Math Skills Center at Kenyon College
|
A Successful Math Skills Center: Petricka's Recommdations Year 1 Report (2004-2005) The Math Skills Center at Kenyon College has completed its inaugural year with great success, directed by Chemistry professors James Keller and Barbara Reitsma. The Center has a two-pronged purpose: • To provide support for students in introductory
science courses, improving retention in advanced courses and science
major programs. As the title of the center suggests, it is our belief that many students taking introductory science offerings will either fail a course or change their intended major because of an insufficient mathematics background or because they have difficulty applying their mathematics knowledge to related disciplines. Indeed, the placement of entering students into chemistry courses—sophomore-level, honors (accelerated) level, or general chemistry—by entrance exams and questionnaires discerning experience in the field is closely matched by a single variable, their math SAT score. For the first full year of operation, introductory chemistry courses—Chem 111-112 (lecture) and Chem 113-114 (laboratory)—were targeted, as well as a non-majors physics course (Phys 107—Stars & Galaxies) included in the spring semester. The preliminary indication is that a peer-tutoring approach (proven to be effective in direct support of mathematics courses at a number of institutions) can be adapted to aid students enrolled in science courses. A significant fraction of the chemistry students utilized the Center and a large percentage of those students became repeat visitors. The peer-led tutoring sessions enjoyed a higher attendance level than any other mode of out-of-classroom support, including weekly recitation sections, and professors’ office hours. The one-semester coverage of a non-majors physics course proved less popular. Only one physics student visited the Center. Peer-tutoring at the Math Skills Center is distinguished from assigned tutoring (by the Dean’s Office or a department chair) by the training received by our tutors. Each student tutor was provided with a tailored manual and trained in a group setting—particularly, in the development of questioning techniques, the handling of sensitivity issues, and in the identification of learning styles. This training was augmented by biweekly staff meetings and role playing sessions throughout the year. At every tutoring session, an experienced supervisor (usually the Associate Director of the Center) was present to observe, facilitate, or redirect the tutor/student interaction. Typically, staff meetings were designed around addressing observations that this supervisor had made during the previous weeks. Tutors developed a number of shared strategies throughout the year. Alternate homework problems were devised to eliminate the perception that the Center is a readily available “answer key.” Tutors were provided with prior warning and early preparation for exams and large project deadlines. The Center was in operation for three two-hour sessions weekly. Kenyon schedules a Common Hour block (11am-1pm) every Tuesday and Thursday in which no classes meet. The Center was open both Common Hour periods and also each Thursday evening. The evening hours were a popular time for students to be studying. The Common Hour slots were convenient for students who had classes in the Science Quad just before or just after the 11am-1pm timeslot. Of the 49 students who were enrolled in the chemistry lecture and lab in the fall semester, 26 students (53%) visited the Center at least once and 21 students (43%) were repeat visitors. The Center was open with two student tutors for forty two-hour sessions; there were 168 total visits with six students attending more than one-third of the possible sessions. The spring semester numbers were even more impressive. Twenty-six out of forty-four students (57%) visited the Center (many of whom were “repeat” visitors from the fall semester. Total spring visits numbered 192; again, six students attended more than one-third of the possible sessions. The ratio of women to men visiting the Center exceeded the classroom ratio by a modest amount The laboratory portion of the chemistry course brought a surprising number of students to the Center. Slightly more than half of the total visits involved analysis of laboratory data or graphical interpretation of results. Frequently, students who were already familiar with the Center through lecture coursework also stopped in for help on laboratory work. An ample number of wireless laptops are available at the Center for tutoring help with specific software packages used in laboratory courses. Plans for the coming years include expanded course coverage in the introductory sciences and further attempts to support non-majors in their QR courses. An introductory biology lab (Biol 109) has been added this fall; a non-majors chemistry course is slated for the spring semester. Preliminary plans to include math-intensive non-science courses, such as economics, are being discussed. We are satisfied that access to the Center for non-majors can be improved substantially over last spring’s effort. |
