The EMERGE Summer Program: Supporting Incoming Freshmen's Success in Mathematics Developmental Coursework.

This paper describes the development, results, and future directions of the mathematics component of the EMERGE Summer Program at Northeastern Illinois University. Initiated summer 2014, EMERGE offered English and mathematics sessions for incoming freshmen. The mathematics session aimed to strengthen participants’ mathematical foundations, mathematical confidence, and ability to successfully place into higher-level mathematics coursework in the subsequent fall semester. Mathematics participants attended mini-lectures, participated in group activities, and completed online MyMathLab modules. Mathematics component results indicate that 73% and 71% of summer 2014 and 2015 participants, respectively, placed up at least one course level in mathematics in the fall semester. There has been heightened attention placed on postsecondary developmental education in the U.S. (Attewell, Lavin, Domina, & Levey, 2006; Bonham & Boylan, 2011; Grubb & Oakes, 2007; Hall & Ponton, 2005; Parsad and Lewis, 2003; Smittle, 2003). Parsad and Lewis (2003) define postsecondary developmental education as “courses in reading, writing, or mathematics for college-level students lacking those skills necessary to perform college-level work at the level required by the institution” (p. 1). In fall 2000, approximately 75% of degree-granting twoand four-year institutions that enrolled freshmen offered at least one developmental course, 80% of fouryear public institutions offered at least one developmental course, and 28% of entering freshmen in twoand four-year institutions 70 | TLAR, Volume 21, Number 2 enrolled in at least one developmental course (Parsad & Lewis, 2003, p. iii). The number of students taking developmental coursework has also continued to increase over time (Smittle, 2003). Although developmental coursework was designed to help students achieve their academic goals, there are many serious concerns surrounding these courses. Such concerns include how this coursework has contributed to preventing students from obtaining postsecondary degrees (Bonham & Boylan, 2011), has impacted and limited the majors they select (Hall & Ponton, 2005), and has negatively influenced their self-efficacy in their academic abilities (Hall & Ponton, 2005). In fall 2000, the percentage of freshmen enrolled in developmental courses was largest for mathematics (22%) among all developmental subject areas (Parsad & Lewis, 2003). Research indicates that it is particularly imperative that students succeed in mathematics developmental coursework (Hall & Ponton, 2005) since their performance in such courses influences the majors they select and their subsequent ability to attain higher education degrees (Trusty & Niles, 2003). However, low persistence and achievement rates are prevalent in a significant percentage of students in developmental mathematics courses (Bonham & Boylan, 2011). In addition, “the challenge of raising math skills is further compounded by the fact that students who test into remedial math coursework are disproportionately minority and disproportionately first-generation, two characteristics of at-risk students” (Epper & Baker, 2009, p. 3). An emerging body of scholarship has shed light on various complex factors that have contributed to students’ success in developmental mathematics coursework (Aycaster, 2001; Boylan, 2011). Such factors include strengthening the quality of instruction, students’ mathematical study skill strategies, students’ knowledge about how to reduce test anxiety, and students’ mathematics selfefficacy (Boylan, 2011). According to Boylan (2011): Developmental students need a multimodality instructional approach which means integrating the lecture with manipulatives, math study skills, and group work; learning math vocabulary words; using web-based support; tutoring students based on their learning style; EMERGE Summer Program| 71 giving frequent quizzes and practice tests; and inviting counselors into the class to discuss anxiety issues and provide a referral for personal problems (p. 22). There is also a significant body of research on successful universitylevel summer programs that have assisted incoming freshmen in succeeding in developmental mathematics coursework. This includes, for example, the Math Intensive Program at LaGuardia Community College and the Math Jam Program at Pasadena City College (Sherer & Grunow, 2010). Northeastern Illinois University (NEIU) community members drew on such aforementioned research to develop innovative avenues for increasing NEIU students’ abilities to succeed in mathematics development coursework. NEIU is a Hispanic-serving, four-year university in Chicago, Illinois that serves approximately 11,000 culturally diverse, commuter undergraduate and graduate students: approximately 42% Caucasian, 29% Latina/o, 10% African American, 9% Asian, and 10% of other racial/ethnic backgrounds. The Mathematics Development Program at NEIU is housed within the Department of Mathematics and offers three mathematics development courses (Math 090, Math 091, and Math 092). Table 1 provides detailed information for these courses. Such courses do not count towards students’ graduation credit or college grade point averages. According to the 2013-2014 NEIU Mathematics Development Program Annual Report, approximately 80% of NEIU incoming freshmen required at least one developmental mathematics course (Ranney, 2014). Furthermore, this same report indicated that, in developmental mathematics courses, success rates (A–C grades) ranged from 62.1% to 64.0%, and course retention rates (excluding W, I grades) ranged from 87.0% to 89.0%. There is increasing concern about the retention of under-prepared students enrolled in Math 090 and Math 091. To address these concerns, NEIU’s Mathematics Department formed the ad hoc Mathematics Development Curriculum Committee (MDCC) during fall 2013. MDCC aimed to draw on research conducted on effective developmental mathematics curriculums, practices, and broader support structures to implement 72 | TLAR, Volume 21, Number 2 changes that strengthened NEIU’s Mathematics Development Program. MDCC members included the Department of Mathematics Chair, the Mathematics Development Program Coordinator, Mathematics Development Program instructors, Department of Mathematics faculty, and staff from mathematics support programs. The first main task that MDCC undertook was to develop and implement an intensive summer program for first-year incoming freshmen admitted for fall 2014. Table 1 Description of NEIU’s Three Mathematics Development Courses