East Lansing, Michigan
July 26, 2020
July 26, 2020
July 28, 2020
Developmental math preparation is integral in a pre-engineering pathway. This paper analyzes the efforts to improve remedial math passing rates at two tribal colleges in North Dakota participating in a pre-engineering collaborative. Previous work in progress addressed portions of these approaches, but here a more complete set of quantitative data is presented along with further analysis using the theoretical framework of Tribal Critical Race Theory.
Luecke, D., & Allard, A. J., & Parker, M. M., & Vallie, A., & Allery, T. A., & Pieri, R. V., & Haefner, K. (2020, July), Efforts to Improve Mathematical Preparation for a Pre-Engineering Program at Tribal Colleges in North Dakota Paper presented at 2020 First-Year Engineering Experience, East Lansing, Michigan. https://peer.asee.org/35756
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015