Math Placement (implemented winter 2012)

Project Working Group Math Placement Committee: M. Paul Latiolais, (Chair of Math Placement Committee), Joe Ediger, Austina Fong, Sylvia Giroux, Jeanette Palmiter, Rachel Webb Implementation Team: Cindy Baccar (Chair of Implementation Team), Mary Kay Moskal, Ryan Bass, Sharon Blanton, Austina Fong, Bill Terry, Dan Fortmiller, Sukhwant Jhaj, Jonathan Luster, Joan Jagodnik Project Description Direct the placement of students in math courses based on their competencies. Action Items Implementation of an effective assessment tool to measure mathematic ability. Collection of data related to potential success in courses with significant mathematical content (e.g. Math Anxiety). Development of intervention strategies to improve student success as impacted by students current and future ability in mathematics. Development of dissemination strategies to improve entering students understanding of their mathematical options. Key Barriers Lack of an acceptable commercial assessment product. Limited funding to support the development and implementation of assessment tools. Student advising related to mathematical content.

These actions will reduce

These actions will achieve

Goal 1. Effective student placement in entry-level courses. 2. Improve success of students in courses with significant mathematical content. 3. Provide more support and opportunities for students to be successful learners.
These actions will ultimately lead to

Higher retention and degree completion and enhanced success of STEM majors.

Council of Academic Deans

Implementing Department

Advising/Learning Center

Faculty Senate Committee

Faculty Senate Committee

Admissions and Records

Project Working Group

Executive Committee

Public Meetings

Faculty Senate

VP EMSAl

Decision Matrix Key: (R) Recommend, (A) Agree, (P) Perform, (I) Input, (D) Decide. Implementation of an effective assessment tool D I to measure mathematic ability. Collection of data related to potential success in courses with significant mathematical content (e.g. Math Anxiety). Development of intervention strategies to improve student success as impacted by students current and future ability in

P P P

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mathematics. Development of dissemination strategies to improve entering students understanding of their mathematical options.

Recommendations and Decisions The Mathematics and Statistics Placement Test in ALEKS was implemented beginning winter term of 2012 for the following courses: MTH 95 Intermediate Algebra MTH 105 Excursions in Mathematics MTH 111 Introductory College Mathematics I MTH 112 Introductory College Mathematics II MTH 211 Foundations of Elementary Mathematics I MTH 251 Calculus I MTH 261 Introduction to Linear Algebra STAT 105 Elementary Data Analysis STAT 243 Introduction to Probability and Statistics I Students can enroll in a course by either successfully completing the Placement Test or the prerequisite course (C- or above) within the last year. If students do not meet the score required to enroll in a certain Mathematics or Statistics course, they will be given the opportunity to use learning modules in ALEKS for up to six weeks to review the mathematical topics, and retake the test up to three times. Funding Required Maintain a 0.5 FTE employee, Austina Fong, to support math placement. Timeframe and Metrics Implementation finalized on October 3rd, 2011. Metric Name/Description Lower DFW Rates: Did the placement test decrease DFW rates in math/stats courses? Increase Student Success: Did the placement test increase student success in math/stats courses? Are students getting better grades? Intervention Assessment: How can we better serve the students who are taking placement but not enrolling? What resources are available? Placement Accuracy: Are students being placed into the correct classes? Increase Enrollment and STEM Majors: When students are placed accurately, does their success make them want to take more math courses? Become a STEM major? Increase Course Quality: With students having adequate preparation, are instructors able to cover more material, more difficult material, etc.? Advisor Experience: Are advisors finding it easier to advise their students? Formula Track DFW rates before and after implementation in math/stats courses. Track grades before and after implementation in math/stats courses. Surveys DFW rate comparison. Survey of students/faculty Surveys. Compare changes in major since implementation of placement. Informal queries. Surveys and informal queries.

Writing Placement
Project Working Group Christie Toth, Steve Reder, Annie Knepler, Joel Bettridge, Susan Kirtley, Amanda Franzoni, Ruth Chapin, Clara Ellis, Mary Breaden, Allison Cardon, Johnathan Luster (as requested), Mary Ann Barham (as requested). Project Description The Directed Self Placement (DSP): for writing was developed to identify students going into Freshman Inquiry who can benefit from additional assistance with writing than what FRINQ faculty are able to provide. Action Items Implementation of an assessment tool that provides students and advisors with a clearer understanding of a students preparedness for college writing. Collection of data on incoming students prior experience with writing. Continued calibration and revision of DSP questions based on effectiveness of assessment and feedback. Increase the number of incoming freshmen who take PSU and consider implementing a different version for transfer students. Increase awareness among FRINQ faculty of how to use DSP results as a starting point for conversations with individual students about their writing. Key Barriers Cost and time involved in following DSP recommendation is prohibitive for some students. Percentage of incoming freshman who take the DSP (at 54% in 2011). Only freshman take the DSP whereas the majority of our students are transfer students. Student advising related to writing placement. FRINQ instructors familiarity with the DSP.

These actions will reduce

Goal 1.
These actions will achieve

2. 3.

Effective recommendations for students who may require additional support for writing. Fuller integration of DSP into FRINQ courses where FRINQ instructors use the DSP results in conjunction with other early writing samples. More access to support for students who need additional writing support and resources.
These actions will ultimately lead to

Higher retention and degree completion, as well as increased success of PSU students

Council of Academic Deans

Implementing Department ( Orientation and Advising)

UNST Writing Committee

Admissions and Records

Project Working Group

Leaders Action Council

Executive Committee

Input Provider 2

UNST Faculty P

Faculty Senate

Design and revision of DSP questions and format Implementation of DSP as an effective tool Collect data on the impact of DSP and results Evaluate the impact of DSP and revise

P D I P P

I P P I

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questions and implementation strategy

Recommendations and Decisions Procedure: students will log onto Learner Web at psudsp.learnerweb.org and provide their username and password. The DSP questionnaire will provide students with an introductory video about writing at PSU, a set of questions about their previous writing experiences and familiarity with academic discourse, a sample FRINQ assignment and paper, and the questionnaire will ask for a writing sample, no more than a paragraph in length. Placement: based on the answers the student provides, the Learner Web DSP questionnaire will offer four recommendations: 1) FRINQ without a writing course; 2) FRINQ and LING 115; 3) FRINQ and WR 115; or 4) FRINQ and WR 210, a grammar refresher course. Performance Review: the Director of Rhetoric and Composition, the Director of the Peer Mentor Program, and other faculty members will, through Banner, closely follow those students who accepted the recommendations and those who did not. At the end of the 2011-2012 academic year, a report will be given to the Director of University Studies on the strengths and weaknesses of this newly implemented Directed Self Placement program through Learner Web. Funding Required Funding to be determined Timeframe and Metrics Timeframe to be determined Metric Name/Description DSP Cost/Benefit: Assess the costs of the DSP program related to received benefits, students affected, writing improve DSP Effectiveness: Follow students who accepted the recommendations and those who did not. Assess the strengths and weaknesses of the program. Student Satisfaction: Are students more satisfied after completed recommended courses? Staff/Faculty Awareness: Are faculty/staff involved in low-level writing courses aware of the needs of students with poor writing skills? Formula Did students follow the recommendations; did they help? Surveys, interviews? Follow through Banner, student surveys for students who chose not to accept recommendations. Surveys and course evaluations Surveys and informal queries