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Math-Retention Project at De Anza Community College

Learn about De Anza College's Math Retention Project, aimed at improving student success in math through innovative software, collaborative support, and data-driven interventions.

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Math-Retention Project at De Anza Community College

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  1. Anne Leskinen Division Dean Physical Sciences, Mathematics & Engineering leskinenanne@deanza.edu Math-Retention Project at De Anza Community College

  2. About De Anza College • Located in the heart of Silicon Valley in Cupertino, CA • Operates on a 12-week quarter system • Serves approximately 22,000 – 24,000 students per year • Transfers approximately 1,800 students per year

  3. About De Anza College Math Department • 31 full-time instructors, 45 part-time instructors • One divisional technology coordinator • Full range of courses from prealgebra to differential equations and linear algebra • Class size is 40

  4. About De Anza College Math Department (cont.) • Developmental math sequence consists of prealgebra, elementary algebra, and intermediate algebra • Offer 175 class sections per year of developmental math (37% of all math department courses) • 55% success rate in developmental math courses

  5. History of Decision to Participate in Two-Year Math Retention Project • Math Department needed software for use in review modules of developmental courses • Particular software chosen for following reasons • conceptual approach with emphasis on understanding • flexibility of use • willingness of company to adapt software to our curriculum • cost to students (including no additional cost to students repeating class) • web based

  6. History of Decision to Participate in Two-Year Math Retention Project (cont.) • Math instructor, Susan Dean, piloted software in her classes in Spring and Summer 2004 • Two-year Math Retention Project proposal made to De Anza in Summer 2005 • We are currently in the 2nd year of the project

  7. Initial Analysis of What Was Needed • Serious buy-in and support from key players • VP of Instruction, Judy Miner • VP of Student Services, Robert Griffin • Campus Institutional Researcher, Andrew LaManque • lead math instructor & counselor willing to participate in the project • Math Department Coordinator, responsible for scheduling math classes • Computer lab technician • Computer lab time

  8. Initial Analysis of What Was Needed (cont.) • Recruitment of more full-time & part-time math faculty to the project • workshops showcasing math software • Coordinator for the project • 1st year shared by VP of Student Services, Institutional Researcher, & Division Dean • Method of administering surveys • College Student Survey (CSS): time in class to administer and communicate results • Student, Staff and Faculty Satisfaction Survey: organized by institutional researcher & administered online

  9. Problems and Their Solutions • Turning verbal commitments into actions ex: availability of counselors • intervention with students in developmental math classes helps students to be successful elsewhere • Questions/concerns of instructors & counselors working on the project • regular meetings to discuss problems and brainstorm solutions

  10. Problems and Their Solutions (cont.) • Coordinator for project • 2nd year: Barbara Fink, Math Instructor and former Math Dept. Coordinator • Mechanics of students paying for software and receiving guides/books • collaboration between book store & software company

  11. Problems and Their Solutions (cont.) • Mechanics of administering the College Student Survey (CSS) • ongoing discussions with institutional researcher • students receive automatic email with logon and password for CSS • time given in lab for CSS • counselor reports generated • student reports generated

  12. Problems and Their Solutions (cont.) • Mechanics of administering the CSS (cont.) • Counselors • present reports to students in classroom • contact at-risk students – intervention • hold special CSS office hours • work with instructors to help students remain in class

  13. The Positives • Participating instructors & counselors want to continue • Students currently in the project want to take next class in sequence • These classes are filled before other math classes • More faculty are wanting to participate

  14. The Positives (cont.) • Good rapport developing between instructors & counselors involved in project • Students feel supported by team approach • Instructors report students engaged and definitely doing more homework • Instructors & counselors learn more about their students and can give more focused assistance

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