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Math. For generations, the word itself has instilled fear in the hearts and minds of students of all ages. Math is a critical skill for so many of the best jobs available today and into the future. It's why STEM (science, technology, engineering, math) is a term that everyone knows.
Historically, community colleges throughout the United States have struggled with poor pass rates in math. Many community college students fail to complete a college level math class and, as a result, fail to graduate from either a degree or certificate program. This trend, unfortunately, was also once true here at University of Hawaii Maui College.
The great news is that, thanks to our math faculty and academic administrators implementing several innovations, we've reversed this trend. The improvement is due, in large part, to all those involved in Math Pathways. Implemented in 2011, we've employed new ways of placing students, embedded tutors and made changes in the way our classes are taught.
Math Pathways allows students to choose the math class that best fits his or her degree path. For instance, the path for STEM majors includes algebra, pre-calculus and calculus. A math survey course, statistics or a vocational math course may be a more appropriate choice for non-STEM majors. How UH-MC students are advised is now anchored on the math course that is best suited to a particular degree pathway.
"With Pathways, students are taking more appropriate math classes for their specific degree," says Samantha Bowe, assistant professor of mathematics. "When students see the relevance of the math they're learning in the classroom to their chosen field of study, they're more likely to engage with the mathematics. This engagement leads to deeper learning, better understanding, and transferability of knowledge from the math classroom to other classes and, ultimately, the real world."
We've moved from using a standardized placement test to allowing students to choose from multiple placement options. This has resulted in more students being able to be placed into college level math.
We also now embed tutors in math classes. Tutoring provides each instructor with another set of eyes and ears in the classroom and students with someone to provide assistance when needed.
Finally, our math faculty has implemented new teaching strategies. Students work in groups to delve deeper into solving problems and to develop critical thinking skills toward really understanding how to think mathematically. As a result, students become much more confident in their ability to be successful at math.
In fall semester 2011, 77 percent of UH-MC students were enrolled in pre-college math courses that did not count toward a degree. Only 32 percent of students passed. Also in fall semester 2011, only 23 percent of UH-MC students were enrolled in a college level math class; 68 percent of those students completed those courses.
The bottom line -- and the sad truth -- behind these numbers was that majority of students enrolled in a UH-MC math class in fall semester 2011 did not complete college level math. This was a serious problem since passing a college level math class is a graduation requirement.
Just look what our new initiatives have done to those numbers and the student success that they represent! Fall Semester 2017, 75 percent of UH-MC students were enrolled in college level math course, a dramatic rise from 23 percent in fall 2011. Among that group, 67 percent completed their college level math course. The striking rise in enrollment in college level math courses meant that only 23 percent of students were enrolled in a pre-college math course and that pass rate more than doubled to 67 percent.
Most students are now enrolling and successfully completing college level math and more of the remaining pre-college students are successfully completing and transitioning to college level math.
This has been a major factor toward the improvement of our graduation rates. According to data released by the Western Association of Schools and Colleges Senior College and University Commission, in 2011 the proportion of students that entered UH-MC and eventually earned a degree or certificate was 27.6 percent. As of 2016, that percentage had increased to 74.2 percent!
We congratulate our UH-MC math faculty, counselors, administrators, tutors and students on this fantastic success. To learn about all UH-MC programs and courses, please visit maui.hawaii.edu/.
* Lui K. Hokoana, Ph.D., is chancellor of the University of Hawaii Maui College. "Ka'ana Mana'o," which means "Sharing Thoughts," appears on the fourth Sunday of each month. It is prepared with assistance from UH-Maui College staff and is intended to provide the community of Maui County information about opportunities available through the college at its Kahului campus and its education centers.