We hope you will join us for the 2019 MSI
Convening. The full schedule, including breakout sessions is now available. To
assist with planning your schedule, click the title of any breakout session to
view the abstract. Featured sessions will be in larger rooms to accommodate
Abstract: Racial disparities, whether in terms of student outcomes or faculty representation, are a persistent feature of the field of mathematics education (Battey & Leyva, 2016; Martin, 2009). Transitioning Learners to Calculus (TLC3, NSF IUSE 1625918) brings together an interdisciplinary research team to help mathematics programs identify and remove barriers in science, technology, engineering, & mathematics (STEM) math pathways. This session will present findings from a national survey of mathematics department chairs in associate degree granting colleges, focusing on three factors that collectively affect students as they transition into the STEM math pathway. The data is disaggregated by quintiles based on the percentage African American student enrollment with supplemental analysis that undergirds how mathematics placement, DPC2 courses, and use of local data interacted in practice at a Predominately Black Institution (PBI). The findings reflect increasing access and completion for STEM-interested students with mathematics placement and developmental courses improvement efforts. However, more attention needs to be placed on using disaggregated student-level data to identify the impact.
Abstract: The study identifies intervention strategies that increase the retention and graduation rates of African American (AA) men in community colleges. Throughout the educational pipeline in the United States, many African American males lag behind both their African American female and White male counterparts (Ferguson, 2003; Hrabowski, Maton, & Grief, 1998; Polite & Davis, 1999). This study analyzes data from Project M.O.S.T., a grant funded program at Southwest TN Community College in Memphis, funded by the U.S. Department of Education’s PBI initiative. Though implemented March 1, 2012, this study includes 4 cohorts consisting of 420 AA male students who began their college experiences during the fall-to-fall years of 2014 - 2017. M.O.S.T. provides an opportunity for first-year AA male students to acquire excellent leadership skills, a powerful growth mindset, academic achievement, and limited financial support. The study utilizes an Explanatory Sequential Mixed Methods design with the intent to have the quantitative and qualitative data help explain the initial quantitative results. The results of the study revealed an average 4-year retention rate of 75% and graduation rate of 56%.
Abstract: Predictive analytics* uses institutional data to determine what specific student behaviors are positively or negatively affecting persistence. As a decentralized community college, and mostly known for distance learning programs, Coastline College requires strategic interventions. A part of Coastline’s AANAPISI (Asian American Native American Pacific Islander Serving Institution) efforts, predictive analytics has been used as a tool to inform our practices and increase retention rates of our Asian American Pacific Islander students. The predictive analytics practices at Coastline go beyond gauging our students’ progress and experience but also informs our program development, trainings, and stakeholder relationships. During the workshop, we will present how using predictive analytics helped us determine persistence factors to support intervention development and affect student behaviors have led Coastline College to increasing our target population’s fall-to-fall persistence rate from 56% to 80% within 4 years. *“Predictive analytics is the use of large data sets to make detailed predictions about the future” (Denley, 2014).
Abstract: After seven years of directed learning activities (DLAs) the research shows it works for all students despite systemic changes in assessment, placement, and pedagogy. This workshop will provide attendees with an overview of directed learning activities, what they are, how they work, and ideas of how to implement them. The collection and use of research data and its impact on the diversification and growth of the program will also be a topic of discussion. Participants will also learn simple ways to collect data in order to measure the effectiveness of this support program. Additionally, the workshop will review the ways we have used this data to expand and diversify the use of DLAs.
Abstract Summer Bridge Programs in higher education settings can help impact student success, engagement and retention rates. With university buy-in and appropriate funding, institutions have implement summer bridge programs to increase retention rates and promote student academic success. Prairie View A&M University (PVAMU) offers summer programming for nearly 800 incoming freshmen each summer. The programs can range from either 10-weeks or 5-weeks in length. The data for the summer bridge program was collected from PVAMU’s Office of Institutional Research and the Texas Higher Education Coordinating Board website. Prairie View’s summer bridge programs played a major role in increasing the institution’s first year retention rates from 66% to 73% over a last three years. Furthermore, students who participated in the summer 2017 bridge programs had a 80% one-year retention rate as compared to 66% for non-participants. The summer programs consist of 95% African Americans and 5% Hispanic Americans. Additionally, summer bridge programs played a vital role in improving African Americans first-year retention rates from 65.6% in 2015 to 75.8% in 2018.
Abstract: This workshop presentation describes the involvement of the Mathematics Department at UT Arlington (University of Texas at Arlington) to broaden the participation of underrepresented minority (URM) students in the mathematical sciences. Systematic changes have taken place in the Mathematics Department at UT Arlington since 2005. When the efforts started in 2005, the numbers and percentages of URMs in the mathematics programs at UT Arlington were insignificant. The current numbers and percentages are drastically different. The Mathematics Department at UT Arlington has now been involved in collaborations to broaden the participation of URMs in the mathematical sciences, and this takes place at the local, regional, and national levels. The local efforts include collaborations with colleagues teaching mathematics on various campuses of the Tarrant County College District and the Dallas County Community College District. The regional efforts include collaborations within the Gulf States Math Alliance, a network of mathematics faculty at various institutions in Texas, Louisiana, and Mississippi. The national efforts include collaborations with the National Math Alliance as well as several other regional math alliances nationwide. The workshop presentation shares the efforts made, challenges encountered, lessons learned, and strategies developed by presenting the data available and by interacting with the workshop audience.
Abstract A study was conducted to understand the process by which community college practitioners engaging in an outcomes-focused, equity-guided process utilized disaggregated data to advance equity-guided change at their institutions. The process requires teams to engage stakeholders, analyze disaggregated data to identify equity gaps, explore related institutional processes and practices, and identify solutions for improvement and evaluation. Participation is identified as cultivating equity-mindedness for those directly engaged with the process. Despite limitations to institutionalization, the establishment of collaborative partnerships provided opportunities for meaningful change.
Abstract: An average of 5,000 degree-seeking FTIC students register at Tarrant County College each Fall Semester, with men representing almost 50%. However more than 38% of Black /African American Males and 29.9% of Hispanic/Latino Males end up on probation after their first term. Fall-to-fall retention averages to only 38% for Black/African American males and 52.3% for Hispanic/Latino males (Reynolds & Stovall, 2008). Nationally and regionally, too few men of color are making it into and through higher education and earning a post-secondary credential. Tarrant County College recognized this fact and moved in a direction to support our Men of Color students by creating the Intercultural Network to provide all the necessary resources, coaching, guidance, mentoring, and support in the pathways to retention, graduation, and success. We will discuss the data prior to the creation of the program in the Fall of 2017, and provide updated data over the first 2 years of the program's existence.
Abstract:Exams, quizzes, and projects are key contributors to whether a learner passes or fails a course. However, discussions of equity, access, and inclusion lack a focus on assessments. In the American English and Culture Institute (AECI) program at Richland College, four instructors are promoting a culture of assessment to emphasize an equity-minded approach towards testing. Through test-analysis data, instructors evaluate and improve their assessments as they consider equity and accessibility. Although the AECI serves international students, assessing for equity can be applied across disciplines and benefits all learners. The instructors reviewed assessment literature and gathered best practices from conference presentations to develop an approach that would fit their program. They also advanced their own knowledge of assessments by studying concepts such as test reliability, construct validity, authenticity, interactiveness, impact, and practicality. This workshop will emphasize the importance of equity and data through an assessment paradigm. Attendees will experience equitable testing practices, learn about the instructors’ journey, and evaluate an assessment with the use of data.
The 2019 MSI Convening digital program will be available for download in early September.