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AFACCT 2012conference proceedings, session 1.7

AFACCT 2012conference proceedings, session 1.7

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• No Change 12/16 = 75% 12/39 = 30.8%1-level up 11/11 = 100% 11/39 = 28.2%2-level up 2/4 = 50% 2/39 = 5.1% Overall 25/31 = 80.6% 25/39 = 64.1% Program Success Rate 36/39 = 92.3%Program Math Success Rate 31/39 = 79.5%Program Success Overall which success in Math 25/31 = 80.6%
• No Change 12/16 = 75% 12/36 = 33.3%1-level up 11/11 = 100% 11/36 = 30.6%2-level up 2/4 = 50% 2/36= 5.6% Overall 25/31 = 80.6% 25/36 = 69.4%Program Success Rate 31/36 = 92.3%Program Math Success Rate 25/36 = 69.4%Program Success Overall which success in Math 25/31 = 80.6%

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• 1. Accelerating the Path to Degree Completion and Increasing Retention through STEM Scholars Step-Up Bridge Program AFACCT 22nd Annual Conference January 5, 2012 Session 1.7 Supawan King, Ph.D., Associate Professor of Math Chris Jones, Assistant Professor of Math Harford Community College
• 2. Presentation Overview  STEM Scholar Step-Up Bridge Program  Mathematics Curriculum  Tracking of Students  Student Feedback & Next Steps  Questions2 AFACCT, January 5, 2012
• 3. STEM Scholar Step-Up Bridge Program  STEM Programs at HCC  STEM Scholar Step-Up Bridge program and Curriculum Design  Selection of population  Anticipated Outcomes3 AFACCT, January 5, 2012
• 4. HCC STEM Programs HCC STEM Programs  Math, Biology, Chemistry, Engineering, Environmental Science, Engineering Technology, CADD, Biotechnology  Fall 2011 majors: Engineering: 181; Biology 141; Engineering Technology: 61; Chemistry: 46  Strong STEM focus regionally and nationally  Concerns: looming workforce shortages in STEM fields combined with declining student interest and readiness for STEM fields4 AFACCT, January 5, 2012
• 5. HCC STEM Vision/Goals HCC STEM Vision/Goals  Meet regional needs for a prepared STEM workforce by:  Increasing number of students pursuing STEM degrees  Ensuring students are prepared to be successful  Supporting degree completion5 AFACCT, January 5, 2012
• 6. STEM Bridge Program Design STEM Bridge Program Design  First year design:  3 weeks, five days per week, 8 hour days  Fully integrated program  Developed career awareness and strengthened skills in English, math, research, and academic skills  Daily, each morning: math and English; afternoons: science, labs  Daily lunch conversations with scientists and engineerings6 AFACCT, January 5, 2012
• 7. Program Design Program Design  Second year program design:  Two tracks, Engineering and Science  Enrolled higher numbers of engineering majors  Daily lunches with guest speakers very popular  Third year program design:  Increased focus on engineering; majority of students enrolled were engineering majors  Four weeks, three days per week  Increased math content, integrated English/research into science/engineering content7 AFACCT, January 5, 2012
• 8. Selection of Population Selection of Population  Mailed letters to homes; well publicized; worked with advising; sent brochures to high schools  First year: targeted incoming STEM majors who tested just at or below college level math  Second and third year: targeted all incoming STEM majors, since focus included engineering majors who need to be calculus ready in first semester8 AFACCT, January 5, 2012
• 9. Anticipated Outcomes Anticipated Outcomes  Retain students in STEM majors through degree completion by:  Shortening time to degree completion by advancing placements in math  Connecting students to each other, to resources, to the STEM community  Strengthening academic skills  Increasing knowledge of various STEM careers9 AFACCT, January 5, 2012
• 10. Mathematics Curriculum  Mathematics Curriculum Development  Pre-Assessment  Daily Lectures & MyMathTest  Post-Assessment  Math Placement  Over-expectation of student’s math skill  Curriculum Redesign  Algebra Track  Function Track10 AFACCT, January 5, 2012
• 11. Math Curriculum Redesign Math 002 Intro to Algebra Math 017 Intermediate Algebra Algebra Algebra Post- Track Assessment Math 101 College Algebra Pre- Math 103 Assessment Trigonometry Math 109 Pre-Calculus Function Function Post- Track Assessment Math 203 Calculus I11 AFACCT, January 5, 2012
• 12. 12 AFACCT, January 5, 2012
• 13. Tracking of Students  Population: Bridge Students  Summer 2009: n = 20 (F=3, M=17, HS=1)  Summer 2010: n = 19 (F=6, M=14, HS=2)  Data collected from Fall 2009 to Spring 2011  Student Performance  Student Success: Retention, Completion, and Transfer  Reduction in Time to Completion13 AFACCT, January 5, 2012
• 14. Student Performance4.0 3.89 GPA by Degree (Spring 2011, n = 36, College Average = 2.85) 3.21 3.25 3.16 3.03 3.00 3.02 2.97 2.89 2.90 2.933.0 2.86 2.74 2.82 2.74 2.80 2.77 2.72 2.66 2.70 2.56 2.46 2.40 2.272.01.00.014 Bridge STEM AFACCT, January 5, 2012
• 15. Student Performance GPA (Spring 2011, n = 36, , College Average = 2.85) 3.5 2.99 3.0 2.90 2.88 2.71 2.71 2.64 2.5 2.0 Sci, Engr, & Math Technology Non STEM Bridge Overall AFACCT, January 5, 201215
• 16. Student Success - PerformanceOf 39 Bridge students STEM Bridge Students Overall (2009-2010, n = 39)  15.8% initially success  66% success 14 13  11% fail, and 12 12 Initiallly Success  8% withdraw 10 Success 8 Fail 6 Withdraw from the 4 program 4 3 2 2 2 2 1 0 2009 201016 AFACCT, January 5, 2012
• 17. Student Success in Math - Performance  80% of successful Bridge students passed subsequent Math courses Student Success overall by Degree Student Success in Math by Degree (2009-2010, n = 36) (2009-2010, n = 31) 100% 2 Non STEM 90% 10% 80% 2 Technology 1 10% 70% 60% 22 50% Fail Sci, Engr, & 40% 2 Math 30% Success 80% 1 20% 10% 5 1 Initial 0% Success Sci, Engr, & Technology Non STEM Math17 AFACCT, January 5, 2012
• 18. Success of Math Intervention > 80% of Bridge students Student Success in Math Requirements are successful in Math 100% courses 90% 88.2% 85.7% 83.3% 80% 72.8% 72.7% 72.8% 94% of Bridge students 70% with no change in their 60% initial Math placement are successful 50% 40% 80% of Bridge students 30% placed one or two 20% levels up in Math courses 10% are successful 0% 2009 2010 Overall Bridge Students STEM Students18 AFACCT, January 5, 2012
• 19. Student Success after Bridge Placement Success in Math Courses after Bridge Placement (n = 36) 100% 1 90% 3 1 80% 70% 60% 50% 16 Fail 40% 11 4 Success 30% 20% 10% 0% No Change 1-level up 2-level up19 AFACCT, January 5, 2012
• 20. Student Success after Bridge Placement No Change in Math Placement 1-Level up of Math Placement (n = 17) (n = 14)12 10 6 5 5 5 510 9 58 46 34 3 3 2 2 1 12 1 10 0 Trans 100 Level 200 Level Trans 100 Level 200 Level 2-Level up of Math Placement (n = 5) 4 3 3 2 2 SM 1 SM&S 1 0 020 Trans 100 Level AFACCT, January 5, 2012
• 21. Student Success after Bridge Placement Transitional Level Initial Math 100 Level Initial Math Placement Placement (n = 16) (n = 10) 6 6 5 5 5 5 5 5 4 4 3 3 3 3 3 2 2 2 2 1 1 1 1 0 0 0 No Change 1-level up 2-level up No Change 1-level up 2-level up 200 Level Initial Math Placement (n = 11) 12 10 10 9 8 6 Math 4 Math & Overall 2 1 121 0 AFACCT, January 5, 2012 No Change 1-level up
• 22. Student Success after Bridge Placement Success in Math & Overall (n=31) 100.0% 100% 90% 80.6% 80% 75.0% 70% 60% 50.0% 50% 40% 30% 20% 10% 0% No Change 1-level up 2-level up Overall22 AFACCT, January 5, 2012
• 23. Student Success after Bridge Placement (Summary) Program Population 2009-2010 (n =36 + 3 withdrew) with no change in Success Overall (31) 92.3% 33.3% Math Placement (12) with 1-level up in Math Success in Math (25) 69.4% 30.6% Placement (11) Success Overall & with 2-level up in 80.6% 5.6% Math (25/31) Math Placement (2)23 AFACCT, January 5, 2012
• 24. Bridge Student Status Student Status as of Fall 2011 (n = 39) Withdrew No Record 8% 10% Graduate 5% Transfer Current 18% 59%24 AFACCT, January 5, 2012
• 25. Summary The STEM Scholars Bridge program is successful in:  Closing gaps in content knowledge  Preparing students with college-ready skills  Reducing time to completion25 AFACCT, January 5, 2012
• 26. Student Feedback & Next Steps26 AFACCT, January 5, 2012
• 27. Contact  STEM Division: STEM@harford.edu  Deborah Wrobel, Dean of STEM (443) 412-2240 dwrobel@harford.edu  Supawan King, Ph.D., Associate Professor of Math (443) 412-2601 sking@harford.edu  Chris Jones, Assistant Professor of Math (443) 412-2055 cjones@harford.edu27 AFACCT, January 5, 2012