Hum, D., & Camacho, A. M. (2015, June), Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23830

\bibitem{asee_peer_23830}
  Hum, D., \& Camacho, A. M. (2015, June), \emph{Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23830

Denise Hum and Anna Marbella Camacho.  "Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/23830 Internet.  19 Jul, 2024

\bibitem{asee_peer_23830}
  Denise Hum and Anna Marbella Camacho.
  "Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/23830 Internet.  19 Jul, 2024

@INPROCEEDINGS{asee_peer_23830
author = "Denise Hum and Anna Marbella Camacho"
title = "Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23830}
number = {10.18260/p.23830}
}

TY  - CPAPER
AB  -         Developing an Intensive Math Preparation Program to Enhance           the Success of Underrepresented Students in EngineeringAbstract:In order to meet the current and future demands for engineers needed to retain and increase theeconomic competitiveness and innovation capacity of the United States, there is a growing need toengage students from traditionally underrepresented groups in engineering. At XXXXX, afederally designated Hispanic-serving community college in the San Francisco Bay Area, a largenumber of students from traditionally underrepresented minority groups enter with high levels ofinterest in engineering. However, their success and completion rates have been low due primarilyto low levels of preparation for college-level work, especially in math. To address this majorbarrier to student success, XXXXX developed Math Jam as a one-week intensive math placementtest review program. Since its development in 2009, Math Jam has served over 2000 students, andthe demand continues to grow such that the program is now offered in six separate sessions eachyear – both day and evening sessions during three one-week periods immediately preceding thefall, spring, and summer sessions. It has expanded from a program designed to help studentsreview for the placement test to a program where returning students can also prepare for their nextmath class. For the last six years of program implementation, underrepresented minority students(Hispanic, African American, and Pacific islanders) have participated in Math Jam at a higher ratethan other students. This paper explores the similarities and differences in the program outcomesfor minority and non-minority students. Comparisons will be based on student performance in thepre- and post-program math tests, pre- and post-program math self-efficacy survey, retention andsuccess rates in subsequent math courses, and surveys that assess satisfaction with the program andstudent perception and knowledge of resources and skills needed for academic success. The paperwill also provide best practices developed at XXXXX to assist other institutions in developing asimilar program to improve the participation and success of underrepresented students in STEM.
AU  - Denise Hum
AU  - Anna Marbella Camacho
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Developing an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering
UR  - https://strategy.asee.org/23830
DO  - 10.18260/p.23830
ER  -