Building Success:How an Intersession Workshop Transformed Student Outcomes in Math. 2013...

8/13/2019 Building Success: How an Intersession Workshop Transformed Student Outcomes in Math. 2013 Strengthening Student Success Conference

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Building Success:How an Intersession WorkshopTransformed Student Outcomes

in Math

Pablo Bert & Paul Creason

Long Beach City College

Strengthening Student Success Conference

October 9, 2013
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Math Winter Workshop A focus on student success in math during the winter session

Winter Workshop for Math (Beg. and Int Algebra) No credit Incentives for completion were that you could move on to the

next level of math (approved and official through ourassessment and placement area

Dept. allowed completers to enter the next math level in the

subsequent semester (Spring)

Budget secured ($35,000) from the President of the College Four FT faculty paid hourly (selected by Dean and Dept. Head) Math Coordinator from Success Center Six tutors Aleks software (codes for 6 weeks $40)

Facility160 station open computer lab with internet access(explorer, chrome or firefox)

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Math Winter Workshop

Intersession workshop targeted to students who had previously failed to

successfully complete Beginning Algebra (Math110) or Intermediate Algebra (Math 130)

self-paced progression via mastery through

sequenced skills supported by just in time faculty-led mini-

workshops as students began to cluster outcomes assessed via traditional testing methods

370 students applied 243 were accepted and contacted. 170 showed up first day (~10 arrived very late and

were turned away) 156 students actively involved after first week.

141 actively involved week of midterm 3


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Math Winter Workshop Model

Using Aleks Software A workshop style course with beginning and

intermediate students in one area, with anemphasis on working IN CLASS using Aleks

Aleks is a dynamic online system which is greatfor students with different baseline knowledge

Constantly assesses and verifies its findings Very intuitive for students to use, takes about

30 minutes to learn Setup is easy. Faculty choose topics to include

and design objectives if applicable. Has design creation tools and gradebook

functionality Provides great report/data information about

usage and achievement of students

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Day to Day Schedule

Students meet about 4 hours a day / 4 days a week A student sits down with a clear objective in front of

them Mini-workshops conducted by faculty on topics that

were important and based on student/group

progress (selected each morning) Students attended if they wanted/needed Faculty could monitor students and let them know that

they should attend a workshop

1 faculty member and tutors roaming the room Problem of the hour conducted by all (to get

students used to writing things down!) Paper and pencil testing (midterm and final) Mandatory test-like review sessions before the exams.

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Baseline Comparison/Typical Outcomes:

F2008 Students who did not successfullycomplete Beginning &Intermediate Algebra

48%

37%

18%

57%

40%

23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Re-Attempt Course Success Rate, among

students that attempt

Cohort Rate of Completion

within 4 years

Beginning Algebra (n=981) Intermediate Algebra (n=524)

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Winter workshop success rates (n=141)

61.3% 65.6%

11.3%8.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Beginning Algebra (n=80) Intermediate Algebra (n=61)

Successfully complete and advance Advance to second half of course .

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Direct comparison of F2008 Cohort vs. Winter

2013 Workshop results

8

37% 40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Beginning Algebra

(n=981)

Intermediate Algebra

(n=524)

F2008 Cohort Rates of SuccessfulCompletion within 4 years

Success Rate, among students that attempt

61% 66%

11%8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Math 110

(n=80)

Math 130

(n=61)

Intersession Math WorkshopSuccessful Completion Rate

.


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Progression to and Success at

Next Level of Students that Retake

13%

6%

29%

33%

0%

5%

10%

15%

20%

25%

30%35%

40%

45%

50%

Beginning

Algebra (n=471)

Intermediate

Algebra (n=300)

F2008 Cohort

Immediately Progress Success Rate

9

45%

23%

33%

43%

0%

5%

10%

15%

20%

25%

30%35%

40%

45%

50%

Beginning

Algebra (n=80)

Intermediate

Algebra (n=61)

Winter Workshop

Immediately Progress Success Rate


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Cohort Completion Rate in First

Semester after Retake

4% 2%

0%

5%

10%

15%

20%

25%

30%

Beginning

Algebra (n=471)

Intermediate

Algebra (n=300)

F2008 Cohort

10

15%

10%

0%

5%

10%

15%

20%

25%

30%

Beginning

Algebra (n=80)

Intermediate

Algebra (n=61)

Winter Workshop


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Does it work delivered as acourse?

60.9%65.5%

0%

10%

20%

30%

40%

50%60%

70%

80%

Beginning

Algebra (n=80)

Intermediate

Algebra (n=61)

Success Rate (C or better)

in SU2013

11

40.7%

50.1%

0%

10%

20%

30%

40%

50%60%

70%

80%

Beginning Algebra

(n=10894)

Intermediate

Algebra (n=7920)

Success Rate (C or better) inBeginning and Intermediate

Algebra 2011-2013


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Example Screen and Tracking

in Aleks

The Aleks Pie

How it works

Faculty monitoring of work

Communication with students(electronically)

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How did students feel about

the workshop format?

116 students completed surveyabout the elements of the workshop

Survey questions developed by Math

faculty

Survey delivered via SurveyGizmoshortly after the midterm

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Satisfaction with Aleks

14

1%2%

4%

29%

65%

Overall rating of usefulness of

ALEKS software

Not at all useful Slightly useful

Somewhat useful UsefulVery useful

0%1% 3%

14%

83%

Overall rating of whether ALEKSshould be used in the future

Definitely not Probably not

Maybe/maybe not Probably

Definitely


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Satisfaction with Faculty-led

Mini-workshops

16

5% 1% 1%

5%

21%

67%

Overall rating of usefulness offaculty-led workshops

N/A Not at all useful

Slightly useful Somewhat useful

Useful Very useful

0%1% 2%

16%

82%

Overall rating of whether facultyled workshops should be used in

the future

Definitely not Probably not

Maybe/Maybe not Probably

Definitely


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Free responses: What do you likeabout the faculty led workshops?

Count

Detailed explanations 47

Feels more personal; Like one-on-one interaction 19

Working with a faculty member in person; being a

classroom setting 17

Able to ask questions 15

Takes less time 1

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Overall Rating of Workshop/FlippedClassroom Format

1%0% 1%

6%

92%

Overall rating of usefulness of

Math Winter Workshop

Not at all useful Slightly useful

Somewhat useful Useful

Very useful18

2% 4%

17%

31%

46%

Overall rating of Winter Workshop

compared to last math class

Math class much better.

Math class was better.

Both similarly beneficial.

Winter Workshop was better.

Winter Workshop was much better.


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Summary

Students responded very positively toformat 94% rated Aleks as useful or very useful 88% rated faculty workshops as very useful or

useful 97% thought Aleks should definitely or

probably be used in the future 98% thought faculty workshops definitely or

probably be used in future

98% rated the entire workshop as useful or veryuseful

77% rated the workshop as better or muchbetter than their last math class

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The Nuts and Bolts

Computer enhanced/driven workedwell and the students liked it

Faculty were critical for student

success (computer alone did notwork)

The faculty team had an impact

and really worked well together Interest from the local unified school

district

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Challenges

Facility with 160 computers andbreakout/workshop rooms adjacent

Faculty team had an impact (personalitiesworked well and they were willing to wing

it and learn from one another) Registration policies/processes and waitlists Paper and pencil tests vs. computer tests Funding/appropriation (no credit? Vs. FTES)

Advertising the method and not surprisingstudents who enroll (what? This is acomputer class! That is the only reason Iam not doing well)

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What worked?

Computer enhanced/driven; the systemworked well and the students liked it

Students were motivated

Students were sequestered and only hadone class to concentrate on; they WORKEDin class

Intensive time period

Real time assistance from faculty/tutor(Now!)

Ability to monitor student progress

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Reflections

Importance of involvement ofdepartment (faculty created)

Importance of tracking progress

How do they do in traditional classes afterthe workshop model

Importance of institutional support Culture of student success (support!)

Financial investment (minimal) Strategies include students paying for Aleks in

lieu of a booke-book and code option

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Built conversations andcoalitions of innovation

Accelerated courses

Grant project/collaboration with CSUN

Single semester beginning and

intermediate algebra course(compressed 6 unit courses)

Development of Intermediate Algebrafor non-math/science track

Dual enrollment with local unifiedschool district

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Any questions?

If you think of one later, we can bereached at:

Pablo Bert: [email protected]

Paul Creason: [email protected]

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Thank you!

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What do you NOT like about the ALEKS

software? Again, please be specific.

Count

Technical (e.g., It does not work in all browsers.) 17

Explanations (e.g., Lacks the teaching for formulas in most explanations.) 16

Assessment (e.g., I dont like the random assessment tests that it makes

you do once you finish a section of the pie.) 12

Flags small mistakes (e.g., I dont like that it will mark you wrong when

your answer is still right but maybe you forgot to switch the sign.) 10

Number of problems after a mistake 9

Too many topics, feel rushed, too much work (e.g., some topics arerepeated after i had finished that topic, and too many objectives.) 9

Can't see all subjects/topics at once 7

Different question after mistake 3

Less instruction as you move on 1

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What do you NOT like about the faculty

led workshops?

Count

Too long 14

Takes time away from ALEKS work 10

Too rushed 5

Unclear explanations 5

Can't work at my own pace 4

Too short 3

Already knew the material covered in workshop 2

More focus on ALEKS during workshop 2

Prefer ALEKS 2

Haven't got to topic, so don't know if I should attend workshop 1

Need more workshops on 130 material 1

Too crowded 1

Wanted more help from teacher 1

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