Bridging the Gap for Incoming STEM Majors

1. Algebra in a Week: Bridging the Gapfor IncomingSTEM Majors Presented by:Brittney Gillespie and Dr. James Rauff

2. The Problem An increasing number of incoming students intending to major in science or business require developmental mathematics. A semester of developmental mathematics puts these students behind in the normal progression of their programs.

3. A Possible Solution An intensive review of intermediate algebra in the summer that will enable students to enroll in the mathematics course required by their major in their first semester at Millikin.

4. Implementation Constraints on Intensive Developmental Algebra • Short • Inexpensive • Credit bearing • Low student/faculty ratio • Residential • College readiness component

5. Who is involved in Excel? Student Life A Admissions Excel Facilities Student Success Mathematics Dept.

6. Student Qualification Constraints • ACT score places student just short of quantitative reasoning (QR) course • Student’s major is science, nursing, or business • Student must be capable of fast-paced, intensive study • Student must be self-motivated

7. Admission Requirements • In 2009 – 2011: ACT Math Sub-score of 20 – 24 • In 2012: ACT Math Sub-score of 19 – 21 • Changes due to restructuring of math curriculum • In 2013: ACT Math Sub-score Average Between 19 – 21 • Changes due to issues encountered during 2012

8. Cost, Room, and Board • 2009 – 2012: Cost for entire program $350 • 2013: $375 • Cost includes: • Three meals per day • Housing in a campus dorm for the 8 days • Instruction for the 3-credit class • Textbook rental, notebooks, pencils • Extra-curricular activities

9. Course Description • Study a whole semester of algebra in 7 days - review of algebra I and II, but some new material they may not have seen • No more than 20 students enrolled per summer

10. Topics Covered • Linear Equations & Functions • Linear Systems of Equations • Rational Equations & Functions • Radical Equations & Functions • Quadratic Equations & Functions • Exponential Equations & Functions • Logarithmic Equations & Functions

11. Course Timeline • Students arrive Friday of Orientation and Registration in June • Class starts Saturday at 1 - 5 pm • Class Sunday 1 – 5 pm • Monday through Friday: 9 – 12, 1 – 5 • Review Session Friday Night • Final Saturday 9:30 – 11:30

12. Class Format • Motivation/Introduction: 15 minute or less lecture • Practice: Students work on assigned problems • Recitals: Students work through problem individually but in front of a professor • Quiz every morning starting on Monday

13. Changes in Class Format • Originally homework collected and graded daily • Now recitals, quizzes and final only grades • In 2009, senior math major aided Dr. Rauff • 2010 – present: full-time staff member, Brittney Gillespie, co-teaches

14. Classroom Design • 2 Rooms: directly across the hall from each other • 1 Room for lectures and recitals – traditional classroom setup • The other is the work room – tables set in pods for 4 students

15. Work Room Lecture/Recital Room

16. Schedule for a Typical Day Monday:

17. Examples of Assigned Problems • Given and , find and • How many gallons of 20% antifreeze solution and a 10% antifreeze solution must be mixed to obtain 40 gal of a 16% antifreeze solution? • Expand into sums and/or differences of logarithms.

18. Examples of Quiz Problems • Solve for . • The smallest angle in a triangle is half the largest angle. The middle angle measures 30 degrees less than the largest angle. Find the measure of each angle. • Solve for .

19. Examples of Final Exam Questions • Solve the equation: • Solve the equation: • The weekly profit for a tutoring service is given by , where is the number of hours the tutors work and is the profit in dollars. • A) How many hours should the tutors work in a week in order for the company to make the maximum profit? • B) What is the maximum possible profit?

20. Support Systems for Students • Dr. Rauff and Miss G. • Available from 8:30 – 9 am for questions before quiz • Review Session for final Friday night 7 – 9 • Dr. Verry from the Office of Student Success • Teaches Student Success Sessions • Organizes Excel program and its extra-curricular activities • Student Mentor: • Walks students to destinations on campus • Watches students in the dorms • Provides insight and advice about college life

21. Demographics: Excel Students by Gender

22. Demographics: Excel Students by Major

23. Do the EXCEL Students succeed in their first post-developmental mathematics course? Mean grade of EXCEL students: 2.7

24. Students Post-EXCEL 80.8% of all EXCEL students (2009-2012) have graduated or are making progress

25. Conclusions: Program • Excel students average C+ in their first post-Excel mathematics course. • 80% of the first group of Excel students have graduated from Millikin. 81% of all other Excel students are making progress towards their degree. • Early results indicate that the program is meeting its goal of preparing students to succeed in college-level mathematics courses.

26. Conclusions: Students • Average ACT mathematics sub-score is a better predictor of success in Excel than last sub-score. • ACT reading sub-score should also be considered. • Student motivation and attention to task is reinforced through collaboration.

27. Conclusions: Faculty Algebra “boot camp” faculty must: • Have total knowledge of the subject matter, • Be able to adjust curricula on the fly • Believe that every student will succeed, • Be very patience, and • Be prepared for a very rewarding, but very exhausting week.

28. Questions? Contact information: James Rauff: jrauff@millikin.edu Brittney Gillespie:bgillespie@millikin.edu