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Math-Retention Project at
De Anza Community College
Anne LeskinenDivision Dean
Physical Sciences,
Mathematics &
Engineering
About De Anza College
• Located in the heart of Silicon Valley in Cupertino, CA
• Operates on a 12-week quarter system
• Serves approximately 22,000 – 24,000 students per year
• Transfers approximately 1,800 students per year
About De Anza College Math Department
• 31 full-time instructors, 45 part-time instructors
• One divisional technology coordinator
• Full range of courses from prealgebra to differential equations and linear algebra
• Class size is 40
About De Anza College Math Department (cont.)
• Developmental math sequence consists of prealgebra, elementary algebra, and intermediate algebra
• Offer 175 class sections per year of developmental math (37% of all math department courses)
• 55% success rate in developmental math courses
History of Decision to Participate in Two-Year Math Retention Project
• Math Department needed software for use in review modules of developmental courses
• Particular software chosen for following reasons– conceptual approach with emphasis on
understanding– flexibility of use– willingness of company to adapt software to our
curriculum– cost to students (including no additional cost to
students repeating class)– web based
History of Decision to Participate in Two-Year Math Retention Project
(cont.)
• Math instructor, Susan Dean, piloted software in her classes in Spring and Summer 2004
• Two-year Math Retention Project proposal made to De Anza in Summer 2005
• We are currently in the 2nd year of the project
Initial Analysis of What Was Needed
• Serious buy-in and support from key players– VP of Instruction, Judy Miner– VP of Student Services, Robert Griffin– Campus Institutional Researcher, Andrew
LaManque– lead math instructor & counselor willing to
participate in the project– Math Department Coordinator, responsible
for scheduling math classes• Computer lab technician• Computer lab time
Initial Analysis of What Was Needed (cont.)
• Recruitment of more full-time & part-time math faculty to the project– workshops showcasing math software
• Coordinator for the project– 1st year shared by VP of Student Services,
Institutional Researcher, & Division Dean• Method of administering surveys
– College Student Survey (CSS): time in class to administer and communicate results
– Student, Staff and Faculty Satisfaction Survey: organized by institutional researcher & administered online
Problems and Their Solutions
• Turning verbal commitments into actionsex: availability of counselors– intervention with students in developmental
math classes helps students to be successful elsewhere
• Questions/concerns of instructors & counselors working on the project– regular meetings to discuss problems and
brainstorm solutions
Problems and Their Solutions (cont.)
• Coordinator for project– 2nd year: Barbara Fink, Math Instructor and
former Math Dept. Coordinator• Mechanics of students paying for software and
receiving guides/books– collaboration between book store & software
company
Problems and Their Solutions (cont.)
• Mechanics of administering the College Student Survey (CSS)– ongoing discussions with institutional
researcher– students receive automatic email with logon
and password for CSS– time given in lab for CSS– counselor reports generated– student reports generated
Problems and Their Solutions (cont.)
• Mechanics of administering the CSS (cont.)– Counselors
o present reports to students in classroomo contact at-risk students – interventiono hold special CSS office hourso work with instructors to help students
remain in class
The Positives• Participating instructors & counselors want to
continue• Students currently in the project want to take
next class in sequence• These classes are filled before other math
classes• More faculty are wanting to participate
The Positives (cont.)• Good rapport developing between instructors
& counselors involved in project• Students feel supported by team approach• Instructors report students engaged and
definitely doing more homework• Instructors & counselors learn more about
their students and can give more focused assistance
