AMATYC 2004 Orlando Talk

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Published on December 6, 2007

Author: Bernadette

Source: authorstream.com

Bright Ideas to Retain Math Students:  Bright Ideas to Retain Math Students Presenters: Michael Holtfrerich m.holtfrerich@gcmail.maricopa.edu April Strom april.strom@gcmail.maricopa.edu Anne Dudley anne.dudley@gcmail.maricopa.edu Faculty at Glendale Community College Presentation Outline:  Presentation Outline Test or Quiz?: That is the question Weekly Quizzes vs. Chapter Tests A Tutoring Course? Outcomes of a tutoring course Why FLEX-Internet Math? Benefits of an internet instructional program Test or Quiz?: That is the question:  Test or Quiz?: That is the question Some History:  Some History District Retention plan 4 & 5 credit classes Retention of students was still poor Test Results Before Quizzes:  Test Results Before Quizzes More History:  More History Summer 1998 – 4 credit college algebra Fall 1998 – 5 credit intermediate algebra Summer 1999 -- 4 credit college algebra Fall 1999 – 5 credit college algebra Test Results After Quizzes:  Test Results After Quizzes Questions?:  Questions? http://glory.gc.maricopa.edu/~mholtfre/ m.holtfrerich@gcmail.maricopa.edu The Math Solution:  The Math Solution A Tutoring Course?:  A Tutoring Course? MAT 108 – Tutored Mathematics:  MAT 108 – Tutored Mathematics Two-credit course taken concurrently with the following mathematics lecture courses: Basic Arithmetic Beginning Algebra Intermediate Algebra College Algebra Course is pass/fail Students must pay tuition + $25 tutor fee = $127 Students meet twice per week at the scheduled course times Group Dynamics:  Group Dynamics Small group tutoring Maximum student-tutor ratio of 5:1 One tutor assigned to each group Students work with each other and tutor on various homework problems Emphasize Math Anxiety Study Skills Time-Management Test-Taking Strategies Tutor Hiring/Training:  Tutor Hiring/Training Tutors are screened by faculty Tutor Training Workshops (2-3 per semester) Faculty driven/supervised Budget (Tutor Wages):  Budget (Tutor Wages) Approximately 58% funded by $25 course fee 42% funded by Department funds (budgeted) Fees collected/year = $14,500 (22 students/section) Department cost/year = $10,500 Course Advertisement:  Course Advertisement Advisors Faculty promoting the course to students Brochures College sends letters to struggling students Program Data :  Program Data History (Counseling, MAT 068, MAT 108) Has MAT 108 helped students pass mathematics? Has MAT 108 helped women in mathematics? Has MAT 108 helped minorities? Data gathered from Fall 99 - Spring 04 Data Summary for Fall 99-Spr 04:  Data Summary for Fall 99-Spr 04 Basic Arithmetic Beginning Algebra Intermediate Algebra College Algebra Data by Gender:  Data by Gender Basic Arithmetic Beginning Algebra Intermediate Algebra College Algebra Data by Ethnicity:  Data by Ethnicity Basic Arithmetic Beginning Algebra Intermediate Algebra College Algebra Data by Age:  Data by Age Basic Arithmetic Beginning Algebra Intermediate Algebra College Algebra Student Comments:  Student Comments “…discussing our past experiences gives people the sense that they are not alone when it comes to math anxiety. The tutors and instructor understand us and don’t make us feel intimidated.” “I went from 25%-30% scores on my math tests to high scores of 80%. I am not afraid of math anymore.” “I feel that this math class (MAT 108) has given me a foundation to pursue my math course…I feel that this math class will benefit anyone that takes it.” Questions?:  Questions? april.strom@gcmail.maricopa.edu anne.dudley@gcmail.maricopa.edu Why FLEX-Internet Math?:  Why FLEX-Internet Math? Program Description:  Program Description Use multimedia software for 100% of course instruction Hybrid: require students to attend lab at least one hour per week Course Syllabus:  Course Syllabus Attendance required once a week (6%) Computer Quizzes (12%) Written Worksheets (7%) 4 Proctored Computerized Exams (50%) Proctored Computerized Final Exam (25%) FLEX Issues:  FLEX Issues Instructor spends more time on administrative issues for a FLEX course than lecture Extremely important to get the “right” students in the course (orientation survey) FLEX Results:  FLEX Results Success rates for FLEX courses are the same as lecture courses Able to reach students who would otherwise not be able to take a mathematics course Students who are self-motivated, determined and responsible are successful! Questions?:  Questions? april.strom@gcmail.maricopa.edu www.gc.maricopa.edu/math

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