Brock KleinJavier 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.

If you are involved with a first year experience or empowerment program, think of one program accomplishment that you are particularly proud of.

PCC Student Demographics

• 40% Hispanic/Latino • 28% Asian/Pacific Islander• 20% White • 6% African American• 6% Other/Unidentified

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

Welcome!Welcome! Good luck getting the classes you need.

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

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

0%

Developmental Students on the Road to Success…

Entering Students

Current Students

Successful StudentsStudents Who Just Gave Up

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.

Math Jam:Summer Orientation & Pre-course Warm-up

• 2 weeks of free, no-credit, college orientation and interactive math review • Monday – Friday, 9am – 3pm

Program Mapping

2 –WEEK ORIENTATION TO COLLEGE

INSTRUCTION

MATH JAM

STUDENT SERVICES

TUTORINGCOUNSELING

BASIC SKILLS MATH

.XL, UJIMA, PUENTE, ATHLETIC ZONE

CURRICULUM DEVELOPMENT

PROFESSIONAL DEVELOPMENT

VALUES & ASSUMPTIONSTHEORETICAL & RESEARCH FOUNDATION

ALIGNMENT W/ ED MASTER PLANASSESSMENT OF NEEDS

TARGET AUDIENCESHORT/LONG-TERM OUTCOMES

CONNECTION TO/USE OF EXISTING RESOURCES

ASSESSMENT, PLACEMENT

REGISTRATION

EVALUATION(DATABASE)

EXTERNALEVALUATORS

FACULTY RESEARCH

INTERNAL EVALUATORS

INSTRUCTION

TUTOR TRAINING

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

Research Questions

1. Will the summer orientation to college and the pre-collegiate “boot camp” increase success in math and persistence in college?

2. If so, when can we expect to see the increase?

3. How big can the program be? Is there a “tipping point” regarding program effectiveness?

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

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

The Math Jam Team

• Program coordinator and assistant

• Math instructors

• Student Success Team: counselors, coaches, and tutor/mentors

• Guest speakers

Notable Math JamCharacteristics

1.Stress-free environment in which to study math2.Interactive, problem-based learning curriculum3.Creation of tutor/tutee relationship4.Tutor learning, empowerment, and community building5.Engagement between student tutors and instructors6.Professional development for instructors

The Summer Contract

1. Miss no more than one full day or two half days of Math Jam

2. Meet at least once with your first-year coach (advisor)

3. Cooperate, work hard, and have fun

Math Jam Development & Growth: 2006-2012

Math Jam Development & Growth: 2006-2012

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)

Cost of the 2011 Jam

325 Math Jam students

Approximately $160/student

Math Jam Findings: 2006-11

Retention rate – 89%

Contract completion rate -- 92%

Math Jam FindingsMath 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

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

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

Notable Survey Findings, 2006-11

Challenges as we scale up to 750 students in 2012…

Changes for Math Jam 2012

1.Change from one 60-hour jam to two 30-hour jams2.Curriculum redesign3.More training and greater use of peer mentors4.Coordination with other first-year pathway program directors

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