The Challenge of Advising First Year Pre-Engineering Students Placed in Remedial Math

Don CanaryJohn Lanshe

2009 7th Ohio First Year Summit

Cincinnati, Ohio

October 16th, 2009

The Challenge of Advising First Year Pre-Engineering Students Placed in Remedial Math

Don CanaryJohn Lanshe

2009 7th Ohio First Year Summit

Cincinnati, Ohio

October 16th, 2009

OverviewOverview• Profile of The University of Akron

• Defining the Challenges

• Beginning Questions

• Limitations

• Methodology

• Findings

• Success Profiles

• Implications for Advising

• Programmatic Options

• Discussion

• Profile of The University of Akron

• Defining the Challenges

• Beginning Questions

• Limitations

• Methodology

• Findings

• Success Profiles

• Implications for Advising

• Programmatic Options

• Discussion

Profile: The University of AkronProfile: The University of Akron

• Major metropolitan, state assisted, non-selective admission university located in northeast Ohio

• Over 28,000 students• 19 NCAA Division I teams, Mid-American Conference

• Recognized by the Carnegie Foundation as a High Research Activity University

• Intel Corporation ranked UA third nationally with the greatest wireless internet capacity

• 84% of full time faculty hold the highest degree in their fields

• Number 1 rated men’s soccer team in the nation

• “Zippy” voted Capital One 2007 Mascot of the Year

• Major metropolitan, state assisted, non-selective admission university located in northeast Ohio

• Over 28,000 students

• 19 NCAA Division I teams, Mid-American Conference

• Recognized by the Carnegie Foundation as a High Research Activity University

• Intel Corporation ranked UA third nationally with the greatest wireless internet capacity

• 84% of full time faculty hold the highest degree in their fields

• Number 1 rated men’s soccer team in the nation

• “Zippy” voted Capital One 2007 Mascot of the Year

ZippyZippy

Admissions CategoriesAdmissions Categories• Direct Admissions to the College of Engineering

– High school g.p.a. of 3.4 or higher

– A.C.T. composite 24 and A.C.T. math score of 25 (or equivalent S.A.T. scores)

– Four units of math including trigonometry

– One unit of chemistry

• Direct Admissions to the College of Engineering

– High school g.p.a. of 3.4 or higher

– A.C.T. composite 24 and A.C.T. math score of 25 (or equivalent S.A.T. scores)

– Four units of math including trigonometry

– One unit of chemistry

Provisional Admit(General admission into the Summit College – College Success Program)

Provisional Admit(General admission into the Summit College – College Success Program)

- Less than a 2.3 g.p.a.

- Lower than a 16 ACT; 650 SAT

- Deficient in completing the high school core curriculum

- Less than a 2.3 g.p.a.

- Lower than a 16 ACT; 650 SAT

- Deficient in completing the high school core curriculum

What are the challenges of working with students interested in engineering who are beginning in remedial math?

What are the challenges of working with students interested in engineering who are beginning in remedial math?

• Major mismatch – fantasy vs. reality

• Lack of openness to other career options

• Unwillingness to accept lower math placement results

• Engineering program course sequencing

• No electives in most engineering programs

• Advising techniques: how and when to redirect or discuss alternatives

• Students quickly run out of general education courses

• Resources to get students up to speed

• Parents

• Others?

Admittance Criteria: College of EngineeringAdmittance Criteria: College of Engineering

* Complete 30 credits of coursework

* Complete Analytic Geometry-Calculus II

* Receive C- or better in all required math courses that were attempted less than three times, or at least a B for any such course attempted a third time.

* The student must have no more than three grades for any one course and no more than six repeats for change of grade.

* The student must have a 2.3 grade-point average in three of the four following areas: overall, engineering, math, and science.

* Complete 30 credits of coursework

* Complete Analytic Geometry-Calculus II

* Receive C- or better in all required math courses that were attempted less than three times, or at least a B for any such course attempted a third time.

* The student must have no more than three grades for any one course and no more than six repeats for change of grade.

* The student must have a 2.3 grade-point average in three of the four following areas: overall, engineering, math, and science.

Course %/ (N=266)

Basic Math I 2.25 (6)

Basic Math II 10.52 (28)

Intermediate Algebra 22.55 (60)

College Algebra 11.27 (30)

Precalculus Math 28.19 (75)

Analytic Geometry – Calculus I 22.19 (59)

Analytic Geometry Calculus II 3 (8)

2009 Freshmen Engineering Major Mathematics Class Starting Point %

Beginning Questions…Beginning Questions…

• Have any first year students who started in Basic Math I or II qualified for entry into the College of Engineering?

• How many years should we go back?

• What was the initial math course profile of students who qualified for entry into the College of Engineering?

• Have any first year students who started in Basic Math I or II qualified for entry into the College of Engineering?

• How many years should we go back?

• What was the initial math course profile of students who qualified for entry into the College of Engineering?

LimitationsLimitations

• No attempt was made to gather data regarding the number of first year students who initially chose engineering as a major but subsequently changed to another major

• This was not a longitudinal study but was a snapshot of successful engineering students within the prescribed time frame

• Direct admits were not included• Transfer students were not included• The study focused on initial mathematics courses

and mathematics sequence and did not take into consideration other course work, study habits, semester credit hours, etc.

• No attempt was made to gather data regarding the number of first year students who initially chose engineering as a major but subsequently changed to another major

• This was not a longitudinal study but was a snapshot of successful engineering students within the prescribed time frame

• Direct admits were not included• Transfer students were not included• The study focused on initial mathematics courses

and mathematics sequence and did not take into consideration other course work, study habits, semester credit hours, etc.

Methodology

The study included reviewing 306 students who successfully transferred to the College of Engineering for the calendar years 2003 – 2008

The students in the study were categorized as to…

Methodology

The study included reviewing 306 students who successfully transferred to the College of Engineering for the calendar years 2003 – 2008

The students in the study were categorized as to…

• Mathematics class starting point

• Percentage receiving a final grade of “B” or better in initial mathematics course

• Average g.p.a. in initial mathematics course

• Mathematics course repeats

• Current academic status of the students considered in the study

• Mathematics class starting point

• Percentage receiving a final grade of “B” or better in initial mathematics course

• Average g.p.a. in initial mathematics course

• Mathematics course repeats

• Current academic status of the students considered in the study

Student ExampleStudent Example

Engineering Matriculants: Mathematics Class Starting Point %Engineering Matriculants: Mathematics Class Starting Point %

Course %/ (N=306)

Basic Math I 0.98/ (3)

Basic Math II 2.29/ (7)

Intermediate Algebra 9.15/ (28)

College Algebra 17.65/ (54)

Precalculus Math 31.70/ (97)

Analytic Geometry – Calculus I 34.97/ (107)

Analytic Geometry – Calculus II 2.61/ (8)

Analytic Geometry – Calculus III 0.65/ (2)

Engineering Matriculants: Mathematics Class Starting Point %Engineering Matriculants: Mathematics Class Starting Point %

Engineering Matriculants: Initial Mathematics Course GPAEngineering Matriculants: Initial Mathematics Course GPA

Course Average Course GPA

Grade of “B” or Better %

Basic Math I 3.56 66.67

Basic Math II 3.71 100

Intermediate Algebra 3.21 78.57

College Algebra 3.08 70.37

Precalculus Math 2.86 66

Analytic Geometry – Calculus I 2.7 50.46

Analytic Geometry – Calculus II 3.57 75

Analytic Geometry – Calculus III 3.17 100

Engineering Matriculants: Initial Mathematics Course GPAEngineering Matriculants: Initial Mathematics Course GPA

Engineering Matriculants: Initial Mathematics Course Grade (regardless of course)Engineering Matriculants: Initial Mathematics Course Grade (regardless of course)

Course Grade % of all first math course grade

A 33.17

B 36.7

C 20.24

D 5

F 2.61

WD 2.28

Engineering Matriculants: Initial Mathematics Course Grade (regardless of course)Engineering Matriculants: Initial Mathematics Course Grade (regardless of course)

Engineering Matriculants: Mathematics Course RepeatsEngineering Matriculants: Mathematics Course Repeats

# Repeats N %

0 164 53.60

1 80 26.14

2 32 10.45

3 19 6.20

4+ 11 3.60

FindingsFindings

• 90% of the students earned at least a “C” in their first math class

• 87% of the students started at the College Algebra level or higher

• 80% did not repeat or repeated only one math course

• 70% received at least a “B” in their first math course

• 53% of the students marched right through the math sequence

• 3.25% of the students started in a developmental math course• 2.28% (7 out of 306) students dropped their first math course (all in

Analytic Geometry-Calculus I)

• Fewer than 2% of the students who made it to the College of Engineering are not currently enrolled or are in poor academic standing

• 90% of the students earned at least a “C” in their first math class

• 87% of the students started at the College Algebra level or higher

• 80% did not repeat or repeated only one math course• 70% received at least a “B” in their first math course

• 53% of the students marched right through the math sequence

• 3.25% of the students started in a developmental math course• 2.28% (7 out of 306) students dropped their first math course (all in

Analytic Geometry-Calculus I)

• Fewer than 2% of the students who made it to the College of Engineering are not currently enrolled or are in poor academic standing

Status of Engineering Matriculants (Where are they now?)Status of Engineering Matriculants (Where are they now?)

Bachelor of Science degree in Engineering 146 students

Bachelor of Science degree in Engineering Technology 3 students

Bachelor of Science degree in some other major 4 students

Continuing to pursue a degree in the College of Engineering 121 students

Continuing to pursue a degree other than Engineering 8 Students

Not currently enrolled at the university but in good academic standing 19 students

Not currently enrolled at the university; in poor academic standing 5 students

306 students

Success ProfilesSuccess Profiles

• “Success Profiles” are used already, for example, for pre-professional school advising

• Data is available and generally easy to gather• Can be used at various contact points in the advising

process• Can be used for appreciative or deficit based advising• Help avoid advising by platitude • Provides visual criteria for goal setting• Profile data allow advisers to be more specific in their

advising • The data is what it is! It is objective and nonjudgmental

• “Success Profiles” are used already, for example, for pre-professional school advising

• Data is available and generally easy to gather• Can be used at various contact points in the advising

process• Can be used for appreciative or deficit based advising• Help avoid advising by platitude • Provides visual criteria for goal setting• Profile data allow advisers to be more specific in their

advising • The data is what it is! It is objective and nonjudgmental

Fall 2008 University of Akron Law School Entering ClassFall 2008 University of Akron Law School Entering ClassFull-Time Part-Time Combined

Applications 1,670 415 2,085

Admit Offers426

(25.5% of apps)292

(70.4% of apps)718

(34.4% of apps)

Entering Class

Total Enrollment 62 96 158

Female Enrollment 21 (33.9%) 55 (57.3%) 82 (48.1%)

Minority Enrollment 9 (14.5%) 26 (27.1%) 35 (22.2%)

African American 3 (4.8%) 18 (18.8%) 21 (13.3%)

Asian American 4 (6.5%) 3 (3.1%) 5 (3.2%)

Hispanic/Latino 2 (3.2%) 3 (3.1%) 5 (3.2%)

Native American 0 (0.0%) 2 (2.1%) 2 (1.3%)

Top 75% LSAT 161 (83.8%) 154 (60.4%) 158 (74.8%)

Median LSAT 159 (78.1%) 151 (48.5%) 153 (56.3%)

Bottom 25% LSAT 156 (68.3%) 149 (40.2%) 150 (44.5%)

Average LSAT 158 (74.8%) 152 (52.8%) 154 (60.4%)

Top 75% UGPA 3.64 3.65 3.64

Median UGPA 3.42 3.35 3.38

Bottom 25% UGPA 3.01 3.03 3.02

Average UGPA 3.32 3.29 3.30

Median Age 24 24 24

Average Age 25 26 26

Age Range 22 to 44 21 to 47 21 to 47

Non-Ohio Residents 20 (32.3%) 26 (27.1%) 46 (29.1%)

MCAT Scores and GPAs for Matriculants to U.S. Medical Schools, 2002 - 2008MCAT Scores and GPAs for Matriculants to U.S. Medical Schools, 2002 - 2008Matriculants, 2002

-20082002 2003 2004 2005 2006 2007 2008

MCAT VR Mean 9.5 9.5 9.7 9.7 9.8 9.9 9.9

Stdev 1.8 1.7 1.7 1.8 1.7 1.8 1.8

MCAT PS Mean 10.0 9.9 9.9 10.0 10.1 10.3 10.3

Stdev 1.9 1.9 1.9 1.9 1.9 1.9 2.0

MCAT BS Mean 10.2 10.2 10.3 10.4 10.5 10.6 10.7

Stdev 1.6 1.6 1.6 1.6 1.6 1.7 1.7

MCAT WS Median P P P P P P P

GPA science

Mean 3.54 3.55 3.56 3.56 3.57 3.59 3.60

Stdev 0.36 0.35 0.35 0.35 0.34 0.33 0.33

GPA non-science

Mean 3.69 3.70 3.70 3.70 3.71 3.73 3.73

Stdev 0.27 0.26 0.26 0.26 0.26 0.25 0.25

GPA total Mean 3.61 3.62 3.62 3.63 3.64 3.65 3.66

Stdev 0.29 0.28 0.28 0.28 0.27 0.26 0.26

Total Matriculants 16,488 16,541 16,648 17,003 17,361 17,759 18,036

Pre-Engineering Success Profile Pre-Engineering Success Profile

• 90% of the students earned at least a “C” in their first math class

• 80% did not repeat or repeated only one math course

• 70% received at least a “B” in their first math course

• 53% of the students marched right through the math sequence

• 2.28% (7 out of 306) students dropped their first math course (all in Analytic Geometry-Calculus I)

• Fewer than 2% of the students who made it to the College of Engineering are not currently enrolled or are in poor academic standing

• 90% of the students earned at least a “C” in their first math class

• 80% did not repeat or repeated only one math course

• 70% received at least a “B” in their first math course

• 53% of the students marched right through the math sequence

• 2.28% (7 out of 306) students dropped their first math course (all in Analytic Geometry-Calculus I)

• Fewer than 2% of the students who made it to the College of Engineering are not currently enrolled or are in poor academic standing

Answering the Challenge of Advising First-Year Engineering StudentsAnswering the Challenge of Advising First-Year Engineering Students

• It is better to complete the initial math course regardless of the grade

• Intrusive discussions of tutoring and coping strategies are necessary.

• Intrusive discussion of study skills (pyramid review, timed drills, test anxiety issues, etc.) at all contact points.

• At intake encourage select borderline math students to consider beginning with a reduced course load or to attend part-time.

• Career planning discussions for students at all contact points.

• Utilize the Success Profiles during advising sessions.

• Goal – help students improve level of math that they can achieve even if, ultimately, they do not make it into the engineering program

• It is better to complete the initial math course regardless of the grade

• Intrusive discussions of tutoring and coping strategies are necessary.

• Intrusive discussion of study skills (pyramid review, timed drills, test anxiety issues, etc.) at all contact points.

• At intake encourage select borderline math students to consider beginning with a reduced course load or to attend part-time.

• Career planning discussions for students at all contact points.

• Utilize the Success Profiles during advising sessions.

• Goal – help students improve level of math that they can achieve even if, ultimately, they do not make it into the engineering program

,

Discussion for Academic AdvisersDiscussion for Academic Advisers

• When and how will advisers use the Success Profile?

(Will advisers be seen as professional dream killers?)

• How could the discussion be different at the following points of contact (intake, withdrawal, continuing student appointment, switching majors, etc.)?

• What techniques do you employ with first year students who are placed in remedial math who aspire to majors in engineering or other quantitative areas?

• When and how will advisers use the Success Profile?

(Will advisers be seen as professional dream killers?)

• How could the discussion be different at the following points of contact (intake, withdrawal, continuing student appointment, switching majors, etc.)?

• What techniques do you employ with first year students who are placed in remedial math who aspire to majors in engineering or other quantitative areas?

Possible Programmatic Options: Possible Programmatic Options:

• Learning Communities for students starting below PreCalc.

• Early summer workshops, classes (career planning, study skills, math anxiety, coping skills)

• Mandated study tables, math tutoring, etc.

• Targeted pre-engineering mathematics course with learning assistants

• Provide profile information at orientation and for advisers during intake appointments

• Learning Communities for students starting below PreCalc.

• Early summer workshops, classes (career planning, study skills, math anxiety, coping skills)

• Mandated study tables, math tutoring, etc.

• Targeted pre-engineering mathematics course with learning assistants

• Provide profile information at orientation and for advisers during intake appointments

Special Thanks to:Special Thanks to:

• Pierre James, Graduate Assistant, Academic Advisement Center

• Nancy Roadruck, Director Academic Advisement Center, University College

• Pierre James, Graduate Assistant, Academic Advisement Center

• Nancy Roadruck, Director Academic Advisement Center, University College

Contact InformationContact Information

• Don Canary The University of Akron Academic Advisement Center (330) 972–7430 canary@uakron.edu

• John C. LansheThe University of AkronAcademic Advisement Center(330) 972-7425jlanshe@uakron.edu

• Don Canary The University of Akron Academic Advisement Center (330) 972–7430 canary@uakron.edu

• John C. LansheThe University of AkronAcademic Advisement Center(330) 972-7425jlanshe@uakron.edu