Elementary Algebra Intervention proposal
A hallmark achievement of the last Title V Mathematics grant was the development and
implementation of the Math 123 sequence. A single book is used for Math 123, courseware and computer aided instruction is required, common exams are required of all sections, and the pace of topics is uniform across sections. Scheduling of these courses also allows students to enroll at the same days and times and with the same instructor for the entire sequence. Math 123 has been a very successful program from which the department has gained valuable experience. Many of the issues raised in the Elementary Algebra (Math 115) focus groups, both student and faculty groups, can be addressed using our experience with Math 123. While this will not shorten the path for Algebra remediation, it will shorten the trajectory of students through this curriculum by providing incentives to complete this curriculum in two semesters. What follows is an outline of the major components of this plan.
Content delivery
A customized combined textbook covering the Math 115 and Math 125 (Intermediate Algebra) curriculum. Topics will be arranged to minimize repetition (1, 5). A single book for two semesters will reduce textbook costs to students (2). Content specific to LAMC: study skills, Mathematics Department information, instruction on courseware, expectations of students and instructors, tutoring support, etc. (3). Students will also receive a standard email when they enroll in the course advising them of the requirements and benefits of the course as well as particulars of required textbooks, etc. (3). All students will be enrolled in the My Math Lab courseware.
Course administration
Math 115 and Math 125 will be scheduled in two semester sequences. Instructors will teach this sequence at the same times and on the same days for both semesters. This along with the courseware and using the same book will provide a seamless transition from Math 115 to Math 125. Students passing Math 115 with a “C” or better at the 12 week of the semester will be given priority enrollment in the subsequent Math 125 class (4, 5, and 6). This should provide a major incentive for students to continue with Math 125 and so complete their remedial work in two semesters. Being able to plan for both semesters should help students better manage their personal schedules, work, child care, etc. (9)
Modified curriculum
A standard My Lab Plus course will be developed and available to students and faculty containing standard homework, quizzes, practice exams, and a schedule of topics. This will standardize the content and set expectations for students across all Math 115 classes (3, 7, and 8). Homework will be required and graded for all sections. Instructors may opt to do this using My Labs Plus or by collecting and grading homework by hand. The course administrator will insure that all sections are progressing through the material at a similar pace. This will assure that students understand the standard expectations of the course and allow them to collaborate with others when preparing for exams, taking quizzes and doing homework. This homogeneity of exams, quizzes, and homework will also enable tutors to better help students.
All instructors and tutors will receive training on the courseware. Instructors and tutors must be able to help students logon, navigate, and use My Labs Plus.
The official course documentation (COR) will be modified to require homework be assigned and graded as well as set standards for using My Labs Plus.
Data analysis and course evaluation
Data describing persistence and success will be gathered and compared with traditional Math 115/Math 125 course sequences.
Assessment Readiness
Many students fail to take their Math Placement exam seriously and consequently do not adequately prepare for it. Placement in the curriculum at a point lower than ones academic experience would merit causes several problems. The student’s remediation path may be lengthened, resulting in fewer class sections for those who truly require them. A student placed into a course where with a little preparation he may have skipped, becomes bored. This can lead to dropping the class or worse. An automated Placement Readiness course will be developed and made available to students through the department web site. This will be based on the My Math Test software and build on the department’s experience with the STEM Summer Boot Camp.
A Student Services is expected to promote the importance of preparing for the placement exam and encourage students to take advantage of the Placement Readiness website.
Math 112/115/125 Accelerated Curriculum
Background
Several colleges in the LACCD have embarked on accelerated course sequences, most typically Math115/Math 125. While such programs will help “the right student”, we in the
department feel that programs covering two courses during a single semester are not accessible for the majority of our students. At LAMC, Pre-‐algebra, Math 112 has the highest enrollment and provides the basis for success in Elementary Algebra, Math 115. A recurring issue in a recent Math 115 faculty focus group was the poor preparation of incoming students. Many faculty have also suggested that the Math 112 curriculum is too busy and does not allow adequate time to cover basic skills necessary for Math 115.
Achieving the Dream
The department would like to apply our experience with the Math 123 sequence to create and pilot in Fall and Spring 2012-‐2013 a new curriculum that will allow students to complete the entire remedial algebra curriculum of Math 112, Math 115, and Math 125 in two semesters. The following is an outline of our proposal.
A. Write curriculum: two courses of 6 and 5 units
a. Essentials of Math 112 in first five weeks of course I
b. Begin Math 115 curriculum continuing through the remainder of course I c. Remaining topics from Math 115 first 5 weeks of course II
d. Continue with Math 125 topics with no overlap of Math 115, finishing end of course II
e. Computer aided supplementary instruction/standard course f. Standardized curriculum across all sections
g. Customized textbook to cover Math 112 through Math 125 h. Group work
B. Course management
a. Guaranteed enrollment in sequential sections, of course I and II b. Open to all students who place into Math 112
c. Rigorous orientation for all students about benefits and commitment
d. Close coordination with Student Services for student advisement, orientation, etc.
Footnotes: Refer to data collected in focus groups.
(1) Too Much Material, Not Enough Time, 3 groups 80-‐100%. (2) Books are too expensive, 2 groups, 90-‐100%
(3) Lack of information, 2 groups 80-‐100% (4) Adding Classes, 2 groups 90-‐100% (5) Getting Bored, 2 groups 75-‐90% (6) Lack of Classes, 3 groups 95-‐100%
(7) Turning in HW on Time, 3 groups 80 – 100% (8) Test Anxiety, one group 100%
(9) Own Schedule (Dealing with Work), two groups 75-‐90%
The Intervention-‐English
English is preparing students for the Accuplacer English placement examination so that they can be placed in the appropriate class (e.g. English 28 or English 101). During the Spring 12 and Fall semesters a video was developed to orient students to the placement test. During the Spring 13 semester the video will be piloted.
Fall 12 a pilot accelerated English program was launched. Spring 13 both an evening and day pilot were offered. The course requires student to be concurrently enrolled in English 28 and 101 for a total of 6 hours a week. The course content of both English 28 and 101 are coordinated so that students are learning skills in 28 and using those same skills in 101.
Way(s) the intervention will help close achievement gaps:
For English we will increase student success for all students, particularly for Black and Hispanic students.
For student support services successful completion of orientation and the increased acquisition of SEPs will demonstrate success.
California Community Colleges and Entrepreneurial Service Learning: The Effect on Student Retention and T ransfer
by
Stephanie Ann Atkinson-Alston Abstract
The purpose of this research study was to ascertain the impact of community college students¶ participation in entrepreneurial service learning in relations to retention and transfer to 4-year institutions of higher education. This mixed-methods research focused on students from West Hills Community College District, located in the central agricultural region of the state. This region of the state is often referred to as the Appalachia of the West because of its high poverty and unemployment rates as well as low levels of degree attainment. This study initially used survey data collected from 125 students that attended this college between 2004 and 2009. The data were then supplemented with information gathered from entrepreneurial service learning participants in a focus group.
The focus group participants highlighted the following benefits of entrepreneurial service learning: a) opportunities for involvement and validation, b) increased communication skills and self-confidence, c) reinforcement of hands-on learning and problem-solving skills, and d) career preparation and skills for employment advancement. These identified benefits greatly influenced VWXGHQWV¶DELOLW\WRSHUVLVWIURPVHPHVWHUWRVHPHVWHUDFKLHYHDFDGHPLFJRDOV, complete
Los Angeles Mission College, a fully accredited institution, is a member of the Los Angeles Community College District. Located in Sylmar, Mission College proudly serves an enrollment of over 10,000 students. Since its founding in 1975, Mission College has served over 190,000 students who have pursued their academic and career goals at our campus. Many have gone on to four-year universities and graduate schools where they have earned bachelor’s or higher degrees.
Questions: Call or Email STEM Outreach
818.364.7600 x4161 or STEM@lamission.edu www.lamission.edu/STEM
LOS ANGELES COMMUNITY COLLEGE DISTRICT CHANCELLOR
Dr. Daniel J. LaVista BOARD OF TRUSTEES
Steve Veres, President Tina Park, First Vice President Nancy Pearlman, Second Vice President
Kelly Candaele Mona Field Miguel Santiago Scott J. Svonkin Daniel Campos, Student Trustee
LAMC ADMINISTRATION Monte E. Perez, PhD, President
Michael K. Allen, JD, Vice President, Academic Affairs Joe S. Ramirez, Vice President, Student Services
Daniel G. Villanueva, Vice President, Administrative Services
Stephanie Atkinson-Alston, Dean, Academic Affairs Ludi Villegas-Vidal, Dean, Student Services
Vacant, Dean, Institutional Research, Planning & Information Technology Cathy J. Brinkman, Associate Dean,
CTE & Workforce Development Young Ji-Lee, Interim Assistant Dean, Title V HSI
The Los Angeles Mission College STEM Program is funded through the U.S. Department of Education, Title III, Hispanic- Serving Institutions Science, Technology, Engineering and Mathematics, and Articulation Programs.
S T E M 13356 Eldridge Ave. Sylmar, CA 91342
STEM
LOS ANGELES MISSION COLLEGESCIENCE TECHNOLOGY ENGINEERING MATHScan to access the STEM Program webpage.