Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering

Denise Hum; Anna Marbella Camacho

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Assessing URM Programs Targeting the K-16 Continuum
Tagged Division: Minorities in Engineering
Tagged Topic: Diversity
Page Count: 14
Page Numbers: 26.491.1 - 26.491.14
DOI: 10.18260/p.23830
Permanent URL: https://peer.asee.org/23830
Download Count: 492

Paper Authors

biography

Denise Hum Cañada College

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Denise Hum is an Associate Professor of Mathematics at Cañada College in the San Francisco Bay Area. She received her M.S. in statistics at California State University, East Bay. Her academic interests include accelerated math pathways, Reading Apprenticeship, and increasing the number of women and underrepresented groups in STEM.

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biography

Anna Marbella Camacho Cañada College

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As Project Director for a $5.9 million Hispanic-Serving Institution-STEM Grant (CalSTEP), Anna collaboratively spearheaded the creation of The STEM Center, which promotes STEM education through programs, activities, academic/support services, and opportunities for students, faculty, staff, and the greater community. Anna Camacho joined Cañada College in 2012 in the capacity of Assistant Project Director of Hispanic-Serving Institution-STEM Grant (CalSTEP). In this position, Anna manages all financial aspects of the grant’s $1.1 million yearly budget. In addition to handling fiscal matters, Anna also collaborates in program implementation & development and new grant proposals. Prior to joining Cañada College, Anna was a Program Officer at the Hispanic Scholarship Fund where she implemented programs aimed at increasing college going knowledge to underrepresented families in multiple states .

Anna is originally from El Paso, TX. She received a Bachelor of Arts degree in both History and Political Science from the University of Michigan, Ann Arbor. Anna received a Masters of Social Work in 2006, also from the University of Michigan.

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Abstract

Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in EngineeringAbstract:In order to meet the current and future demands for engineers needed to retain and increase theeconomic competitiveness and innovation capacity of the United States, there is a growing need toengage students from traditionally underrepresented groups in engineering. At XXXXX, afederally designated Hispanic-serving community college in the San Francisco Bay Area, a largenumber of students from traditionally underrepresented minority groups enter with high levels ofinterest in engineering. However, their success and completion rates have been low due primarilyto low levels of preparation for college-level work, especially in math. To address this majorbarrier to student success, XXXXX developed Math Jam as a one-week intensive math placementtest review program. Since its development in 2009, Math Jam has served over 2000 students, andthe demand continues to grow such that the program is now offered in six separate sessions eachyear – both day and evening sessions during three one-week periods immediately preceding thefall, spring, and summer sessions. It has expanded from a program designed to help studentsreview for the placement test to a program where returning students can also prepare for their nextmath class. For the last six years of program implementation, underrepresented minority students(Hispanic, African American, and Pacific islanders) have participated in Math Jam at a higher ratethan other students. This paper explores the similarities and differences in the program outcomesfor minority and non-minority students. Comparisons will be based on student performance in thepre- and post-program math tests, pre- and post-program math self-efficacy survey, retention andsuccess rates in subsequent math courses, and surveys that assess satisfaction with the program andstudent perception and knowledge of resources and skills needed for academic success. The paperwill also provide best practices developed at XXXXX to assist other institutions in developing asimilar program to improve the participation and success of underrepresented students in STEM.

Citation
Format

Hum, D., & Camacho, A. M. (2015, June), Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23830

TY  - CPAPER
AB  -         Developing an Intensive Math Preparation Program to Enhance           the Success of Underrepresented Students in EngineeringAbstract:In order to meet the current and future demands for engineers needed to retain and increase theeconomic competitiveness and innovation capacity of the United States, there is a growing need toengage students from traditionally underrepresented groups in engineering. At XXXXX, afederally designated Hispanic-serving community college in the San Francisco Bay Area, a largenumber of students from traditionally underrepresented minority groups enter with high levels ofinterest in engineering. However, their success and completion rates have been low due primarilyto low levels of preparation for college-level work, especially in math. To address this majorbarrier to student success, XXXXX developed Math Jam as a one-week intensive math placementtest review program. Since its development in 2009, Math Jam has served over 2000 students, andthe demand continues to grow such that the program is now offered in six separate sessions eachyear – both day and evening sessions during three one-week periods immediately preceding thefall, spring, and summer sessions. It has expanded from a program designed to help studentsreview for the placement test to a program where returning students can also prepare for their nextmath class. For the last six years of program implementation, underrepresented minority students(Hispanic, African American, and Pacific islanders) have participated in Math Jam at a higher ratethan other students. This paper explores the similarities and differences in the program outcomesfor minority and non-minority students. Comparisons will be based on student performance in thepre- and post-program math tests, pre- and post-program math self-efficacy survey, retention andsuccess rates in subsequent math courses, and surveys that assess satisfaction with the program andstudent perception and knowledge of resources and skills needed for academic success. The paperwill also provide best practices developed at XXXXX to assist other institutions in developing asimilar program to improve the participation and success of underrepresented students in STEM.
AU  - Denise Hum
AU  - Anna Marbella Camacho
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering
UR  - https://peer.asee.org/23830
DO  - 10.18260/p.23830
ER  -