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Calculus Reform - Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and Underrepresented Minority Students

Conference Session: Mathematics Division Technical Session 4
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University
Tagged Topics: Diversity
Tagged Divisions: Mathematics

Engineering. Dr. Callahan received her Ph.D. in Materials Science, M.S. in Metallurgy, and B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include leadership, institutional change, engineering and STEM retention, and engineering, materials science, and mathematics education.Ms. Jocelyn B. S. Cullers, Boise State University Jocelyn B. S. Cullers is a Data Analyst at the Institute for STEM & Diversity Initiatives at Boise State University. c American Society for Engineering Education, 2017 Calculus Reform – Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and

Relevance Score: 0.5043229

My Fifty Years of Calculus

Conference Session: Mathematics Division Technical Session 3
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Shirley B. Pomeranz, The University of Tulsa; Peyton James Cook Ph.D., The University of Tulsa
Tagged Divisions: Mathematics

some data analysis to determine what trends, if any, may apply tovarious aspects of her calculus courses. The following graphics indicate the data and results.Figures 1, 2, and 3, respectively, display overviews of the total Calculus I, Differential Calculus,Math 2014 enrollments; Calculus II, Integral Calculus, Math 2024 enrollments; and Calculus III,Multivariable Calculus, Math 2073 enrollments, by semester, from spring (S) 2000 through fall(F) 2016. It can be observed that enrollments are larger for the traditionally “on-sequence”courses of Calculus I and Calculus III during the fall semesters and for Calculus II in the springsemesters. Also noted is a trend of increasing enrollments. There is a surge in the Calculus Ienrollments that

Relevance Score: 0.018993005

Performance by Gender on University Placement Tests in Mathematics and Spatial Skills

Conference Session: Mathematics Division Technical Session 4
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Gavin Duffy, Ohio State University; Sheryl A. Sorby, Ohio State University; Austin Mack, Ohio State University; Brian Bowe, Dublin Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Mathematics

verbal (V) ability, in the middle is spatial (S) and math (M) is on the right. STEMstudents, to the right of Figure 1, have an ‘I’ shaped ability profile (i.e. M > S > V), incontrast to the ‘V’ shaped profile (i.e. M ≥ V > S) of the HSS students. Clearly, the ‘I’shaped profile, developed by high school, was a predictor of a STEM education path anddistance travelled on this path. Given that this predictor contains not just math ability butspatial ability also, STEM educators have reason to treat spatial ability in the same way asmath ability: assess incoming students for the ability and provide resources to address anyshortcomings in it. While it is now common to find math learning support centers co-existingbeside engineering schools

Relevance Score: 0.014818143

Calculus I Course Policy Changes and Impact on Various Demographic Student Group Success

Conference Session: Mathematics Division Technical Session 4
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Mathematics

, since the impact of the policy changes in this preliminarystudy differed based on student group. The initial results of this study provide some insight intoinstructional policies that have a positive impact on reducing DFW proportions for Calculus I.These findings support the larger effort of addressing issues causing introductory calculus to be abarrier to success for many STEM majors.ReferencesBeichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D., Allain, R. J., … Risley, J. S. (2007). The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. Research-Based Reform of University Physics, 1(1), 2–39.Benson, L., Moss, W., Biggers, S., Schiff, S. D., Orr, M. K., & Ohland, M. W

Relevance Score: 0.013970679

College Freshman Beliefs About Studying and Learning Mathematics: Results from a Summer Engineering Calculus Bridge Program

Conference Session: Mathematics Division Technical Session 1
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Sandra Nite, Texas A&M University; G. Donald Allen, Texas A&M University; Ali Bicer, Texas A&M University; Jim Morgan, Charles Sturt University; Vanessa Mae Warren, Texas A&M University; Luciana Barroso, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Mathematics

mathematical abilities [2]. Therefore, students who did not have the necessarymathematical abilities to be successful in engineering courses needed help to pursue theirengineering majors and complete their engineering degrees. In order to retain and supportengineering majors, many universities have offered bridge programs in mathematics for students[3][4]. Such programs were common in the 1990’s and have increased again recently as the needhas been recognized widely. Bridge programs aimed to increase engineering students’ retentionby strengthening their mathematical competencies. There are many types of bridge programs indifferent disciplines, especially science and mathematics. Bridge mathematics programs weremore common in mathematics than science

Relevance Score: 0.011807378

An Intervention in Engineering Mathematics: Flipping the Differential Equations Classroom

Conference Session: Mathematics Division Technical Session 1
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Campbell Rightmyer Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Il Young Barrow, University of Louisville
Tagged Divisions: Mathematics

facilitate ongoing research on retention. Ms. Bego is a registered professional mechanical engineer in New York State.Dr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in chemical engineering from the University of Louisville. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved in educational research on the effective use of technology in engineering education, the incorpo- ration of critical thinking in undergraduate engineering education, and retention of engineering students. She leads a research group whose

Relevance Score: 0.009240735

Integrating STEM and Computer Science in Algebra: Teachers' Computational Thinking Dispostions

Conference Session: Mathematics Division Technical Session 3
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Bailey Braaten, The Ohio State University; Arnulfo Perez, The Ohio State University
Tagged Divisions: Mathematics

of engage with ambiguous task or data. (“I’m not sure where this fits exactly, situations/stimuli as valuable but that’s okay”; “The data will never be opportunities for discovery of that which perfect.”) s/he does not yet know (“I like how open this is”). Learner may reframe ambiguous situations or stimuli but does not impose a solution or explanation prematurely. Learner considers

Relevance Score: 0.0074676415

Teaching Mathematics using Active Learning: Teachers' Preparation in Chile

Conference Session: Mathematics Division Technical Session 2
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile
Tagged Topics: Diversity
Tagged Divisions: Mathematics

Relevance Score: 0.006600525

Flipping Calculus for Engineering Students: Pre-class Assignments and Readiness Assessment Strategies

Conference Session: Mathematics Division Technical Session 1
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Jeffrey Lloyd Hieb, University of Louisville; William B. Corley, University of Louisville; Jaqi C. McNeil, University of Louisville
Tagged Topics: Diversity
Tagged Divisions: Mathematics

).7. DeLozier, S. J. & Rhodes, M. G. Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice. Educ. Psychol. Rev. (2016). doi:10.1007/s10648-015- 9356-98. Freeman, S. et al. Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. 111, 8410–8415 (2014).9. Prince, M. Does Active Learning Work ? A Review of the Research. J. Eng. Educ. 93, 223–231 (2004).10. Sahin, A., Cavlazoglu, B. & Zeytuncu, Y. E. Flipping a College Calculus Course: A Case Study. J. Educ. Technol. Soc. 18, 142–152 (2015).11. Talbert, R. in Best practices for flipping the college classroom (eds. Waldrop, J. B. & Bowdon, M. A.) 29–43 (Routledge, 2015

Relevance Score: 0.005600731

The Impact of a Flipped Math Course on Peer Learners

Conference Session: Mathematics Division Technical Session 1
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Gianluca Guadagni, University of Virginia; Bernard Fulgham, University of Virginia
Tagged Divisions: Mathematics

this course I received more frequent feedback 3.52 1.06on my progress towards course objectives.Compared to my experiences in other courses, in this course I received more opportunities to 3.88 0.99assess my own understanding and learning.Compared to other courses, the technology allowed more interaction with the instructor(s). 3.33 1.05Compared to my experiences in other courses, in this course I experienced more interaction 4.33 0.85with my fellow students.FeedbackStudents’ reaction was very diverse. Many of our students never took a flipped class, and did notexpect to be in one of them, probably because our school never had flipped class. Below wereport some of the comments after the first

Relevance Score: 0.00528042

Identifying Bottlenecks in Undergraduate Engineering Mathematics: Calculus I through Differential Equations

Conference Session: Mathematics Division Technical Session 4
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Campbell Rightmyer Bego, University of Louisville; Il Young Barrow, University of Louisville; Patricia A. Ralston, University of Louisville
Tagged Divisions: Mathematics

and organize and facilitate ongoing research on retention. Ms. Bego is a registered professional mechanical engineer in New York State.Mr. Il Young Barrow, University of Louisville IL Young Barrow is the QEP specialist for assessment at the University of Louisville. He specializes in knowledge around national assessment instruments (e.g. NSSE, CIRP, CAAP), assessment of student learning outcomes, retention studies, and various data analyses related to student success. IL also has wide-ranging experiences in undergraduate teaching, academic advising, and graduate admissions and student services.Dr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the

Relevance Score: 0.00528042

MOSL: An Innovative Approach to a Supplementary Course of Mathematics in Engineering

Conference Session: Mathematics Division Technical Session 3
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Jose R. Portillo, Universidad Galileo; Alberth E. Alvarado, Universidad Galileo ; Jorge Samayoa Ranero, Galileo University
Tagged Divisions: Mathematics

teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95(2), 123-138.[11] Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social– emotional role, and the classroom goal structure. Journal of educational psychology, 90(3), 528.[12] Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of engineering education, 94(1), 87-101.

Relevance Score: 0.0046203677

Integral Concept and Decision Making: Do the STEM Majors Know When to Use Numerical Methods for Integral Approximation?

Conference Session: Mathematics Division Technical Session 3
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Emre Tokgoz, Quinnipiac University; Hazal Ceyhan
Tagged Divisions: Mathematics

), 370 - 392.4. Dubinsky, E. and McDonald M. A. (2002). APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research, The Teaching and Learning of Mathematics at University Level, 7 (3), 275-282.5. Piaget, J., and Garcia, R. (1989). Psychogenesis and the history of science (H. Feider, Trans.). New York: Columbia University Press. (Original work published in 1983).6. Piaget, J., J.-B. Grize, A., Szeminska, and V. Bang (1977). Epistemology and psychology of functions (J. Castellano`s and V. Anderson: Trans.)7. Thompson, P. W. (1994). Students, functions, and the undergraduate curriculum, Conference Board of the Mathematical Sciences Issues in Mathematics Education, 4, 21-44.8. Tokgöz