utrgv jumpstart - a new model for developmental...
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UTRGV JUMPSTART - A NEW MODEL FOR
DEVELOPMENTAL EDUCATION INTERVENTIONSSUMMER 2015-SUMMER 2016 – MATHEMATICS AND READING/WRITING
JUMPSTART DESIGN - OVERALL
JumpStart (JS) courses support students not meeting TSI – College Readiness in
Mathematics and/or Reading/Writing.
Students take a Math and/or a Reading/Writing JS course as five-week summer
bridge courses before their first Fall semester at UTRGV.
Courses include embedded tutors in every JS classroom, as well as peer mentors
who help students navigate the transition to college.
JUMPSTART DESIGN – SPECIFIC COURSES
Reading/Writing are integrated in WRLS 0300: Networked Reading, Writing,
& Inquiry, with a focus on writing-about-writing process awareness and UTRGV
network development for reading, writing, and research in college learning
environments.
Three options make up the Mathematics pathways model:
Pre-Algebra – is for students whose degree plans require College Algebra,
Pre-Calculus or Calculus as their core mathematics course.
Pre-Statistics - is for students whose degree plans require Elementary
Statistics, or Introduction to Biostatistics as their core mathematics course.
Pre-Contemporary Mathematics – is for students whose degree plans
require Contemporary Mathematics.
WRLS 0300 - JUMPSTART
NETWORKED READING, WRITING, & INQUIRY
COURSE DESIGNER, COORDINATOR, & INSTRUCTORS
Colin Charlton designed the iBook for WRLS 0300, which will be in its 3rd edition
for Summer 2017.
Topacio Santivanez, a UTPA graduate and one-year lecturer in her second
contract year, coordinated curriculum revision meetings, 5 weekly instructor debriefs
during JS, and facilitated Slack discussion among instructors and students.
A diverse group of 13 instructors, most JS veterans and a couple of new instructors,
taught 1-2 sections each: Tomas Guerrero, Topacio Santivanez, Cyndy Lopez,
Nicole Nicholson, Tomas De La Cruz, Bonnie Garcia, Jack Newman,
Dennis Garza, Tekla Hawkins, Alyssa Cavazos, Josh Gray, Nayelly Barrios,
Charles McGregor
STUDENT LEARNING OUTCOMES
Develop a rhetorical understanding of your learning processes and their
consequences: how and why you read, question, and write and the results of those
strategies.
Develop and build confidence in your abilities to create, interpret, and evaluate
texts in all types of media.
Develop an understanding of the importance of getting and giving feedback when
reading, researching, and writing.
Establish a sustainable network of people, strategies, and tools, ones that you
are comfortable accessing, that will contribute to your success as a college student
doing the first 3 things above.
PRODUCTIVE AND NETWORKED ALIGNMENT
Rhetorical – Aligned with effective reading/writing pedagogies, JS introduces situational writing, reading, research, helping students learn to make choices as emerging scholars.
Metacognitive – Students map out learning processes early and return to them for reflection and revision throughout the five weeks.
Cumulative/Scaffolded – Students work on 5 chapters and projects dealing with inquiry/personal processes, dialogic learning, idea development, integrating feedback, and reflection.
Networked - One tagline says it all: JumpStart-Designing Networks that Work, and students work with librarians, presentations specialists, embedded student tutors, and other JS instructors with different expert knowledge about intellectually and collaboratively thriving in a college transition.
ENGL 1301 Aligned – Students are ready to jump into English 1301 with a sense of direction, a potential project, and a network of support for the writing, reading, and research they will have to do.
The design of the reading/writing curriculum is:
PROJECTS & READINGS ON INQUIRY
We pulled many readings from Writing Spaces, an online open-source journal that has articles written by writing teachers FOR writing students (writingspaces.org). Students used these readings as foundations to develop the following projects, highlighting rhetorical choice, feedback, and revision.
Process Maps detailing how students read, write, and do research.
Dialogic Wiki over a specific reading.
Profile of an Emerging Scholar that describes the student’s projection of being a student.
Feedback Philosophy that challenges students to think about how they can effectively give and receive feedback.
Exit Interview based on outcomes.
MATHEMATICS JUMPSTARTPRE-ALGEBRA, PRE-STATISTICS, OR PRE-CONTEMPORARY MATHEMATICS
COURSE COORDINATOR AND INSTRUCTORS
Zaena Zamora handled much of the organization and coordination; particularly the
non ALEKS activities.
Pre-Algebra: Nam Nguyen, Shuxia Li, Zaena Zamora, Guillermo Garza, Baofeng
Feng, Madhavi Devanaboina, Hugo Olvera, Lakshmi Roychowdhury, Jose Ponce,
and Phong Nguyen.
Pre-Statistics: Roberto Colson and Jose Ponce
Pre-Contemporary Mathematics: Guillermo Garza
INTERVENTIONS ALIGNED WITH CREDIT BEARING CLASSES
Pre-Algebra – is for students whose degree plans require College Algebra, Pre-
Calculus or Calculus as their core mathematics course.
Pre-Statistics - is for students whose degree plans require Elementary
Statistics, or Introduction to Biostatistics as their core mathematics course.
Pre-Contemporary Mathematics – is for students whose degree plans
require Contemporary Mathematics.
The design of the mathematics interventions is similar to the New Mathways Project
by the UT Dana Center.
However, it is explicit how each course aligns with credit bearing courses; and each
pathway has distinct courses with no overlap.
COURSE DESIGN
The courses are designed to use ALEKS and are augmented with in class activities
– mini lectures, games, polls, and other activities.
ALEKS is a software designed to help students work through the topics of the
course while diagnosing their deficiencies and monitoring their progress and recall.
It pushes students to practice and spend substantial amounts of time working
problems and examples.
One large benefit is that the software allows individual students to move at their
own pace and to take agency in their mathematics practice and mastery.
NON-ALEKS ACTIVITES
Syllabus Quiz,
Scavenger hunt,
Brain Plasticity and
Note Taking skills
In the first week an adviser
would visit the class.
Scavenger Hunt page 1
JumpStart Summer II 2016
Campus Scavenger Hunt
Student Name: ________________________________________________
Instructions
Note that for this activity you need to do two things:
1. Identify where to find the relevant information (there may not be a single correct answer, the
information may be available in multiple locations across campus).
2. Supply the correct answer to the question.
For questions with an asterisk (*) provide physical evidence (in forms of brochures, newsletters,
handouts, business cards, etc) that you visited the location, and attach the evidence securely to the
handout.
Prompt Location visited (where did
you find the answer?) Answer
1. Who is the president of UTRGV?
2. Where can you get a new or
replace a student ID? (If you
haven’t gotten your student
ID yet, do so!)
3. *What types of tutoring are
available on campus and
where can you find tutors?
4. *Does UTRGV provide
counseling? Name places
where this kind of assistance
is available.
5. How do you reserve a study
room at the library?
6. What are the weekday and
weekend library hours?
7. *How do you make an
appointment with academic
advisor? What are the best
times to make
appointments?
8. What is the meaning of
plagiarism? Provide an example.
9. Where is there a computer
lab on campus and what are
its hours?
10. What are the office hours of
your instructor for this
course, and where do they
take place?
EARLY EXIT
Because the course is self-guided, we are able to allow students to attempt early
exit.
In the Pre-Algebra course 44% finished the course requirements early. In some
sections it was more than half the class (data for all sections is not currently
available).
This success parallels past work at UTPA on Early Exit. We found in UTPA
Developmental and College Algebra courses that 10-15% of students could
finish the course requirements early.
Across the United States, it is being found that we can accelerate many students at
a pace faster than a regular semester.
NUMBERS
Pre-Algebra – 240 students enrolled. 89.5% passed the course.
1 withdrew.
Pre-Statistics – 39 students enrolled. 97% passed the course.
3 withdrew and 22 failed.
STUDENT AND INSTRUCTOR COMMENTS
Pre-Algebra Student: This course was very effective and has helped a great
amount with not only my algebra skills but also what to expect this coming semester.
Pre-Algebra Student: I enjoyed being part of the jumpstart program, it go me a
huge advantage over other upcoming students. Instructors are really helpful and
comprehensive in class.
Pre-Algebra Student: This instructor is really mind-opened which is great because
she not only taught me mathematics, but also taught me to prepare myself for the
college life
Pre-Statistics Instructor: Students enjoyed the non-ALEKS activities, but were
bored with the repetitive nature of ALEKS.
IMPACT OVER TWO SUMMERS
From Summer 2015 to Summer 2016, 1019 students
became college ready in MATH and 741 became college
ready in READING/WRITING at UTRGV.
UTRGV JUMPSTART - A NEW MODEL FOR
DEVELOPMENTAL EDUCATION INTERVENTIONSSUMMER 2015-SUMMER 2016 – MATHEMATICS AND READING/WRITING
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