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In order to meet the current and future demands for engineers needed to retain and increase the economic competitiveness and innovation capacity of the United States, there is a growing need to engage students from traditionally underrepresented groups in engineering. At Cañada College, a federally designated Hispanic-serving community college in the San Francisco Bay Area, a large number of students from traditionally underrepresented minority groups enter with high levels of interest in engineering. However, their success and completion rates have been low due primarily to low levels of preparation for college-level work, especially in math. To address this major barrier to student success, Cañada College developed Math Jam as a one-week intensive math placement test review program. Since its development in 2009, Math Jam has served over 2500 students, and the demand continues to grow such that the program is now offered in six separate sessions each year – both day and evening sessions during three one-week periods immediately preceding the fall, spring, and summer sessions. It has expanded from a program designed to help students review for the placement test to a program where returning students can also prepare for their next math class. For the last eight years of program implementation, underrepresented minority students (Hispanic, African American, and Pacific islanders, and Native Americans) have participated in Math Jam at a higher rate than other students. This paper explores the similarities and differences in the program outcomes for minority and non-minority students. Comparisons will be based on student retention and success rates in subsequent math courses, preand post-program math self-efficacy survey, and surveys that assess satisfaction with the program and student perception and knowledge of resources and skills needed for academic success.

Measuring the Effectiveness of an Intensive Math Preparation Program to Enhance the Success of Underrepresented Students in Engineering