1. Presenters:  Angela Grupas, Acting Dean Math/Communications Division, St. Louis Community College-Meramec  Cynthia Hess, President, St. Louis Community College-Forest Park,  Pam McIntyre, President, St. Louis Community College-Wildwood,  Marcia Pfeiffer, President, St. Louis Community College-Florissant Valley  George Wasson, President, St. Louis Community College-Meramec AACC Convention: 21st-Century Vision: Igniting Innovation Math Boot Camp: Helping Students Move Through Developmental Math Sequence

2. George Wasson, President St. Louis Community College- Meramec

3. Mission Statement St. Louis Community College expands minds and changes lives every day. We create accessible, dynamic learning environments focused on the needs of our diverse communities. Florissant Valley campus South County Education and University Center

4. About the College Largest community college system in Missouri Ranks among the nation’s top 25 associate degree-producing institutions District encompasses 718 square miles, including St. Louis City and County and portions of Franklin and Jefferson counties STLCC is one of the nation’s top associate degree-producing institutions in the country.

5. About the College Four campuses at Florissant Valley, Forest Park, Meramec and Wildwood Two education centers in St. Louis County, North St. Louis City Numerous satellite locations in area business, industrial, neighborhood and educational sites Corporate College in Bridgeton Administrative Center, 300 South Broadway 3,854 full- and part-time employees Forest Park campusMeramec campus Wildwood campus Florissant Valley campus

6. Enrollment Profile (Fall 2011) 29,230 students enrolled in credit courses Median Age = 24 61% Female Race and culture – Caucasian = 15,242 (52%) – African-American = 10,981 (38%) – Asian = 912 (3%) – Hispanic/Latino = 767 (3%) – Multiracial/Other Ethnicity = 735 (3%) – Unknown = 593 (3%) – Represent nearly 120 countries and 40-plus different language (top 5 are Spanish, Arabic, Russian, Bosnian, and African dialects)

7. What’s Happening in Developmental Education Nationwide?

8. National Trends in Developmental Education Placement: Developmental math 24%One level below 16%Two levels below 19%Three or more levels below 59%Total Student Progress Completed Developmental Math Sequence 45%One level below 32%Two levels below 17%Three or more levels below 33%Total Study of over 250,000 students enrolled in 57 AtD colleges in 7 states

9. National Trends in Developmental Education Students who enrolled in and completed sequence Passed College-level math course 27%One level below 20%Two levels below 10%Three or more levels below 20%Total “An academically unprepared student who passed a college-level math course was more than four times as likely to transfer as a similar student who did not.” Moore, C., & Shulock, N. (2009). Bailey, T., Jeong, D., Cho, S., & Columbia University, C. (2010).

10. Dr. Cynthia Hess, President St. Louis Community College- Forest Park

11. How Are We Doing? Let’s take a look at St. Louis Community College

12. Directions for St. Louis Community College Course RedesignAccelerated LearningModularization Contextualized Learning Supplemental Instruction/Peer Tutoring

13. Graduation Rates For Developmental*, 1 st -Time, Full-Time, Degree-Seeking Students

14. 3,965 students had math placement information. 90% (3,563) placed in developmental math 10% placed in College Algebra or higher. Fall 2007 First Time Students Math PlacementStudentsPercent Pre Algebra2,20456% Elementary Algebra1,00125% Intermediate Algebra3589% College Algebra40210% Total3,965100%

15. Grade Distribution in Pre Algebra C or Better42% D and PR19% F and W39% Fall 2010 (1,215 students) Data from Forest Park Campus

16. Student Retention Based on Pre-Algebra Grades Fall 2010Spring 2011 C or Better90% D and PR76% F and W34% Data from Forest Park Campus Fall 2010 to Spring 2011 65% of student returned

17. Performance of Successful Pre Algebra Students in Elementary Algebra Total Enrollment C or Better Total Enrollment C or Better Florissant Valley 29010937.6%1528052.6% Forest Park 34515344.3%22212455.9% Meramec 34314141.1%24311647.7% Wildwood 855463.5%624572.6% All 1,16449942.9%73839653.7% CampusFall 2010 Spring 2011

18. Percentage of Developmental Students Who Complete Intermediate Algebra With a C or Better Who Then Complete College Algebra With a C or Better 2006-2011 Five-Year Graduation Rate For Students Who Started As Developmental 16% 2006-2011 Five Year Graduation Rate For Students Who Started As College-Ready 25%.

19. Percentage of Developmental Students Who Complete Intermediate Algebra With a C or Better and Then Complete College Algebra with a C or Better MTH:160 With a C or Better

20. Pam McIntyre, President St. Louis Community College- Wildwood

21. Accelerated Learning Acceleration is an increasingly popular strategy for improving the outcomes of students referred to developmental education. Acceleration involves the reorganization of instruction and curricula in ways that expedite the completion of coursework or credentials. Edgecombe, N., & Columbia University, C. (2011). MATH BOOT CAMP

22. History of Math Boot Camp Chancellor- sponsored Innovative Project COMPASS Placement Test ACT Score of 23 for College Readiness

23. Math Boot Camp Objective An intensive review of the basic concepts in Pre-Algebra for recent high school graduates who have taken an advanced mathematics course (Algebra II or higher) in high school and yet have placed into Pre-Algebra on the STLCC placement test. At the conclusion of the Math Boot Camp the students were allowed to retest and then be placed into the appropriate course, hopefully eliminating or reducing the need for developmental coursework.

24. Math Boot Camp Outline Pre-test: identified student’s areas of weakness Workshop format—3 hours Mini-lectures on 4 core topics: Fractions Decimals Percentages and proportions Solving equations Individualized skill-building and problem-solving practice with computer 15 participant maximum Mastery-level testing Post-test: placement test retake $49.00

25. Campus Number of Students Meeting Eligibility Requirements* Florissant Valley209 Forest Park215 Meramec324 Wildwood 22 Total770 *Students tested between March 1 and June 22, 2011. Eligibility

26. Course PlacementPercentage of students Pre Algebra (no change) 32.6% Elementary Algebra 46.5% Intermediate Algebra 18.6% College Algebra 2.3% Results 67% of Boot Camp students moved out of Pre-Algebra

27. Student Reflections It was very helpful and I liked the idea of a second chance at the test It was a great refresher The Math Boot Camp really helped me boost up my math skills and the teacher was very helpful. It was a good refresher on past math problems. The review really helped a lot to help me fully understand basic math I haven't done in years Math Boot Camp helped me solve problems that I forgot how to solve. It was great experience, and I would recommend this for everyone I thought it was very helpful, I hope it will help me score higher You should take it seriously It was very beneficial It helped a lot! It’s a great program

28. Most Helpful Part of Math Boot CampPercentage Response Individual work on the computer37% Teacher led discussions/lectures42% Workbook 7% Individual help from instructor 18% Would you recommend the Math Boot Camp to a friend ? Yes100% No 0% Student Feedback

29. Dr. Marcia Pfeiffer, President St. Louis Community College- Florissant Valley

30. Project-Based Learning in Developmental Education The purpose of this project is to improve student success in the developmental sequence by developing and delivering a: Multi- disciplinary (Reading, English, Mathematics, and Personal Development) integrated curriculum 12 credit-hours addressing the collective course objectives Project–based and inquiry- driven environment Employing an array of learning theories and methods

31. Project Highlights Students recruited from existing developmental English, Math, and Reading courses Theme-based integrated curriculum 4 instructional sessions of 3 hours each per week 1 peer tutoring session of 3 hours per week Focused on 3 significant projects Course design based on L. Dee Fink’s approach (backward design) Creating Significant Learning Experiences Learning Goals Activities Assessment

32. Class Schedule 4 instructional sessions of 3 hours each per week English and Reading Mathematics and Personal Development 1 peer tutoring session of 1.25 hours per week 5 mentoring sessions of 75 minutes each Small group sessions with the Dean Weekly faculty meetings/ monthly written reports

34. Project Example: Cinderella Stories Mathematics Between you and your partner make up a Cinderella problem that can be solved by defining the variable and solving the equation. Make sure your problem has all the necessary information and is clear and concise. Submit the solution for your problem with all the steps clearly identified. (Define the variable, write an equation,…) Think about how you are going to present it: power- point, poster, report, movie, book,… Write a reflection on your experience working on this project.

35. What’s the problem? Cinderella wants to purchase a dress that was originally priced at $5,000. The store has a discount of 15% off of the original price. The total amount Cinderella paid for the dress, including sales tax, was $4,675. What percentage of sales tax did she pay? Student Samples - MTH

36. What’s given? Dress- $ 5,000 Discount- 15% Total Price- $4,675 Find the sales tax (x). What’s the solution? 4250 + x 4250 = 4675 -4250 ______________________ 4250x = 425 4250 4250 x = 0.1 = 10% Cinderella paid a total of 10% sales tax on her dress. My Reflections I think that me and Chris worked together very well. We both had ideas that helped one another. On the scale from 1-10 I would give my partner a 10. I give him a 10 because he was very attentive to my ideas and didn’t hold back any of his ideas.

37. Word Problem Cinderella has two stepsisters, and she weighs 20 pounds more than the older stepsister. The younger sister weighs 3 pounds less than the older sister. If the combined weight of Cinderella and her stepsisters is 350 pounds. How much does each girl weigh?

38. What’s the solution? x= older sisters weight Cinderella=20+x younger sister= x-3 Equation:x+20+x+x-3=350 3x+17=350 -17= -17 3x= 333 3 = 3 X= 111 pounds What’s the solution? X-3= younger sisters weight 111-3=108 pounds 20+x= Cinderella’s weight 20+111= 131 pounds

39. Student Success Measurements: Midterm grades Retention Final grades Performance in follow-on courses Student Success Objectives: 5% or more increase in the number of A-Cs decrease in the number of Ws increase in the number of enrollments in follow-on courses increase in A-Cs in follow-on courses Project Assessment

40. Student Success Results Midterm Grades Students achieving a C or Better

41. for allowing us to showcase Math Boot Camp and Project Based Learning Please visit our website at stlcc.edu to learn more about St. Louis Community College.

42. QUESTIONS