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2018-19 Learning Support Centers Program Review

First name

Lisa

Last name

Clayton

claytonl@smccd.edu

Program Name

Please select your program

Math Resource Center

Division

Please select your division

Math/Science

Submission Date

Oct-19-2018

1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the College's Educational Master Plan. You may also discuss any factors that have impacted programming and usage. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs, as applicable.

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The Math Resource Center (Building 18, Room 202) provides additional resources to math students at the College of San Mateo. Our mission is to help CSM students excel in their mathematic and statistics classes through methodical tutoring, academic resources and compassionate support. The MRC staff consists of a full-time instructional aide with a BA in mathematics, at least two student tutors per hour, all of who can assist students in math and statistics coursework. We provide textbooks, calculators, computers and other math tools to our students for use within the MRC.

Hours are from 8:00 AM to 4:30 PM at 18-202, with ancillary hours from 4:30 PM to 7:30 PM at the Learning Center (10-220). The tutor staff of 12-14 tutors cover 80 staff-hours per week of tutoring. Funding for tutors is mainly through departmental funds with occasional work-study funding if available. Student tutors are trained in tutoring through a mandatory class, and are required to have either an A- in Calculus I or an A in Statistics. Many of our tutors exceed that requirement. Additionally, we recruit tutors that reflect the diversity of the student body at CSM.

The center plays an essential role in support of the College Mission and Diversity Statements, to improve student success and promote academic excellence. The Instructional Aide and student tutors create a student centered learning environment that provides equal opportunity to all students. The Center’s student tutors reflect the diversity of the student body and thus models a positive, collaborative environment amongst a diverse population in support of student learning and academic success.

2a. Describe the results of your previous Program Review’s action plan.

We have established summer MRC hours from 8 AM to 5:30 PM, M-Th. We have also purchased a cabinet for textbook and calculator storage, and new chairs to give the MRC a more unified, cleaner look. Additionally, we have added a Friday afternoon workshop series for students who need or want extra instruction in math subjects.

2b. Student success and equity: Discuss what your program has done to address equity gaps between student populations.

The MRC collaborates closely with the Learning Support Centers Coordinating Committee (LSC3), METaS (dedicated to the success of the latinx and low-income STEM students), MESA (dedicated to supporting first-year, underrepresented, low-income or educationally disadvantaged STEM students), other equity programs and with math and science faculty at CSM. We have also collaborated with the Disability Resource Center and Veteran Services with various students so they could obtain the resources they needed to succeed.

We are committed to being a “safe space” for LGBTIA students, religious minorities and immigrants at CSM, creating an environment in which a person or category of people can feel confident that they will not be exposed to discrimination, criticism, harassment, or any other emotional or physical harm.

2c. Provide an update on any long-term plans that are still in progress (if applicable).

We are still working on how to maximize attendance for Friday workshops.

3a. Discuss what your center has done this Program Review cycle to address usage gaps between student populations, describing your successes, works in progress, and/or ongoing challenges. Refer to SARS, PRIE data, and other data sources as appropriate.

According to SARS data, during AY 17-18, 14.7% of MRC users were basic math students who used 13.5% of our staff-hours. 21.2% of students were advanced algebra students taking 19.5% staff-hours, 15.9% were statistics and pre-statistics taking 13% of staff-hours, 44.4 were precalculus and calculus students taking 44.3% staff-hours, and 7.3% were higher math students taking 9% of staff-hours.

The MRC student profiles for 17-18 show utilization at less than the college wide percentage by African-American, Filipino, Pacific Islander students and White students. (See Appendix A) The proportion of Asian and Hispanic students using the center is equal to or higher than their college wide percentage. These relative percentages have held constant since the current data report form was instituted in 2014 with one exception, about a 1% drop relative to college wide percentage in Filipino and Pacific Islander percent MRC usage since 2014, which we hope is attributable to their use of tutorial services within relevant learning communities. (See Section 4: Outreach, for plans relative to under usage issues).

The student profiles show that gender usage on average reflects the college wide percentages. We also noted the age groups 25+ use the center less than their college wide percentage, which is also the case for part time students. On average, around 92% of students who use the MRC are full time students. Continuing to offer evening Math tutors in the Learning Center and increase awareness of their availability will help provide service for part time and evening students.

Effective AY 18-19, AB705 mandates that all math students must have the opportunity to enroll in transferable courses. The MRC is working closely with the Math Department to implement AB705, which will greatly decrease the number of non-transferable courses taught at CSM. The Math Department is currently developing concurrent just-in time support courses for many first tier transfer courses.

3b. Discuss what your center has done this Program Review cycle to address access gaps between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.

NET tutor is available to all math students through other campus resources. Faculty make online students aware of this resource. We are working on our own online resources through the MRC page. We are also considering tutoring through Skype or other online methods. Additionally, workshop materials will start to be available online for any student who needs it.

3c. Center Efficiency Indicators: Is the center efficient in meeting student needs? Discuss center efficiency, including staffing, hours of operation, tutorial and other services, space utilization, equipment, technology, or website, as appropriate.

In AY 17-18 we had 9258 visits. Of these, 40% returned to the MRC three times or more. 93% of students surveyed found the MRC helpful and 76% rated its services “Very Good” to “Excellent.” The ratio of positive comments to negative comments was 164 to 90. Of the negative issues, we are currently addressing concerns over noise, proper tutorial methods and room comfort.

Students utilize MRC tools such as computers, calculators and textbooks inside the MRC. We purchased further tools for students’ use, including whiteboard Cartesian grids, student compasses (for geometry), and multicolor whiteboard and paper markers. We added pencil cups to each table that hold pencils, erasers and rulers for student and tutors use. Scratch paper, lined paper and quad paper are available to students who need them for homework or study. We now have a color printer to create handouts that use color to illustrate mathematical concepts.

Student comments have asked for extended hours; we are currently sending Math tutors to the Learning Center (10-220) after 4:30 to ensure students who work full-time hours have access to tutors.

Procedures: MRC procedures are very simple and informal. All tutoring is drop-in, and a student just needs to raise their hand in order to get help. 89.2% of students found our procedures clear and easy to follow.

Availability: 86.9% found our availability “Excellent” or “Very Good.” However, feedback from the survey does indicate that students would like later hours. We have our tutors stationed at the Learning Center (10-220) from 4:30-7:30 in order to serve those students’ needs.

Ability to Get Help: 79.2% of the students surveyed stated their ability to get tutorial help was “Excellent” or “Very Good.”

We have adjusted tutoring schedules so staffing is heavier between 9:00 AM and 1:00 PM. We have at minimum three tutors during these times with 4 as the optimal number of tutors.

3d. Reflect on recent assessment results for the center, including SLOs, best practices, and surveys. Identify trends and discuss areas in need of improvement. Specify how assessment informs center development and changes to the center.

We had a significant reduction in students utilizing the MRC from AY 16-17 to AY 17-18, from 13,209 students to 9,258 students. We are unsure of the reason for the drop; it may partially reflected decrease in campus enrollment data. To reverse this reduction we need to publicize the MRC and its programs more efficiently. We will expand upon this in the Planning section below.

Resources: 92.6% of students found our learning resources readily available from “Most of the time” to “Always.” Similarly, 94.7% found our equipment resources readily available and working properly.

Student Progress: On average, students rated their progress across many SLOs as “Major” or “Moderate Progress” at 89.8%. Our lowest SLO was “Understand verbal problems (word problems)” at 84.6% and our highest was “Understand graphical representation of problems” at 94.0%. All SLO outcomes are in Appendix B.

4a. Provide a brief description, including actions, measurable outcomes, and timelines

1. Flyers and brochures for the MRC that will be handed out to other Learning Skills centers, various learning communities (e.g., METaS, MANA, Puente, Umoja), math and statistics classes and Math/Science professors.
2. Brief presentations in front of math classes about the MRC.
3. Announcing and advertising workshops at the MRC through flyers and displays around campus.

4b. What will your center do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?

Become engaged with the various learning communities on campus by:
1. Outreach to leads and engaged faculty at the start of each semester
2. Requesting permission to present briefly in one class within the community.

Collaborating with leads and engaged faculty to identify possible SI leaders, Embedded tutors, and Math tutors from within the learning community’s participants. Make contact with CSM marketing to ensure the MRC is a well-known resource on campus.

4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.

The MRC will stay closely engaged with LSC3, division professors, counselors and administrators to make sure students know that the MRC as a resource for their mathematical education needs. Find ways to engage students who are full-time workers or cannot make it to campus during our hours by online engagement and extended hours at the Learning Center (10-220).