NSF Org:	DUE Division Of Undergraduate Education
Recipient:	CENTRAL NEW MEXICO COMMUNITY COLLEGE
Initial Amendment Date:	July 2, 2019
Latest Amendment Date:	December 7, 2022
Award Number:	1928368
Award Instrument:	Standard Grant
Program Manager:	Mike Ferrara mferrara@nsf.gov  (703)292-2635 DUE  Division Of Undergraduate Education EDU  Directorate for STEM Education
Start Date:	October 15, 2019
End Date:	September 30, 2023 (Estimated)
Total Intended Award Amount:	$299,824.00
Total Awarded Amount to Date:	$299,824.00
Funds Obligated to Date:	FY 2019 = $299,824.00
History of Investigator:	Gangadhar Acharya (Principal Investigator) gacharya@cnm.edu Barbara Gilbert (Former Principal Investigator) Gangadhar Acharya (Former Co-Principal Investigator)
Recipient Sponsored Research Office:	Central New Mexico Community College 525 BUENA VISTA DR SE ALBUQUERQUE NM  US  87106-4023
Sponsor Congressional District:	01
Primary Place of Performance:	Central New Mexico Community College NM  US  87106-4023
Primary Place of Performance Congressional District:	01
Unique Entity Identifier (UEI):	EN21ZJ5KXAF8
Parent UEI:	EN21ZJ5KXAF8
NSF Program(s):	HSI-Hispanic Serving Instituti
Primary Program Source:	04001920DB NSF Education & Human Resource
Program Reference Code(s):	8209, 9150, 9178, SMET
Program Element Code(s):	077Y00
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program, this Track 2 project aims to enhance student success in mathematics by developing a year-long dual-credit College Algebra/College Readiness Skills course. More than half of the students entering Central New Mexico Community College place into developmental mathematics courses, which can set STEM majors back in their degree progression by up to two years. The College Algebra/College Readiness Skills Course will be designed to support student success in Algebra, enabling students to enter calculus, a required course for many STEM majors. The College Algebra/College Readiness Skills Course will be designed by a professional learning community that includes high school and college mathematics faculty. The Course will be offered to high school seniors and to Central New Mexico Community College students, with the aim of enhancing student success in the transition to college-level mathematics course work. By participating in the professional learning community, college faculty will also gain insight about how to provide a better learning experience for first-year students. By better preparing students for success in college algebra courses, the project has the potential to support an increase in the number of students who successfully pursue STEM degrees.

The project seeks to enhance college readiness and completion of college algebra. This goal will be accomplished through collaborative development of a contextualized College Algebra/College Readiness Skills Course by mathematics faculty at Central New Mexico Community College, Albuquerque High School, and South Valley Academy High School. The faculty will identify how to improve students' mastery of mathematics and increase students' development of the skills needed to be successful in college STEM courses. By building on the knowledge of high school and college mathematics teachers, the Course may better equip students for successful transfer into the community college, as well as provide a novel link between the collaborating institutions. The project will investigate the following research questions: (1) How does the Professional Learning Community affect teaching practices? (2) In what ways does curricular inclusion of college readiness and a contextualized approach to mathematics prepare students to succeed in subsequent college-level STEM courses? and (3) Does the College Algebra/College Readiness Course improve student success in first-year college STEM and mathematics courses? To address these questions, the project will use quantitative and qualitative data, including student academic performance in mathematics and other STEM courses, and data from focus groups. The cross-institutional professional learning community infrastructure may be a replicable model for other institutions that seek to enhance the transition of students in the first year of college mathematics and other STEM courses. Project outcomes will be shared both regionally and nationally through conference presentations, and the curricula will be shared through an open-access, online platform. The Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

PROJECT OUTCOMES REPORT

Disclaimer

This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.

MEANINGFUL MATH FOR
STUDENT SUCCESS (M²S²)

^{Outcomes Summary} 

PROJECT BACKGROUND

Meaningful Math for Student Success (M²S²) is a project aimed at enhancing students' readiness for college-level mathematics, crucial for various STEM fields. High schools in Albuquerque, NM worked with Central New Mexico Community College (CNM) to offer a two-semester, dual-credit math course. The first semester covered some college algebra, study skills, and preparation for college-level coursework. In the second semester, students completed a dual-credit college algebra course.

M²S² educators participated in a Professional Learning Community led by CNM math faculty. They had regular meetings during the school year and attended summer workshops in 2021 and 2022.

Funder	Timeframe	Participants
National Science Foundation	2019-2023 (3 year grant + 1 year extension)	3 High Schools 110 Students 9 Faculty Members

 

EVALUATION GOALS

The M²S² evaluation used a mixed methods design with both survey and interview data for students and educators. Over the three years of the project, the evaluation assessed:

• The impact of the Professional Learning Community on participants’ teaching practices
• The effect of the program on students including their beliefs about their math skills and interest in STEM coursework and careers
• Students’ interest in pursuing STEM fields during their postsecondary education 

FINDING: M²S² IMPACTED FACULTY BELIEFS ABOUT MATH EDUATION 

Educators shifted toward a non-Facts First Approach over the course of their participation in the Learning Community. This means they allowed students to attempt word problems without first requiring mastery of math facts, which helps support students in developing a deeper understanding of numbers and operations. Figure 1.

I think that's the biggest thing [participating in the PLC] made me realize: yes, I'm the person who knows the material, but give [the students] a chance to struggle through it, problem solve, and think about it. That's the biggest change I've seen to my teaching. M²S² Faculty Member.

FINDING: M²S² FACULTY HAD HIGH LEVELS OF SATISFACTION WITH WORK AND QUALITY OF LIFE AS EDUCATORS

Over the course of the project, educators rated their quality of life as faculty members on a scale of 1 to 5, 5 being the highest. Overall, levels of satisfaction with work and quality of life were high. Support and collaboration from the Professional Learning Community, M²S² project leadership, and educational opportunities contributed to high satisfaction ratings. Figure 2.

FINDING: M²S² INCREASED STUDENTS’ INTEREST IN STEM FIELDS

Students enrolled in the M²S² project experienced positive impacts in their math and science beliefs. Of the students who planned to attend college, most were very likely to focus on or major in a STEM field.

Additionally, M²S² students reported that the course increased confidence in their abilities to complete college-level courses broadly. Figure 3.

I do think a lot differently about how studying is really important. Last year, I would take the notes, but I wouldn't do a very good job going over them and studying them, and I would get my work done late. There is a book that we were given at the beginning of the course, and I learned a lot of strategies from it. I noticed my change in attitude towards math, and now it's changed a lot more positively. M²S² Student.

[The instructor], this entire class, and this experience made me a lot less scared about college in general and college math. Honestly, it's made me kind of excited. M²S² Student

OTHER FINDINGS 

• The COVID-19 pandemic had significant impacts on teachers, students, and the implementation of the M²S² curriculum. Faculty and students alike felt that online learning created unique challenges around engaging in classwork.
• Students felt that their teacher was very important in their enjoyment and success in the M²S² course. 

 

 

 

 

 

Last Modified: 12/21/2023
Modified by: Gangadhar Acharya

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