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Surveying Students

Two student surveys were performed and two focus groups were convened. 
We continue to analyze and interpret student responses.
 
Survey 1, Level 4 Students: An initial survey of level 4 day and evening ESL students was performed in the fall. The questions were designed to elicit information from the students concerning math backgrounds in their home countries, whether they had taken the Math placement test, what their concerns were concerning taking Math, and what kinds of support they might utilize.  65 students completed the survey. 
 
Here are a few observations. Responses to two questions stood out immediately. Although the reported Math backgrounds for day and night students seem to be very similiar, their readiness and course taking patterns appear to be different. Whereas only 19% of evening students have taken the placement test, 54% of day students have done so. Further, while only 23% of nighttime students have taken Math classes here or elsewhere in the U.S., 57% of day students have done so. Interestingly, both day and night students were very interested in taking a Math class supported by an ESL Instructor.
  
 Focus group 1. We convened and summarized an ESL focus group. The outreach for this group took place within the Math Lab. Consequently, the participating students had a generally strong interest in Math and were utilizing Math support resources. The students had many ideas concerning ways to reach out to ESL students and how to provide additional Math support.
 
Survey 2, Pre and Post Survey of Math and You Presentation: The goal of the presentation was to raise awareness of Math resources and support. In order to assess the effectiveness of the presentation, ESL faculty created a pre and and post survey concerning students' awareness of Math resources, how important they thought Math was to their future goals, and their interest in enrolling in Math. 

The results of the survey indicate that the presentation was highly effective. The pre survey indicates, for example, that only 50% of students believed that Math was important to their goals. Following the presentation, 77% of the students believed that Math was important to their goals.The pre and post survey increase occurs dramatically in questions about Math Jam, knowledge about Canada Math and Enrollment Plans. For most questions there was a 20 point increase in percentage.
 
It should be noted that one question, "Have you taken a Math class at Canada?" received varying results on pre and post surveys. (The spacing on the question may have given rise to ambiguity.) This may indicate a confusion about whether the  question was asking if students had taken Math in their countries or at the College. Neither the initial survey nor the pre/post survey gathered accurate information concerning the Math backgrounds of ESL students. 

Focus Group 2: Following the "Math and You" Presentation by Math Instructor Michael Hoffman, Jeanne Gross convened and video-recorded a follow up conversation with her evening level 4 class.The students emphasized the need to understand Math vocabulary and the importance of taking the Math Placement test rather than enrolling in Math 811. A segment of that conversation has been inserted onto the Data page. 
 
 
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Jeanne Gross,
Mar 7, 2011, 12:26 PM
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Jeanne Gross,
Mar 7, 2011, 12:26 PM
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Jeanne Gross,
Mar 7, 2011, 12:26 PM
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Jeanne Gross,
May 4, 2011, 11:53 AM
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Jeanne Gross,
Mar 6, 2011, 12:23 PM
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