistics, fall 2012 • Space constraints for existing math lab in the Student Learning Centers • Continued enrollment growth (19,000) • More students who need math resources • More students who place into lower level math

  6. Assess the Existing Model: SI Math Support, SP11

  7. Compare and Contrast • What works well about the SI model? • What works well about the tutoring model? • Is our program set in a rigid structure, or can it dynamically meet the needs of students?

  8. Create a Hybrid Model MAP SI Tutoring

  9. Math Achievement Program Courses supported are lower level, course coordinated, and build on each other foundationally: Courses supported AY11-12 MAT100, 108, 114, 119, 125, 136 Courses supported AY12-13 MAT119, 125, 136, 137, STA270 Courses supported AY13-14 MAT119, 136, 137, STA270 MAT100= Intro to Algebra MAT108= Algebra for Pre-Calculus MAT114= Quantitative Reasoning MAT119= Finite Math MAT125= Pre-Calculus MAT136= Calculus MAT137= Calculus II STA270= Intro to Statistics *year to year changes in course support due to the implementation of the LMC.

  10. Assess the New Model: MAP Math Support

  11. The Key to Success • Peer Math Assistant feedback - Any new idea or change is proposed to the PMAs first to get their feedback. This contributes to significant more program investment, job satisfaction, and semester to semester retention rate of PMAs (90-95%). - PMA suggestions are always careful considered and followed up on, whether or not the suggestion is put into practice. • Faculty Involvement - Encouraging students to use the program and utilizing the PMAs in class. - Informing the tutors about specific methods they want students to use to solve problems, etc. , keeping the tutors informed about upcoming topics and anticipated student challenges. - Informing the SLC professional staff of issues or concerns both in and out of the classroom. • Dynamic Programming - Allowing the program to change based on what is happening, not what was predicted to happen.

  12. MAP by the Numbers

  13. MAP by the Grades

  14. What Did We Learn: the data • More assessment is needed for grade comparison, including course by course and incoming academic characteristics of students. • Students are more likely to utilize resources for non-terminal math courses (MAT136) vs. terminal math courses (MAT119). • Students are more likely to utilize resources for major courses whose content will apply to future courses (MAT136 for Engineering). • Establishing program hours that are the same every day encourages frequency of visits.

  15. What Did We Learn: the PMAs • Having one large open tutoring room allows the PMAs: - To help each other with students when it is busy - To help each other with difficult content material - To informally observe each other’s tutoring strategies - To develop a sense of community around math • Giving the PMAs flexibility allows them to: • Choose classes that work better for their personal schedules • Choose instructors that they aren’t familiar with/see students from so the PMAs can get more familiar with teaching styles

  16. Looking Ahead • Quantitative Assessment: • Course by course • Domestic vs. international students • Academic preparedness (GPA, math placement score) • Qualitative Assessment: - End of semester survey to evaluate program effects on confidence, perseverance, motivation, etc. • PMA Training: - Content reviews at the start of each semester to proactively address gaps in knowledge

  17. Group Discussion • What are the current ways you support math at your institution? • On a scale of 1-10, how satisfied are you with the support model? • On a scale of 1-10, how likely is it that you could propose changes to your administration?

  18. Program Assessment in Math

  19. Program Assessment in Math

  20. Questions? Evin Deschamps Assistant Director Student Learning Centers Northern Arizona University Evin.Deschamps@nau.edu

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