math performance success dr. barbara illowsky de anza college 1
DESCRIPTION
De Anza’s Solution Math Performance Success (MPS) Program: Intensive intrusive counseling Cohort Approach Common Curriculum Common Faculty 3TRANSCRIPT
Math Performance Success
Dr. Barbara Illowsky
De Anza College
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Developmental Math challenges
• Low Success
• Low Progression Rate
• Not Reaching Educational Goals
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De Anza’s Solution
Math Performance Success (MPS) Program:
• Intensive intrusive counseling
• Cohort Approach
• Common Curriculum
• Common Faculty3
Recognition and Support
• Cited as Exemplary Program by ASCCC
• Recipient of Hewlett Foundation Award
• Partially Supported by Title III Grant
• Financially Supported by De Anza Student Body
KEY FINDINGS: Hanover Research, Feb. 2016
MPS participants outperform similar non-MPS students by 28.8 percentage points in the combined “six-year graduation or transfer” rate.
Among MPS students, there are not large differences in graduation rate, time until graduation, or proportion of STEM courses across gender or ethnicity categories.
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KEY FINDINGS (cont.): MPS participation is correlated with an increased grade point average (GPA) of 0.2 points.
MPS participation is correlated with passing an additional 0.5 courses per term.
MPS participation is correlated with an increased proportion of STEM courses of 5.2 percentage points.
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Data for Single Instructor
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Program Structure
Double Instruction
Time
Counseling
Peer Tutors
Active Learning
Student Cohorts
Team Approach
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Program Structure
• Lack of Success in Math
• Low Math Self-confidence
• Many from Special Programs• Learning and Physical Disabilities• Under-represented Groups• Low SES
• Referrals from Instructors & Counselors9
High Risk Students
Program Structure
• Application Processing• Program Orientation• Student Contract
• Explicit Expectations• Noncompliance Termination
• Frequent In-Class Counseling Intervention• Academic & Personal• Student Success Focus Interventions• Identifying and addressing issues 10
Counseling
Program Structure
• Year-long sequences• Elem. Alg. Interm. Alg. Statistics• Pre-Alg. Elem. Alg. Interm. Alg.
• Sense of Community• Same Instructor• Lasting Relationships
• Student-Student• Instructor-Student
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Cohorts
Program Structure
• In-class: Daily, with Consistent Tutors• Drop-in Available: ≈ 50 hours/week• Individual Attention• Encourages Study Groups• Mandatory Tutoring when Grades < 70% at
Any Point in Term• Many Tutors are Former MPS Students
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Student Tutors
Program Structure
• In-class Practice
• Group Work
• Small Group Discussion
• Collaborative Learning
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Active Learning
Program Structure
• 10 Hours per Week (5 units)
• Double Load for Instructor
• Allows Flexibility to Meet Student Needs
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Double Time
Program Structure
• Instructors, Counselors, Administrators, Advisors, Tutors
• Weekly Team Meetings
• Deepens Working Relationships
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Team Approach
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Student testimonial“School-wise MPS is the best thing that has happened in my life. Math is a difficult subject, but thanks to the professor, tutors, and counselors, I am completing my math requirements for my major. The teachers and tutors really make math a lot less complicated and make it somewhat fun. I strongly recommend the program to students that don’t have a strong background in math.”- Saul Gembe
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Student testimonial
“When I first started out, I had no idea how intense the class was going to be. The labs, Homework, projects, exams, quizzes, etc…were overwhelming to me, but, as the weeks went by I understood why all this was necessary. I began to understand why and how things in the program worked. I was no longer overwhelmed and felt confident again that I am smart enough for math.”- Emily Ikuta
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Student testimonial
“The MPS Program has definitely helped me understand Math. In the past, it was very difficult to grasp different concepts. Now, I find myself at times helping other people with it.”- Godfrey Ramos
Benefits
• Successful Students
• Enriched College Experience
• Moral & Ethical Reasons
• Program Components Applicable to Other
Developmental Disciplines
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Implementing at Your Institution
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• Educate Everyone- Instructors- Student Body- Grant Funders- Counselors- Administration
• Maintain, Analyze and Share Data• Start Small
Challenges
Instructors
Coordination
Counseling
Facilities
Politics
Growth
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• Must Commit to Cohort for Year
• Emotionally Exhausting
• Requires More Preparation
• Extra Activities
• Recruitment
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ChallengesInstructors
• Student Recruitment and Registration
• Availability of Staff for Weekly Meetings
• Extensive Commitment for Adjunct Faculty
• Tutor Recruitment & Training
• Collaboration Among Counselors, Tutors & Faculty
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ChallengesCoordination
• Recruitment & Reluctance
• Dilution of Services
• High Demand, Low Supply
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ChallengesCounselors
• Rooms for Double Time
• Shortage of Classrooms on Campus
• More Accommodations for Special Needs
Students
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ChallengesFacilities
• Conflicting Philosophies
• Resource Distribution
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ChallengesPolitics
• Exacerbates Existing Challenges
• Recruitment and Training
• Increased Complexity in Coordination
• “Cost”
• Requires Cultural Change across Institution
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ChallengesGrowth