Re[2]: [MATHEDCC] Retention

yoshiwbw@SMTPLINK.LACCD.EDU
Tue, 15 Apr 97 16:12:02 pdt

This past year I'm experimenting with class notes for my students.
The students purchase the notes along with the required text (the
extra cost has been about $2). The notes essentially consist of what
I would previously have written on the board during the lecture
portion of class. I have transparencies of each page and project the
notes on a screen as I cover the material. I have numerous blanks on
each page that we fill in as we go along, so the notes serve somewhat
like a workbook, but they contain just what I want and in the way I
want to present things.

I got the idea from my colleague Bob Martinez, who used class notes
for his summer school class--his primary motivation was to eliminate
the time normally taken up while students copy (or miscopy) notes on
the board, especially diagrams or complicated expressions. Another
obvious advantage is that the students end up with much better notes.
(Have you ever looked at your students' notes?) Projecting and going
over the notes helps students with reading problems. And students who
miss class have an easier time catching up.

The class notes might be a factor in the higher percentage of students
staying in class. Last week (the 13th) I still had 44 of 47 original
students enrolled in my Prealgebra class (and 13 of 15 in my
differential equations class). My typical dropout rate is about 50%
for the remedial courses. However, the passing rate has not improved
nearly so much, and I will be encouraging more than a dozen of my
prealgebra students to withdraw this week.

I have no doubts that using the notes is beneficial to the students.
However, it does take a lot of time to prepare the notes.

Bruce Yoshiwara
Los Angeles Pierce College
yoshiwbw@laccd.cc.ca.us

______________________________ Reply Separator _________________________________
Subject: Re: [MATHEDCC] Retention
Author: mathedcc@archives.math.utk.edu at SMTPLINKPO
Date: 4/14/97 7:58 PM

Well, to answer my own question.................. This is what I tried this
semester in my Int Algebra class:

I stated (on my syllabus) that

a) students would be dropped on their 4th absence (unless they have a dr's
note)
b) the classroom door would be locked at 5 minutes after the start of class
-- if they were late, they had to check in with my course assistant (it's a
class of over 100) --- and 2 tardies - 1 absence. (no one is ever tardy)

If they earned an F or D on the first exam, they were put on "class
probation" . They were told (in writing) that
a) if they continued to get poor grades, they would be dropped on the
grounds that they are not benefitting from the class
b) they needed to go to the Math Learning Center to GET TUTORING
(I think I'll require proof of this next time)

And they were given a list of study skill tips.

Did it work? Well, I don't have as many exams to grade right
now..............

Over half of them have been dropped or dropped themselves.

Why? THEY DIDN'T THINK I'D REALLY DO IT!!!!! Several have come to complain
to me - "I just noticed that there is a "W" by my name!!" I look them
up........... "Well, let's see..... you've gotten all D's and F's on the first
6 exams..... you've been absent 5 times..... and you've missed 6 out of 10
quizzes in the lab section. Gee, you're right! You shouldn't have been
dropped!" ;->

Next time, maybe they'll believe me.

Also, about 40% of this class had to take Beg Algebra 2 or 3 times before
passing... And are on their 2nd or 3rd try for Int Algebra!

Frustrated, but glad to know I'm not alone!
Karen Davis
Orange Coast College
(the above was at Golden West College)
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