Mathematics Immersion Model (MIM) Kapiolani Community College STEM - - PowerPoint PPT Presentation
Mathematics Immersion Model (MIM) Kapiolani 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
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.
The Mathematics Barrier in STEM: The Challenge of Calculus Readiness
barrier to degree completion
calculus prerequisites
toward and success in calculus
(The National Academies of Sciences, Engineering, and Medicine, 2016)
Minority (URM) students
identified as a barrier to underrepresented students in STEM
culture
(The National Academies of Sciences, Engineering, and Medicine, 2016; Toven-Lindsey, Levis-Fitzgerald, Barber, & Hasson, 2015; Yull, Denise, 2013)
Provide students the opportunity to reach calculus level in
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)
Key program features
(1.5 hours/day)
(5 weeks)
Functions (5.5 weeks)
(5.5 weeks)
via daily Peer-Led-Unit Session (PLUS)
Experience (URE) course
College Algebra Elementary Functions Trigonometry
STEM Research Experience Peer Mentor Support: PLUS
Pre-College Mathematics MIM Program
Prospective MIM students must:
and/or other underrepresented minorities*
above in previous math course or referred by faculty
meeting to discuss program and make sure it is a good match
Cohort Recruitment Pool
*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.
Lead Mentor (LM) Responsibilities Serve as liaison between instructor and mentors Meet with instructor, share weekly updates with mentors Lead PLUS activities Monitor PLUS and report to MIM staff and faculty
being approachable
College Algebra Elementary Functions Trigonometry & Analytical Geometry
59% N=186 55% N=110 74% N=42 46% N=108 85% N=41 50% N=36 16-week courses MIM courses
College Algebra Elementary Functions Trigonometry & Analytical Geometry
62% 68% 74% N=42 59% 85% N=41 50% N=36 Success rates at KCC for all 103/135/140 instructors (from Spring 2014 to Fall 2015) Success rates of MIM program
College Algebra 62% Elementary Functions 68% Compounded 42% Trigonometry & Analytical Geometry 59% 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
TP B or higher Passed MIM TN C or lower Failed MIM FP C or lower Passed MIM FN B or higher Failed MIM
Sensitivity: Probability of passing MIM if B or higher was obtained in 103 Specificity: Probability of failing MIM if lower than B was obtained in 103 Cohen Kappa: 0 = agreement equivalent to chance. 0.1 – 0.20 = slight agreement. 0.21 – 0.40 = fair agreement. 0.41 – 0.60 = moderate agreement. 0.61 – 0.80 = substantial agreement. 0.81 – 0.99 = near perfect agreement 1 = perfect agreement.
𝑇𝑓𝑜 = 𝑈𝑄 𝑈𝑄 + 𝐺𝑂 ∗ 100 = 67% 𝑇𝑞𝑓 = 𝑈𝑂 𝑈𝑂 + 𝐺𝑄 ∗ 100 = 83%
𝑙 = 𝑈𝑄 + 𝑈𝑂 𝑂 − 𝑈𝑄 + 𝐺𝑂 𝑂 𝑈𝑄 + 𝐺𝑄 𝑂 + 𝐺𝑄 + 𝑈𝑂 𝑂 𝐺𝑂 + 𝑈𝑂 𝑂 1 − 𝑈𝑄 + 𝐺𝑂 𝑂 𝑈𝑄 + 𝐺𝑄 𝑂 + 𝐺𝑄 + 𝑈𝑂 𝑂 𝐺𝑂 + 𝑈𝑂 𝑂
k = 0.49
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.
TP A or higher Passed all calculus courses TN B or lower Failed one calculus course FP B or lower Passed all calculus courses FN A or higher Failed one calculus course
Sensitivity: Probability of passing calculus if B or higher was obtained in 103 Specificity: Probability of failing calculus if lower than B was obtained in 103 Cohen Kappa: 0 = agreement equivalent to chance. 0.1 – 0.20 = slight agreement. 0.21 – 0.40 = fair agreement. 0.41 – 0.60 = moderate agreement. 0.61 – 0.80 = substantial agreement. 0.81 – 0.99 = near perfect agreement 1 = perfect agreement.
𝑇𝑓𝑜 = 𝑈𝑄 𝑈𝑄 + 𝐺𝑂 ∗ 100 = 78% 𝑇𝑞𝑓 = 𝑈𝑂 𝑈𝑂 + 𝐺𝑄 ∗ 100 = 43%
𝑙 = 𝑈𝑄 + 𝑈𝑂 𝑂 − 𝑈𝑄 + 𝐺𝑂 𝑂 𝑈𝑄 + 𝐺𝑄 𝑂 + 𝐺𝑄 + 𝑈𝑂 𝑂 𝐺𝑂 + 𝑈𝑂 𝑂 1 − 𝑈𝑄 + 𝐺𝑂 𝑂 𝑈𝑄 + 𝐺𝑄 𝑂 + 𝐺𝑄 + 𝑈𝑂 𝑂 𝐺𝑂 + 𝑈𝑂 𝑂
k = 0.21
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.
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).
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.