Title III Grant Math Success: Math Resource Center
Yovan Reyes
Hillsborough Community College, Dale Mabry Campus
Community college graduates make large contributions to the STEM workforce. In fact, Hillsborough Community College (HCC) enrollments in math, life sciences, chemistry, and physics have grown 12% for all students in the past five years and 17% for Hispanic students. However, in fall 2015, 40% of all students enrolled in eight math courses received grades lower than C. Failures are highest in the earlier courses, which also have the largest enrollments. Fall to fall retention dropped to 47.7% for 2014-1015, well below the national two-year open-admission college rate of 54.7%. Graduation rates average only 14% for STEM majors and transfer rates are even lower. HCC students need assistance in math courses, are self-advising, and are making inappropriate course enrollments in the wake of Senate Bill 1720.
The Math Resource Center (MRC) was first established on the Dale Mabry Campus of HCC in September 2017. Its design and construction were funded by a Title III Grant to address the specific institution issues above but also a major issue locally and nationally: supporting students to be successful in historically difficult math courses in order to pursue STEM-related fields. By creating a “one-stop-shop,” the MRC houses academic advisors to manage academic interventions and degree planning, the implementation of supplemental instruction (SI), and the introduction of a wide range of technologies and techniques to improve academic support. Since its inception, the MRC and its staff has assisted over 6,600 students (2,600 students in 2019), touts an exceptional satisfaction rate, and has shown a higher success in each math course sequence due to all of these services provided to students.
The Title III staff consists of a Project Manager, Activity Director, and an Administrative Assistant to coordinate and manage purchasing procedures, organize the faculty and staff, and work across departments on the campus and to other colleges to collaborate. A Technology Specialist is specifically assigned to the team to implement and oversee new technological equipment and software development, troubleshoot faculty and staff issues, and conduct inventory checks. A Research Specialist is also a part of the team specifically to perform periodic data reports, conduct a longitudinal research study, and to keep track of the team’s objectives and goals to accomplish for the grant. Within the MRC, two Transfer/Advising Specialists are conveniently located for students to meet with on a walk-in or appointment basis. Last, but certainly not least, two Supplemental Instruction Coordinators supervise the supplemental instruction procedure, process, and students who provide SI. “Meeting students where they are” is a daily mantra for all of staff who are providing these services to their students within the MRC.
One of the many ways that this project is “meeting students where they are” is through Supplemental Instruction (SI). Based on the UMKC SI model, the SI Coordinators hire students who have taken the course previously and earned an exceptional grade while also being recommended by instructors participating in the grant. The SI Leaders then go through a rigorous pre-semester training, SI Bootcamp, and in-service monthly trainings. Collaborative trainings across departments on campus further strengthen the program and connects students with others who provide tutoring and support services. During the semester, SI Leaders attend the courses with their students, develop weekly lesson plans, and present those lesson plans, in-person and virtually, to students in the MRC through activities that are productive and engaging. Their main goal is to facilitate team activities to improve the students’ understanding of course material.
Included within the MRC are two Advising/Transfer Specialists who assist students with degree planning at HCC but also to support students with seamless transfer to other institutions. Their approach to advising is not to be seen as a service-based resource, but as a learning experience for the student to carry with them throughout their academic career and beyond. Along with specialized transfer advising and STEM major exploration, other responsibilities include the administration of academic interventions with the use of a two-way texting communication system as well as a software system that overlays the student portal to view academic progress. The text message nudging platform has been revolutionary in terms of communicating with students as Advising/Transfer Specialists use it to send highly personalized, timely, and meaningful messages designed to encourage behaviors linked to commitment, persistence, retention, and other non-cognitive skills. These nudges are customized from course and student data. Messages may be sent to remind students about non-cognitive workshops, upcoming exams and SI sessions, schedule advising sessions, or communicate with students about school-related deadlines. Last but certainly not least, non-cognitive workshops are presented to students by the Advising/Transfer Specialists in topics such as How to File for Financial Aid & Scholarship Applications, Tough Class? Thinking of Withdrawing?, and STEM Networking & Etiquette Luncheons to name a few.
As the world moves to a more mobile and digital way of receiving information and communication, institutions should follow suit to adapt many in-person operations to social media in order to reach students. Some of the ways this project is doing that are detailed above; however a newly implemented student life skills course was created in the student portal titled STEM Studio. This online environment houses a plethora of resources for our students to succeed in their math classes but also to succeed in life at HCC and beyond. In regards to course assistance, the STEM Studio maintains a bank of final exam reviews, practice quizzes, video tutorials, and practice problems. The SI schedule, as well as other websites to reinforce student learning, are posted for their convenience. Also included in the course is a specific section on STEM Advising which includes virtual workshops, transfer information, scholarships, and opportunities to connect with the community.
The collaboration and cooperation between faculty, staff, students, and departments should not be overlooked as this project has succeeded and thrived with all of their assistance. Ultimately, this initiative aims to encourage behaviors linked to student learning, commitment, persistence, and retention, and based on the data, the Title III project is moving the needle in a positive direction.