Mathematics Immersion Model (MIM) Kapi‘olani Community College STEM Program
Acknowledgements This research program was supported by a supplemental grant from the Tribal Colleges and Universities Program (TCUP) / National Science Foundation (NSF). An IRB was obtained to conduct this research (IRB CHS# 23668) and assess its efficacy using student feedback.
Background / Introduction The Mathematics Barrier in STEM: The Challenge of Calculus Readiness • Prospective STEM students frequently encounter mathematics as a barrier to degree completion • Students often must complete pre-college level math in addition to calculus prerequisites • Such courses are “notoriously ineffective” at facilitating progress toward and success in calculus (The National Academies of Sciences, Engineering, and Medicine, 2016) • The mathematics barrier most severely impacts Underrepresented Minority (URM) students • Introductory , “gatekeeper” mathematics courses have been identified as a barrier to underrepresented students in STEM • For URM students, the mathematics barrier is exacerbated by STEM culture (The National Academies of Sciences, Engineering, and Medicine, 2016; Toven-Lindsey, Levis-Fitzgerald, Barber, & Hasson, 2015; Yull, Denise, 2013)
Purpose The MIM program aimed at implementing the following goals: Provide students the opportunity to reach calculus level in one semester through an immersive, accelerated program Address students’ needs through a mentoring support system (Peer-Led-Unit-Session, or PLUS) Provide students with the opportunity to be engaged in Undergraduate Research Experience (URE)
Method: Program Structure Key program features • Daily immersion in mathematics (1.5 hours/day) • Three accelerated math courses Trigonometry • Math 103: College Algebra Elementary (5 weeks) Functions • Math 135: Elementary College Functions (5.5 weeks) Algebra • Math 140: Trigonometry Peer Mentor Support: PLUS (5.5 weeks) • Built-in peer mentor support STEM Research Experience via daily Peer-Led-Unit Session (PLUS) • STEM Undergraduate Research Experience (URE) course
Method: Student Recruitment Prospective MIM Cohort Recruitment Pool students must: • Be Native Hawaiian and/or other MIM Pre-College underrepresented Program Mathematics minorities* • Have earned a “B” or above in previous math course or referred by faculty • Attend mandatory meeting to discuss program and make sure it is a good match *The recruitment plan was structured to give preference first to Native Hawaiian, and then other underrepresented students, but we also welcomed all students who might have benefited from or were interested in joining MIM.
Method: Peer Mentors Peer Mentor Recruitment Former MIM Experienced students peer mentors MIM Mentor Responsibilities Lead Mentor (LM) Responsibilities Provide support to MIM cohort Serve as liaison between during PLUS instructor and mentors Meet with instructor, share Participate in pre-semester and weekly updates with weekly training meetings mentors Develop and run course content- Lead PLUS activities Monitor PLUS and report related math activities to MIM staff and faculty
Method: Peer Mentor Training Pre-Semester • Orientation • Introduction to mentors • Introduction to program • Skills Training • Basic mentoring skills • Approaching students and being approachable • Hands-on practice Semester • Weekly meetings • Discussion of PLUS sessions • Updates on course and students • Instructor-led math training • On-campus resource training • Academic advising services • Title IX for student leaders • Weekly feedback from students
Results: Student Engagement • 7 Mentors SP16 • 2 original + 3 MIM1 FL16 • 2 original + 2 MIM1 + 2 MIM2 SP17
Results: Overall Success Rates in Accelerated Versus Non-Accelerated Throughout Program Trigonometry & Analytical College Algebra Elementary Functions Geometry 59% 55% 46% N=186 N=108 N=110 16-week courses 74% 85% 50% N=42 N=41 N=36 MIM courses
Results: Success Rates in Individual Courses Trigonometry & Analytical College Algebra Elementary Functions Geometry 62% 59% 68% Success rates at KCC for all 103/135/140 instructors (from Spring 2014 to Fall 2015) 74% 85% 50% N=42 N=41 N=36 Success rates of MIM program
Results: Compound Success Rates MIM: 43% Trigonometry & Analytical Elementary Functions College Algebra Geometry 68% 62% 59% Compounded 42% Compounded 25% Success rates of all Math 103, 135, & 140 courses offered in the last four semesters prior to MIM implementation (from Spring 2014 to Fall 2015) at KCC
Results: Progression
Results: the Math 103 Effect in 135 & 140 Sensitivity: Probability of Specificity: Probability of TP B or higher Passed MIM passing MIM if B or higher failing MIM if lower than B TN C or lower Failed MIM was obtained in 103 was obtained in 103 FP C or lower Passed MIM FN B or higher Failed MIM 𝑈𝑄 𝑈𝑂 𝑇𝑓𝑜 = 𝑈𝑄 + 𝐺𝑂 ∗ 100 𝑇𝑞𝑓 = 𝑈𝑂 + 𝐺𝑄 ∗ 100 = 67% = 83% These indices suggest that MIM participants have a: 1) 67% probability of succeeding if they obtain a B grade or higher in 103 2) 83% probability of failing if they obtained a C in 103. Cohen Kappa: 0 = agreement equivalent to chance. 0.1 – 0.20 = slight agreement. 𝑈𝑄 + 𝑈𝑂 𝑈𝑄 + 𝐺𝑂 𝑈𝑄 + 𝐺𝑄 𝐺𝑄 + 𝑈𝑂 𝐺𝑂 + 𝑈𝑂 0.21 – 0.40 = fair agreement. − + 𝑂 𝑂 𝑂 𝑂 𝑂 𝑙 = 𝑈𝑄 + 𝐺𝑂 𝑈𝑄 + 𝐺𝑄 𝐺𝑄 + 𝑈𝑂 𝐺𝑂 + 𝑈𝑂 0.41 – 0.60 = moderate agreement. 1 − + 𝑂 𝑂 𝑂 𝑂 0.61 – 0.80 = substantial agreement. 0.81 – 0.99 = near perfect agreement k = 0.49 1 = perfect agreement.
Results: the Math 103 Effect in calculus Sensitivity: Probability of Specificity: Probability of Passed all passing calculus if B or higher failing calculus if lower than TP A or higher calculus courses Failed one B was obtained in 103 was obtained in 103 TN B or lower calculus course 𝑈𝑄 𝑈𝑂 Passed all 𝑇𝑓𝑜 = 𝑈𝑄 + 𝐺𝑂 ∗ 100 𝑇𝑞𝑓 = 𝑈𝑂 + 𝐺𝑄 ∗ 100 FP B or lower calculus courses = 78% = 43% Failed one FN A or higher calculus course These indices suggest that MIM participants have a: 1) 78% probability of passing all calculus courses if they obtain an A grade or higher in 103 2) 43% probability of passing one calculus course if they obtained below an A grade in 103. Cohen Kappa: 0 = agreement equivalent to chance. 0.1 – 0.20 = slight agreement. 𝑈𝑄 + 𝑈𝑂 𝑈𝑄 + 𝐺𝑂 𝑈𝑄 + 𝐺𝑄 𝐺𝑄 + 𝑈𝑂 𝐺𝑂 + 𝑈𝑂 0.21 – 0.40 = fair agreement. − + 𝑂 𝑂 𝑂 𝑂 𝑂 𝑙 = 𝑈𝑄 + 𝐺𝑂 𝑈𝑄 + 𝐺𝑄 𝐺𝑄 + 𝑈𝑂 𝐺𝑂 + 𝑈𝑂 0.41 – 0.60 = moderate agreement. 1 − + 𝑂 𝑂 𝑂 𝑂 0.61 – 0.80 = substantial agreement. 0.81 – 0.99 = near perfect agreement k = 0.21 1 = perfect agreement.
Results: PLUS Sessions The result of a t-test (95% confidence) suggests a significant relationship between attending PLUS and succeeding in the MIM program (p=0.023 < 0.05).
Keep in mind…. Sample size for the entire program was 39 students, i.e not statistically strong. One final statistic worth mentioning: MIM participants made it clear in the post-MIM evaluation that the most significant aspect of the program that contributed to their success in the program was the PLUS sessions & the student mentors , particularly Cohort 2 & 3.
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