GRANT RECIPIENTS:

Lenore P. Rodicio, Chemistry, Wolfson Campus
lrodicio@mdc.edu
Faith Peters, Mathematics, Wolfson Campus
fpeters@mdc.edu

The purpose of this project is to develop a learning community between College Algebra and Introductory Chemistry. The goal of this learning community is to improve student success in these two subjects. This increased success will be achieved by: (1) emphasizing math concepts during chemistry lectures; (2) using chemistry-related problems in the algebra lectures to demonstrate the application of math in chemistry; and (3) by strengthening student bonds through small class sizes and peer groups.

This proposal will improve student retention and performance in both chemistry and algebra. The reinforcement of each discipline in the other will better student success in each course. An increase in student success naturally leads to improved retention. In addition, the small class size and peer groups established in this learning community will allow the instructors to provide more individualized attention to each student, thereby increasing student interaction, retention, and success.

Entry survey

As described above, the entry survey was conducted to determine why the students chose to enroll in the learning community. Based on the responses from all 16 students, an equal percentage (81.25%) of students responded that the course “fit my time schedule,” and “The learning community credit hours met my needs” were very important in making their decision. The least important factors (33.33% ranked as not important) in their decision were “No other sections were available,” and “I wanted to take courses from a particular faculty member.” Most students felt that their knowledge of algebra coming into the project was either “good” or “average” (31.25%); in chemistry, 37.50% of the students felt their knowledge of chemistry was “average.” In addition, most students rated their previous experiences in algebra and chemistry as “average” (50.00% for algebra, and 56.25% for chemistry). The survey also questioned how they learned about the community. The most effective advertisements for the learning community were from the advisors and faculty.

Exit survey

The exit survey was used to determine if the students felt the learning community met their expectations. The highest scores in the exit survey were for those items that involved the peer learning aspect of the community. 100% of the students agreed to the following items:
• I felt comfortable interacting with most of my classmates.
• When working on an assignment with a group of people, I felt a responsibility to contribute.
• I interacted with classmates outside as well as inside the classroom.

In addition, 92% of the students agreed to the following items:

• When I didn’t understand the course material, I asked other students in the class for help.
• Working with other students usually improved my understanding of the content.
• I liked the courses.

However, 75% of the students disagreed that they would enroll in another learning community, despite their success (see below). From conversations with the students and the tutors that dealt with them on a regular basis outside the classroom, it seems that many of them thought that when they enrolled in a learning community, it meant that the courses would be easier. They also thought of the group projects as extra work that their peers in regular sections of the courses didn't have to do. They didn't see the final numbers that showed how well they did versus regular sections, so they couldn't fully appreciate the benefits of just that little bit of extra effort.

Additionally, 58% of the students disagreed to the following two items regarding topic integration:

• The content and instruction of the learning community was integrated.
• The community helped me see how algebra and chemistry are related.
The other items on the survey were nearly evenly distributed between those students that agreed or disagreed with the item. Students were also given the opportunity to write additional comments on their surveys. The following are examples of student feedback:
• "When Chemistry and Math are combined, it's easier to learn and it's faster."
• "I learned a lot in Math and Chemistry because both of the teachers are good instructors."
• "Working with the other students was very helpful. The tutors were a great help."
• "I think I learned the same as the others in a normal class."

Success quotient and withdrawal rate

The success quotient and withdrawal rates for each course were compared to the same measurements for the same courses taught by the project faculty in previous Spring semesters. The success of the learning community is evident in the success quotient and withdrawal rate for the two courses. For the chemistry courses, the average success quotient for CHM 1045 for previous Spring semesters was 58%, and the withdrawal rate was 23%. In the learning community, the CHM 1045 course achieved a 77% success quotient and a 13% withdrawal rate. These numbers translate to a 19% improvement in success quotient and a 10% improvement in withdrawal rate. Similarly, for MAC 1105, the success quotient for previous semesters was 75% and the withdrawal rate was 13%. In the learning community, the MAC 1105 course achieved a 93% success quotient and a 13% withdrawal rate. Although the withdrawal rate was not improved, the success quotient improved by 18%. The success quotients exceed the original goal of a 10% improvement.

In short, we feel this learning community was a success in two areas: peer learning and overall student success.

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The results of the project will be presented by the faculty members to their respective departments. In addition, the results will be presented to other faculty members during the Spring Conference Day.