Curricular and Strategic Changes in mathematics to Enhance Institutional STEM Education
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
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Remediation and Curricular Changes to Improve Student Learning and Outcomes
- Page Count
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19
- DOI
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10.18260/1-2--40891
- Permanent URL
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https://peer.asee.org/40891
- Download Count
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486
Paper Authors
Sandie Han
Sandie Han is a Professor of Mathematics at New York City College of Technology, the City University of New York. She has extensive experience in program design and administration, including serving as the mathematics department chair for six years, PI on the U.S. Department of Education MSEIP grant and Co-PI on the NSF S-STEM grant. Her research area is number theory and mathematics education. Her work on Self-Regulated Learning and Mathematics Self-Efficacy won the CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instructions in 2013. She participated in the CUNY-Harvard Consortium Leadership program and initiated the CUNY Celebrates Women in Computing Conference.
Boyan Kostadinov New York City College of Technology
Boyan Kostadinov is an Associate Professor at New York City College of Technology, CUNY. Before joining academia, he held positions at Credit Suisse Global Modeling and Analytics Group in London and New York. He received his PhD in Mathematics from UCLA in 2005, under the supervision of Prof. Varadarajan. His dedication to teaching was rewarded by receiving the prestigious Robert Sorgenfrey Distinguished Teaching Award from UCLA and the 2020 Distinguished Teaching Award of the MAA Metro New York Section. His main research interests are computational thinking and data science at any level.
Janet Liou-Mark New York City College of Technology
Janet Liou-Mark was a Professor Emeritus of Mathematics at New York City College of Technology (City Tech), the City University of New York. Her research interests included peer-led team learning (PLTL), mentoring, interdisciplinary learning, and enhancing diversity in STEM. She co-published three books, five book chapters, and 15 peer-reviewed journal articles. She organized 21 conferences and presented at 22 international conferences and 49 national conferences. Dr. Liou-Mark received 13 awards for her excellence in higher education. Among the awards are the 2011 CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instruction, Mathematical Association of America Metropolitan New York Section 2014 Award for Distinguished Teaching of Mathematics, and City Tech’s 2018 Teaching Recognition Award. She was named City Tech’s 2017 – 2018 Scholar on Campus. Dr. Liou-Mark was a PI or co-PI on ten grants including two National Science Foundation grants: Research Experiences for Undergraduates (REU) and Improving Undergraduate STEM Education (IUSE): Pathways into Geoscience and two Department of Education Minority Science and Engineering Improvement Program (MSEIP) grants, as well as several MAA TENSOR grants.
Johann Thiel New York City College of Technology
Dr. Johann Thiel is an Associate Professor of Mathematics at the New York City College of Technology in Brooklyn, NY. He completed his Ph.D. in 2011 at the University of Illinois at Urbana-Champaign under the supervision of A.J. Hildebrand. Before coming to NYCCT, he worked at the United States Military Academy in West Point, NY. His main research interests are in number theory (analytic and combinatorial) and its applications.
Abstract
We implemented a project to create transformative changes in the STEM Education at a Hispanic-serving institution by revamping mathematics curriculum and building a system of support in mathematics learning. The project accomplished three main areas of curriculum development: (1) Restructuring the first-year mathematics courses at the college algebra level using a corequisite model; (2) designing and implementing active learning and problem-solving oriented curriculum in Calculus; (3) building a student support system of peer-tutoring and mentoring through peer-led team learning.
High impact strategies were used for increasing and sustaining the participation of women and underrepresented minority students in computing. Strategies included hands-on active and collaborative learning pedagogy, experiential learning with real world relevance and applications, and curriculum that incorporates data analysis, data visualization and computational thinking. The support targeted introductory courses to provide early exposure and engagement.
This paper describes the curriculum restructuring and development which led to the institutional implementation and transformation of mathematics curriculum. The paper also reports on the success of the redesigned courses.
Han, S., & Kostadinov, B., & Liou-Mark, J., & Thiel, J. (2022, August), Curricular and Strategic Changes in mathematics to Enhance Institutional STEM Education Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40891
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