peer tutors for math skills and science major retention dr. barbara reitsma, assistant director math...
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Peer Tutors for Math Skills and Science Major Retention
Dr. Barbara Reitsma, Assistant DirectorMath and Science Skills Center, Kenyon College
Presented at Enriching the Academic Experience
of College Students Science Learning Center, U. Michigan, May 22-24, 2007
Math and Science Skills Center Funded by a Howard Hughes Medical
Institute grant for retention and recruitment in the sciences
Opened Fall 2004 “Science/Math equivalent” of the Writing
Center
Goals
to build basic math literacy in all students to increase retention of science majors by
improving performance in math-intensive introductory courses
Math Literacy
Kenyon’s Quantitative Reasoning (QR) requirement
Quantitative-reasoning courses may focus on the organization, analysis, and implementation of numerical and graphical data; or they may involve learning mathematical ideas, understanding their application to the world, and employing them to solve problems.
Although the subject matter of QR courses will vary by department and discipline, the quantitative knowledge and skills developed will be applicable in a wide variety of settings.
Science Majors
Some students enter Kenyon with weak math background
Ability in math directly correlates to success in the sciences
Desire to give entering students support and encouragement during first science courses
Structure of Center
Walk-in clinic Open five 2-hour sessions throughout the
week Supervised peer-tutors Easily accessible room in the Science Quad Variety of resources available Informal, friendly atmosphere
Center AttendanceSpring 2007
0
5
10
15
20
25
30
0 20 40 60
Sessions
Stu
de
nt
Vis
its
Why students come to the MSSC Help with homework problems Check answers Questions from past exams Concept clarification Pre-lab questions Lab report calculations and writing Extra problem practice Group assignments Computer use (assigned work and other) To study for quizzes and exams Assistance writing papers Use of reference materials Review missed questions on exams
Frequency of Student Visits
Chem 124/125/126
0
2
46
8
10
1 4 7 10 13 16 19 22 25 28 31 34 37
Number of visits spring semester Open 69 sessions
2007
Stu
den
ts
Math and Science Skills Center Attendance
0
100
200
300
400
500
600
700
Fall2004
Spring2005
Fall2005
Spring2006
Fall2006
Spring2007
Nu
mb
er
of
Vis
its
Center Attendance
100 level Chemistry
100 level Chemistry
lab
200 level Chemistry &
lab
Non-Majors
QR Course
Fall ‘04 78 94
Spring ‘05 93 99 1
Fall ‘05 28 28
Spring ‘06 237 51 30
Fall ‘06 155 39 288 85
Spring ‘07 225 189 57 82
Student Usage of the Center
100 level Chemistry
200 level Chemistry &
lab
Non-Major
QR course
Fall ‘04 55%
Spring ‘05 57% 2%
Fall ‘05 68%
Spring ‘06 100% 19%
Fall ‘06 49% 100% 49%
Spring ‘07 83% 52% 57%
Success of the Center
Cooperation of course instructors Quality of peer-tutors
Course Instructors
Feature MSSC in syllabus and course website
Encourage student attendance Communication with center director Provide answer keys to problem sets, quizzes
and exams
Peer Tutors
Job Description
Guides students in problem-solving questions from lecture and laboratory courses. Attends tutor training and staff meetings. Other duties as assigned by Director.
Sophomore standing. Superior performance in two related 100 or 200 level science courses. Excellent quantitative reasoning and communication skills. Recommendation by course instructor. Familiarity with Kenyon’s computer network, Microsoft Word and Excel.
Peer Tutors
Sophomores, Juniors and Seniors Majors:
Biochemistry/Dance minor Biochemistry Mathematics/Economics Chemistry English (pre-med) Chemistry/Physics minor Molecular Biology/Anthropology (pre-med)
Tutor Training
Three hours each fall Learning styles Theories of intelligence Question-asking skills Interpersonal skills Staff meetings mid-semester
Benefits to Tutors
learning teaching (questioning/explaining) skills review/reinforcement of material learned identifying/filling in gaps in learning experience for resumes and applications stronger core knowledge helps in upper level
courses develop communication skills, people skills, and
relationships increased confidence in knowledge possessed income
Results
Very hard to show effect of center Data collection Number of variables
Statistics by Program Evaluator Biology in Science Fiction Solar Energy Biophysical/Medicinal Chemistry
Statistics by Program Evaluator Student surveys from 4 classes from AY
2005-6 Correlation of grade received with
frequency of visits to the center
Student Survey
Class Valid N/
Total N
Q1 Q2 Q3 Q4 Q5
1 14/33 2.07 2.64 2.14 2.64 3.28
2 19/25 2.21* 2.58 2.26* 2.58 3.21
3 7/18 2.86 3.00 2.86 3.00 3.43
4 25/32 1.60* 2.16* 1.64* 2.04* 2.76
*mean value significantly different from neutral value of ‘3’ p<.005
Q1 – Helped learn? Q2 – Course interest; Q3 – Improve Grade? Q4 – Feel involved? Q5 – Encouraged major?
Survey Results by Class and Question
Q1 – Helped learn? Q2 – Course interest; Q3 – Improve Grade?
Q4 – Feel involved? Q5 – Encouraged major?
Center Visits and Class Grades
** p<.01
r relates number of visits to Center in the semester to semester course grade;
partial r controls for Math SAT in the relationship between visits and grade
Class N r partial r Visits Class GPA
1 48 -.17 -.05 .4 (1.13) 3.09 (.92)
2 52 .15 .03 2.23 (4.39) 2.53 (.98)
3 46 .20 .19 4.02 (5.76) 2.90 (.66)
4 39 .48** .16** 3.49 (2.66) 3.11 (.67)
Biology in Science Fiction (Non-major QR course)
Test Score Change with MSSC Usage
-20
-15
-10
-5
0
5
10
15
10 15 20 25 30 35 40
Test 1 score
(Tes
t 2
- T
est
1)
MSSC 2 or more times No use of MSSC
Solar Energy(Non-Major QR Course)
Test Score Change with MSSC Usage
-30-20-10
01020304050
150 175 200
Test 1
Tes
t 2
- T
est
1
No MSSC
MSSC > 2
Biophysical/Medicinal Chemistry Chem124
Center visits and course grade
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
A+ A A A A-B+ B B B C+ C+ C C- F
Grade earned
Nu
mer
of
visi
ts t
o M
SS
C
One Student’s Story
Problems
Serving only chemistry students Resistance from other departments Don’t see all the students who could benefit Laboratory courses
Surprises
Large amount of help requested for laboratory courses
Attendance varies widely
Successes
Increase in attendance Variety of uses Repeat visitors Mentioned in campus tours Website Students use center for multiple classes
Dance physiology; anthropology; math; biology
Math and Science Skills Web Site
http://biology.kenyon.edu/HHMI/math-science/
Into the Science Quad Workshops The Quad Workshop at Kenyon College is
inspired by the successful Gateway Science Workshops at Northwestern University.
Northwestern’s program is modeled after Uri Treisman’s retention program at Berkeley.
Gateway Science Workshops Student Goals
Improve overall student performance Increase student retention within
individual course sequences Increase STEM* majors and students
entering science related careers Particularly for underrepresented groups
* Science, technology, engineering and mathematics
Quad Workshops
A pilot program offered during the spring semester of 2007 available to students in the Biophysical/Medicinal Chemistry course (Chemistry 124).
Biweekly workshops in which small groups of students work as a team on challenging, interesting and conceptually-based problems that are relevant to the course curriculum.
Workshops meet six times during the semester for 1-1.5 hours.
Led by a peer facilitator who successfully completed this course last academic year. Questions for discussion are prepared by the course instructor.
Why would I want to participate? (How we presented it to the students) Better grades: Programs of this kind at other institutions have
been shown to improve student performance and experience. This is NOT a remedial program.
Better learning: Research has shown that group problem-solving such as will be found in the Science Quad Workshops enables students to learn the subject matter more thoroughly and at a higher level of learning.
Ownership of subject matter: Anyone who has struggled with difficult subject material or challenging problems gains not only a better grasp of the material, but also confidence in their abilities to continue and excel in that area.
Monetary benefits: Understanding that your time is valuable, a stipend of $75 will be provided to each student who participates in all the workshop sessions.
Experience: Being involved in the initial stage of this project will look great on a resume!
You have to study anyway: Many students find that group studying is more effective than studying alone. And it’s more fun!
Implementation
Two sections, eight students per section, worked in groups of four
Students were paid for their time Problems posed were related to the course,
but not specific course content Students were given different roles to play
(leader, scribe, encourager, discourager) Sessions met Tuesdays at 8 AM and 9:30 AM
First Quad Exercise
This Quad Session is divided into two parts: Part A:
Learn how to identify pairs of optical isomers Use experimental data to derive an equation that
relates the variables that govern the rotation of plane polarized light by an optical isomer
Part B: Use experimental data to derive an equation that
describes the optical rotation of mixtures of optical isomers
Apply your knowledge to determine the composition of mixtures of optical isomers.
Part AI. Identification of Optical Isomers:
Optical isomers possess an asymmetric center (or center of chirality). The most common type of asymmetric center is a tetrahedral carbon bound to four different groups. A molecule with one such carbon will lack an internal plane of symmetry and is termed chiral. A molecule that does contain an internal mirror plane is termed achiral and is never optically active.
Question 1 Examples of a few chiral and achiral molecules are given below
(Figure 1). Build a model of each molecule, complete with hydrogen atoms, and classify each one as chiral or achiral. Draw an accurate picture of each molecule, including hydrogen atoms, that clearly illustrates the internal mirror plane if one exists. It is important to remember that rotation around single carbon-carbon bonds is possible when looking for internal mirror planes.
Figure 1. Some chiral and achiral molecules
CH3
BrH
Cl
CH3
H3CCl
OH
H
OH
H3C
H
CH3CH3 OH
OH
OClOH3C
Figure 2. Pairs of molecules
.CH3
BrH
Cl
CH3
H3CCl OH
H
OH
H3C
H
CH3CH3
OH
OH
CH3
HBr
Cl
H3CCl
CH3
CH3 CH3
H
OHH3C HHO
OH
OH
pair a pair b pair c pair d
Summary of Concepts Developed in Session 1:
What is the defining feature of a chiral molecule?
Optically active solutions must contain…? What are enantiomers? What is a racemic mixture? Optical purity describes…?
Quad Workshop Results
Excellent attendance: one absence over entire semester
Actively engaged, enjoyed sessions Preliminary Results: 9 out of 16 would repeat Effect on grades?
3 A+; 2 A; 1 A-; 5 B; 2 C+; 2 C; 1 D+ Student survey results
Many students wanted more tie-in to course Weaker students did not keep up with group
Future Plans
Still in pilot stage Offer workshops in same course next spring Four sections to be offered (up to 32 students
could participate) Target B/C students Workshops will meet weekly for 12 sessions Problems will be a 50/50 mixture of process
oriented problems (POGIL) and challenging problems
Future of the MSSC
Increase hours Expand subject areas
Recent overture from Biology department Offer Quad Workshops in other courses Better service to laboratory students Dream of a dedicated facility and office for the
director