1. Brock Klein Javier Carbajal-Ramos Pasadena City College, CA

2. 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.

3. PCC Student Demographics 40% Hispanic/Latino 28% Asian/Pacific Islander 20% White 6% African American 6% Other/Unidentified

4. 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.

5. 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

6. % of students who began the math sequence at Level 1 and transferred within 6 years – ??? 0%0%

7. Developmental Students on the Road to Success… Entering Students Current Students Successful StudentsStudents Who Just Gave Up

8. 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.

9. Math Jam: Summer Orientation & Pre-course Warm-up 2 weeks of free, no-credit, college orientation and interactive math review Monday – Friday, 9am – 3pm

10. Program Mapping 2 –WEEK ORIENTATION TO COLLEGE INSTRUCTION MATH JAM STUDENT SERVICES TUTORING COUNSELING BASIC SKILLS MATH.XL, UJIMA, PUENTE, ATHLETIC ZONE CURRICULUM DEVELOPMENT PROFESSIONAL DEVELOPMENT VALUES & ASSUMPTIONS THEORETICAL & RESEARCH FOUNDATION ALIGNMENT W/ ED MASTER PLAN ASSESSMENT OF NEEDS TARGET AUDIENCE SHORT/LONG-TERM OUTCOMES CONNECTION TO/USE OF EXISTING RESOURCES ASSESSMENT, PLACEMENT REGISTRATION EVALUATION (DATABASE) EXTERNAL EVALUATORS FACULTY RESEARCH INTERNAL EVALUATORS INSTRUCTION TUTOR TRAINING

11. 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

12. 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?

13. 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

14. 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

15. The Math Jam Team Program coordinator and assistant Math instructors Student Success Team: counselors, coaches, and tutor/mentors Guest speakers

16. Notable Math Jam Characteristics 1.Stress-free environment in which to study math 2.Interactive, problem-based learning curriculum 3.Creation of tutor/tutee relationship 4.Tutor learning, empowerment, and community building 5.Engagement between student tutors and instructors 6.Professional development for instructors

17. 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

18. Math Jam Development & Growth: 2006-2012 2006 – Prealgebra curriculum, 72 students2007 - Algebra curriculum, 137 students, guaranteed fall math class 2008 – Intermediate Algebra curriculum, 87 students, guaranteed fall and spring math class 2009 – 160 students2010 --139 students2011 – The Big Payoff

19. 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)

20. Cost of the 2011 Jam $10K 3 summer Jam instructors $10K 15 summer Jam tutors $32K 9 fall and spring tutors $500 supplies and copying 325 Math Jam students Approximately $160/student

21. Math Jam Findings: 2006-11 Retention rate – 89% Contract completion rate -- 92%

22. Math Jam Findings Math 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

23. 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

24. 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

25. Notable Survey Findings, 2006-11 97% rated Math Jam as good or excellent97% felt better prepared for their fall math course 94% felt less anxious about math 91% felt more connected to the college 88% felt they gained useful study skills 100% would recommend Math Jam to their friends

26. Challenges as we scale up to 750 students in 2012… Scheduling and registering Dealing with “special requests,” like working around a student’s work schedule Getting students to complete their contract and follow a full schedule in fall and spring Training tutors and supporting them throughout the Jam and beyond Getting students to make use of tutoring Serving ESL students and those who enter prepared Lowering the cost/student Scaling up the coaching program What happens after the first year?

27. Changes for Math Jam 2012 1.Change from one 60-hour jam to two 30-hour jams 2.Curriculum redesign 3.More training and greater use of peer mentors 4.Coordination with other first-year pathway program directors

28. 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