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Math Jam: Starting Students Right

Math Jam: Starting Students Right. Brock Klein Javier Carbajal-Ramos Pasadena City College, CA. What Brings You Here?. 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.

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Math Jam: Starting Students Right

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  1. Math Jam:Starting Students Right Brock Klein Javier Carbajal-Ramos Pasadena City College, CA

  2. What Brings You Here? 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.

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

  4. 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

  5. A cohort of 3,403 new developmental education students were tracked for 6 years… % 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

  6. % of students who began the math sequence at Level 1 and transferred within 6 years – ??? 0%

  7. Students Who Just Gave Up Successful Students Developmental Students on the Road to Success… Current Students Entering Students

  8. What Do First Year Students Need? 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.

  9. Math Jam:Summer Orientation & Pre-course Warm-up • 2 weeks of free, no-credit, college orientation and interactive math review • Monday – Friday, 9am – 3pm

  10. Program Mapping 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

  11. Principles for Effective Practice • A strong start • Clear, coherent pathways • Integrated support • High expectations and high support • Intensive student engagement • Design for scale • Professional development

  12. Research Questions • 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?

  13. Short-term Outcomes • Connectedness to campus • Awareness of support services and resources • Creation of a network of support • Improved attitude toward math, counseling, and tutoring

  14. Long-term Outcomes • Change in behavior • increased confidence • productive engagement in class • regular use of college resources • Increased retention and success in developmental education math

  15. The Math Jam Team • Program coordinator and assistant • Math instructors • Student Success Team: counselors, coaches, and tutor/mentors • Guest speakers

  16. 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

  17. The Summer Contract • 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

  18. Math Jam Development & Growth: 2006-2012

  19. The Payoff, beginning in 2011 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)

  20. Cost of the 2011 Jam 325 Math Jam students Approximately $160/student

  21. Math Jam Findings: 2006-11 Retention rate – 89% Contract completion rate -- 92%

  22. Math Jam Findings 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

  23. Attitudes towards Math Inventory (ATMI) 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

  24. 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

  25. Notable Survey Findings, 2006-11

  26. Challenges as we scale up to 750 students in 2012…

  27. 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

  28. Talk at Your Tables • Brainstorm any other challenges that haven’t been discussed • Come up with a to-do list that will shape your future work

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