Why Jams? Goals of the Jams 1.Increase the course success/completion rates for student participants in Math, Physics and Word Jam and increase the number of students placed into higher-level Math, English and ESL courses. How do the programs work? Math Jam: One week of intense math work utilizing curriculum created by specific faculty who work within the Pearson Math Lab platform to create “mini courses” to help students to learn math specific coursework that will cover most of the concepts that students will see in their up and coming math course. The learned skills will often times also help students to perform better on the Math Placement Test. Physics Jam: One week of intense physics curriculum and practice. One physics faculty member will work within the Pearson My Math test platform to create a “mini course” to help students to learn and practice physics concepts that will prepared them for their up and coming physics course. Word Jam: One week of intense Grammar, Writing and ESL curriculum designed by designated faculty members. The goal of the Word Jam is to improve participant knowledge and familiarity with writing and grammar concepts and to re-inforce learning of specific subject matter to improve writing and grammar proficiency. The learned skills will often times help students to perform better on the English/ESL Placement Test.

Innovation Fund Proposal Description The Jams Program at Canada College is an ensemble of academic support interventions aimed at increasing the course success and assessment placement of incoming and current Canada College students who are enrolled in or planning to enroll in English, ESL, Math, Physics, and/or writing intensive courses. Math Jam is a one-week intensive preparation program for students who want to improve their Placement Test results in Math or prepare for upcoming Math courses. The goal of Math Jam is to help students complete their Associates Degree and/or transfer requirements for a 4-year college/university in less time than previously possible. Physics Jam is a self-paced and intensive one-week preparation for Calculus-based Physics 1 for students intending to major in Science, Technology, Engineering, or Mathematics (STEM) fields. The program is designed to prepare students who will be taking Calculus-based Physics 1 in the future and provide an intensive review for students who are moving onto a higher level Physics. Word Jam is a free, one-week, non-credit writing and grammar improvement program designed for in-coming and current Canada College students enrolled in or planning to enroll in any/all levels of English, Reading, and ESL courses. The Jams will be implemented three times a year (January, June & August) during the week immediately preceding the start of the semester starting Summer Math and Word Jam offer day and evening sessions while Physics Jam offers day sessions only. Math and Word Jam require an evening program to accommodate higher enrollment in Math and English/ESL/Writing courses. The STEM Center and the Learning Center will be responsible for the initial planning and execution of the Jams, including hiring a Program Services Coordinator (Jams Coordinator) who will be responsible for the overall program coordination, implementation and evaluation. The Program Services Coordinator will work with relevant College departments and personnel to promote and recruit for the Jams. New Classified Position Justification 1.Describe the specific needs for the position requested and the duties of this position in a brief statement. 2.Explain how this position aligns with and supports the mission and strategic goals of the college. 3.Explain how adding this position would strengthen the department and division. 4.Explain how this work will be accomplished if the position is not filled.

Financial Resources The total budget requested for the Cañada College Jams Program is $300,000 per year to offer all three Jams at three different times a year. Personnel costs identified include salaries and benefits for a Program Services Coordinator (1 FTE) to lead coordination efforts of all aspects for the Jams, Office Assistant II (1 FTE) to manage all procurement and administration tasks, instructors for all three Jams, a counselor to assist students in updating SEPs after placing into a higher level, tutors and student assistants and two custodians to setup and breakdown tables and chairs. The budget also reflects supply, media, and food expenses needed to adequately promote and operate the programs. The requested budget is necessary and sufficient for program personnel to perform their assigned roles and implement the proposed activities as previously described. Math Jam is funded by a Department of Education HSI-STEM grant (CalSTEP) that will conclude in October 2016 and the Student Support Services funds managed by Cañada College. Physics Jam is funded solely by CalSTEP which will end in October Word Jam is currently funded by the Department of Education’s HSI ESO Grant, Basic Skills and Equity funds. Facilities/ Sustainability Cañada has the facilities and resources to begin the implementation of this proposed project. The Jams programs will require use of the entire 2nd floor of Building 9 (including the Learning Center and the STEM Center), the Library, dedicated Computer Lab space, specifically room and other computer labs equipped with at least 25 units. IT Support is needed to maintain computers for all Jam programs. Jams require support from Facilities to insure the building and restrooms are open, secure and clean for each day of the program. Innovation Fund Proposal Rationale for Project The Jams Program addresses two alarming trends: high number of underrepresented minority students placing into developmental courses and lower levels of course completion and success for underrepresented students. Among all underrepresented minority students who took the Math placement test over the last few years, 76.4% placed into either Pre-algebra or Algebra. For underrepresented minority students who declared a STEM major, 59.6% placed into Pre-algebra or Algebra. In Physics 250, the first course in the Physics sequence, retention rates are 77.6% and success rate 67.6% compared to a 91.1% retention and 83.1% success in second course in the sequence, Physics 260. These trends are mirrored in English, ESL and Writing classes. A student who starts at a developmental class could have up to an additional one and a half years worth of courses before they are ready to take the first transfer level course. Hence, a large number of underrepresented students will need at least four years at Cañada College before transferring. For many of them with family obligations and no family support, this is simply too long of a career path. Clearly, there is a need to accelerate the entry into STEM education for these underrepresented students for more of them to remain and succeed in a reasonable amount of time. The Jams program supports SMCCCD’s Community and Strategic Plan’s Goal #1 by developing a program that addresses a critical need, brings valuable resources on-campus and is implemented in a manner that allows any student to benefit. Similar programs are currently offered at community colleges across the country, notably at Pasadena City College in Pasadena, CA.

Duties & responsibilities of the OA II Describe the specific needs for the position requested and the duties of this position in a brief statement. Assist MJ Coordinator with coordination and logistics for all three Jams Outreach to students, faculty, and campus community Marketing to students, faculty and campus community Train/hire tutorial staff Assist MJ Coordinator to recruit, hire, process and help to train faculty to teach in Jams Schedule and assign specific subject areas for faculty, tutors Process payment/contracts (instructors and students) Arrange purchases for all supplies and food for the Jams Assist with Jams prep week Assist with administration and implementation of first day activities and protocols Secondary support and contact for all trouble-shooting Point-of-contact for all of the Jams After-the-Jams (data collection points, back-end supports and alignment of expenditures, program effectiveness) Other staffing: IA II (Math Jam Coordination-50%), IA-II (Tutorial Support), Tutor Coordinator/Basic Skills Specialist, Tutors, Student Assistants, Learning Center Community Support)

Duties & responsibilities of the MJ Coordinator Describe the specific needs for the position requested and the duties of this position in a brief statement. Central coordination and logistics manager for all three Jams Make final hiring decisions and faculty assignment for the Jams in coordination with other Jam supporters Manage and supervise staff and student assistants working with the Jams Oversee and manage Jams website and share information with other Jam supporters Manage outreach efforts to students, faculty, and campus community Supervise marketing to students, faculty and campus community Train/hire tutorial staff Recruit, hire, process and help to train faculty to teach in Jams Schedule and assign specific subject areas for faculty, tutors Process payment/contracts (instructors and students) Design and create purchasing processes for all supplies and food for the Jams Responsible for Jams prep week Lead administration and implementation of first day activities and protocols Primary contact for all trouble-shooting Point-of-contact for all of the Jams After-the-Jams (data collection points, back-end supports and alignment of expenditures, program effectiveness