Presenters: Angela Grupas, Acting Dean Math/Communications Division, St. Louis Community College-Meramec

1. Math Boot Camp: Helping Students Move Through Developmental Math Sequence AACC Convention: 21st-Century Vision: Igniting Innovation • Presenters: • Angela Grupas, Acting Dean Math/Communications Division, St. Louis Community College-Meramec • Cynthia Hess, President, St. Louis Community College-Forest Park, • Pam McIntyre, President, St. Louis Community College-Wildwood, • Marcia Pfeiffer, President, St. Louis Community College-Florissant Valley • George Wasson, President, St. Louis Community College-Meramec

2. George Wasson, President St. Louis Community College-Meramec

3. Mission Statement St. Louis Community College expands minds and changes lives every day. We create accessible, dynamic learning environments focused on the needs of our diverse communities. South County Education and University Center Florissant Valley campus

4. About the College • Largest community college system in Missouri • Ranks among the nation’s top 25 associate degree-producing institutions • District encompasses 718 square miles, includingSt. Louis City and County and portions of Franklin and Jefferson counties STLCC is one of the nation’s top associate degree-producing institutions in the country.

5. About the College • Four campuses at Florissant Valley, Forest Park, Meramec and Wildwood • Two education centers in St. Louis County, North St. Louis City • Numerous satellite locations in area business, industrial, neighborhood and educational sites • Corporate College in Bridgeton • Administrative Center, 300 South Broadway • 3,854 full- and part-time employees Florissant Valley campus Forest Park campus Meramec campus Wildwood campus

6. Enrollment Profile (Fall 2011) • 29,230 students enrolled in credit courses • Median Age = 24 • 61% Female • Race and culture • Caucasian = 15,242 (52%) • African-American = 10,981 (38%) • Asian = 912 (3%) • Hispanic/Latino = 767 (3%) • Multiracial/Other Ethnicity = 735 (3%) • Unknown = 593 (3%) • Represent nearly 120 countries and 40-plus different language (top 5 are Spanish, Arabic, Russian, Bosnian, and African dialects)

7. What’s Happening in Developmental Education Nationwide?

8. National Trends in Developmental Education Study of over 250,000 students enrolled in 57 AtD colleges in 7 states

9. National Trends in Developmental Education Bailey, T., Jeong, D., Cho, S., & Columbia University, C. (2010). “An academically unprepared student who passed a college-level math course was more than four times as likely to transfer as a similar student who did not.” Moore, C., & Shulock, N. (2009).

10. Dr. Cynthia Hess, President St. Louis Community College-Forest Park

11. How Are We Doing? Let’s take a look at St. Louis Community College

12. Directions for St. Louis Community College

13. Graduation Rates For Developmental*, 1st-Time, Full-Time, Degree-Seeking Students

14. Fall 2007 First Time Students • 3,965 students had math placement information. • 90% (3,563) placed in developmental math • 10% placed in College Algebra or higher.

15. Grade Distribution in Pre Algebra Fall 2010 (1,215 students) Data from Forest Park Campus

16. Student Retention Based on Pre-Algebra Grades Fall 2010 to Spring 2011 65% of student returned Data from Forest Park Campus

17. Performance of Successful Pre Algebra Students in Elementary Algebra

18. Percentage of Developmental Students Who Complete Intermediate Algebra With a C or Better Who Then Complete College Algebra With a C or Better • 2006-2011 Five-Year Graduation Rate For Students Who Started As Developmental 16% • 2006-2011 Five Year Graduation Rate For Students Who Started As College-Ready25%.

19. Pam McIntyre, President St. Louis Community College-Wildwood

20. Accelerated Learning • Acceleration is an increasingly popular strategy for improving the outcomes of students referred to developmental education. • Acceleration involves the reorganization of instruction and curricula in ways that expedite the completion of coursework or credentials. Edgecombe, N., & Columbia University, C. (2011). MATH BOOT CAMP

21. History of Math Boot Camp

22. Math Boot Camp Objective • An intensive review of the basic concepts in Pre-Algebra for recent high school graduates who have taken an advanced mathematics course (Algebra II or higher) in high school and yet have placed into Pre-Algebraon the STLCC placement test. • At the conclusion of the Math Boot Camp the students were allowed to retest and then be placed into the appropriate course, hopefully eliminating or reducing the need for developmental coursework.

23. Math Boot Camp Outline • Pre-test: identified student’s areas of weakness • Workshop format—3 hours • Mini-lectures on 4 core topics: • Fractions • Decimals • Percentages and proportions • Solving equations • Individualized skill-building and problem-solving practice with computer • 15 participant maximum • Mastery-level testing • Post-test: placement test retake $49.00

24. Eligibility *Students tested between March 1 and June 22, 2011.

25. Results 67% of Boot Camp students moved out of Pre-Algebra

26. Student Reflections • It was very helpful and I liked the idea of a second chance at the test • It was a great refresher • The Math Boot Camp really helped me boost up my math skills and the teacher was very helpful. • It was a good refresher on past math problems. • The review really helped a lot to help me fully understand basic math I haven't done in years • Math Boot Camp helped me solve problems that I forgot how to solve. • It was great experience, and I would recommend this for everyone • I thought it was very helpful, I hope it will help me score higher • You should take it seriously • It was very beneficial • It helped a lot! • It’s a great program

27. Student Feedback

28. Dr. Marcia Pfeiffer, President St. Louis Community College-Florissant Valley

29. Project-Based Learning in Developmental Education The purpose of this project is to improve student success in the developmental sequence by developing and delivering a:

30. Project Highlights • Students recruited from existing developmental English, Math, and Reading courses • Theme-based integrated curriculum • 4 instructional sessions of 3 hours each per week • 1 peer tutoring session of 3 hours per week • Focused on 3 significant projects • Course design based on L. Dee Fink’s approach (backward design) • Creating Significant Learning Experiences • Learning Goals • Activities • Assessment

31. Class Schedule

32. EXAMPLE ?????????

33. Project Example: Cinderella Stories • Mathematics • Between you and your partner make up a Cinderella problem that can be solved by defining the variable and solving the equation. • Make sure your problem has all the necessary information and is clear and concise. • Submit the solution for your problem with all the steps clearly identified. (Define the variable, write an equation,…) • Think about how you are going to present it: power-point, poster, report, movie, book,… • Write a reflection on your experience working on this project.

34. Student Samples - MTH

38. Project Assessment • Student Success Measurements: • Midterm grades • Retention • Final grades • Performance in follow-on courses • Student Success Objectives: • 5% or more • increase in the number of A-Cs • decrease in the number of Ws • increase in the number of enrollments in follow-on • courses • increase in A-Cs in follow-on courses

39. Student Success Results Midterm Grades Students achieving a C or Better

40. for allowing us to showcase Math Boot Camp and Project Based Learning Please visit our website at stlcc.edu to learn more about St. Louis Community College.

41. QUESTIONS