1. Bridging the Gap for Incoming STEM Majors Presented by: Brittney Gillespie and Dr. James Rauff Algebra in a Week:

2. The Problem An increasing number of incoming students intending to major in science or business require developmental mathematics. A semester of developmental mathematics puts these students behind in the normal progression of their programs.

3. A Possible Solution An intensive review of intermediate algebra in the summer that will enable students to enroll in the mathematics course required by their major in their first semester at Millikin.

4. Implementation Constraints on Intensive Developmental Algebra Short Inexpensive Credit bearing Low student/faculty ratio Residential College readiness component

5. A Admissions Mathematics Dept. Student Success Student Life Excel Facilities Who is involved in Excel?

6. Student Qualification Constraints ACT score places student just short of quantitative reasoning (QR) course Student’s major is science, nursing, or business Student must be capable of fast-paced, intensive study Student must be self-motivated

7. Admission Requirements In 2009 – 2011: ACT Math Sub-score of 20 – 24 In 2012: ACT Math Sub-score of 19 – 21 – Changes due to restructuring of math curriculum In 2013: ACT Math Sub-score Average Between 19 – 21 – Changes due to issues encountered during 2012

8. Cost, Room, and Board 2009 – 2012: Cost for entire program $350 2013: $375 Cost includes: Three meals per day Housing in a campus dorm for the 8 days Instruction for the 3-credit class Textbook rental, notebooks, pencils Extra-curricular activities

9. Course Description Study a whole semester of algebra in 7 days - review of algebra I and II, but some new material they may not have seen No more than 20 students enrolled per summer

10. Topics Covered Linear Equations & Functions Linear Systems of Equations Rational Equations & Functions Radical Equations & Functions Quadratic Equations & Functions Exponential Equations & Functions Logarithmic Equations & Functions

11. Course Timeline Students arrive Friday of Orientation and Registration in June Class starts Saturday at 1 - 5 pm Class Sunday 1 – 5 pm Monday through Friday: 9 – 12, 1 – 5 Review Session Friday Night Final Saturday 9:30 – 11:30

12. Class Format Motivation/Introduction: 15 minute or less lecture Practice: Students work on assigned problems Recitals: Students work through problem individually but in front of a professor Quiz every morning starting on Monday

13. Changes in Class Format Originally homework collected and graded daily – Now recitals, quizzes and final only grades In 2009, senior math major aided Dr. Rauff 2010 – present: full-time staff member, Brittney Gillespie, co-teaches

14. Classroom Design 2 Rooms: directly across the hall from each other 1 Room for lectures and recitals – traditional classroom setup The other is the work room – tables set in pods for 4 students

15. Work Room Lecture/Recital Room

16. Schedule for a Typical Day 9 – 9:30Quiz over Linear Equations and Functions 9:45 – 12Lecture on Linear Systems: Methods and Problems Sections 4.1 – 4.3 p. 310: 13, 17, 21, 25, 27, 31, 37, 45 p. 320: 13, 19, 23, 25, 31, 35 – 41, 45, 49, 41, 57 12 – 1Lunch 1 – 5Linear Systems: Applications, Variation and Problems Section 4.4 p. 330: 9 – 41 p. 339: 47 – 53 p. 613: 25 – 39 5 – 6Dinner 6 – 7Student Success Session Monday:

17. Examples of Assigned Problems How many gallons of 20% antifreeze solution and a 10% antifreeze solution must be mixed to obtain 40 gal of a 16% antifreeze solution?

18. Examples of Quiz Problems The smallest angle in a triangle is half the largest angle. The middle angle measures 30 degrees less than the largest angle. Find the measure of each angle.

19. Examples of Final Exam Questions

20. Support Systems for Students Dr. Rauff and Miss G. – Available from 8:30 – 9 am for questions before quiz – Review Session for final Friday night 7 – 9 Dr. Verry from the Office of Student Success – Teaches Student Success Sessions – Organizes Excel program and its extra-curricular activities Student Mentor: – Walks students to destinations on campus – Watches students in the dorms – Provides insight and advice about college life

21. Demographics: Excel Students by Gender

22. Demographics: Excel Students by Major

23. Do the EXCEL Students succeed in their first post-developmental mathematics course? Mean grade of EXCEL students: 2.7

24. Students Post-EXCEL 80.8% of all EXCEL students (2009-2012) have graduated or are making progress

25. Conclusions: Program Excel students average C+ in their first post-Excel mathematics course. 80% of the first group of Excel students have graduated from Millikin. 81% of all other Excel students are making progress towards their degree. Early results indicate that the program is meeting its goal of preparing students to succeed in college-level mathematics courses.

26. Conclusions: Students Average ACT mathematics sub-score is a better predictor of success in Excel than last sub-score. ACT reading sub-score should also be considered. Student motivation and attention to task is reinforced through collaboration.

27. Conclusions: Faculty Algebra “boot camp” faculty must: Have total knowledge of the subject matter, Be able to adjust curricula on the fly Believe that every student will succeed, Be very patience, and Be prepared for a very rewarding, but very exhausting week.

28. Questions? Contact information: James Rauff: jrauff@millikin.edu Brittney Gillespie: bgillespie@millikin.edu