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Promoting Success of Undergraduate Engineering Students Through Curricular Improvements in First-year Mathematics Courses

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

16

Permanent URL

https://peer.asee.org/37617

Download Count

29

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Paper Authors

biography

Darlene M. Olsen Norwich University

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Dr. Darlene M. Olsen is a Charles A. Dana Professor of Mathematics at Norwich University.
Her current research areas are biostatistics and pedagogy in mathematics and statistics. Olsen has received research grants through the Vermont Genetics Network, served as a statistical consultant, and published work in several research journals.

She received her doctorate in mathematics from the University at Albany in 2003. She also holds an M.S. in biometry and statistics (2001) and an M.A. in mathematics (1997) from the University at Albany and a B.A. in mathematics (1994) from SUNY Geneseo.

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Alicia Dawn Beth Landmark College Orcid 16x16 orcid.org/0000-0002-2424-112X

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Dr. Alicia Beth has worked in a number of roles in education, including as an educator from preschool to graduate level, researcher and program evaluator, and grant writer and director. In 2015, she secured $2.7 million in federal and philanthropic grants to establish UTeach Computer Science at The University of Texas at Austin a program designed to increase the participation of students and teachers from groups historically underrepresented in computer science. Alicia earned a Ph.D. and M.A. in Educational Psychology from The University of Texas at Austin and BA in Psychology from Bard College. She is currently Assistant Professor of Education and Department Chair of Core Education at Landmark College in Putney, VT. She consults as a researcher and program evaluator for STEM education programs.

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Michelle Batchelder Burd

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Dr. Michelle Burd, is Principal/Owner of Burd’s Eye View, an independent consulting firm in Austin, TX, which conducts program evaluation for educational institutions and nonprofits. Current projects examine experiential and active learning, culturally relevant pedagogy, faculty development and systemic reform in STEM. Michelle has a B.A. in psychology with a concentration in mathematics from the University of North Carolina at Chapel Hill (1985); an M.A. in developmental psychology from La Sorbonne, Paris, France (1989); and a Ph.D. in Child Development and Family Relationships from the University of Texas at Austin (1997).

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Christine Latulippe Norwich University

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Dr. Christine Latulippe is a Professor of Mathematics at Norwich University, and the Associate Dean of the College of Science and Mathematics. She received her B.A. in Pure Mathematics from Sonoma State University, her M.Ed. in Special Education, Hearing Impaired from Lewis and Clark College, and her Ph.D. in Mathematics with a Math Education Emphasis from Montana State University. Christine has experience teaching a variety of undergraduate-level courses, including mathematics content and teaching methods for preservice elementary school teachers, introductory statistics, and the history of mathematics. Christine’s research interests center around teacher professional development, assessment, and teacher preparation. Outside of the classroom, Christine enjoys reading, spending time with her family, and sending snail mail.

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Joe Latulippe Norwich University

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Dr. Joe Latulippe is an Associate Professor of Mathematics and the Academic Advising Coordinator at Norwich University. His research focuses on better understanding how Alzheimer’s disease affects synaptic transmission between neurons in the brain by utilizing mathematical models to study calcium regulation in Alzheimer’s disease environments. His research has been funded by the Vermont Genetics Network and he has published in several academic journals. He is also interested in the Scholarship of Teaching and Learning.

He earned a Ph.D. and M.S. in Mathematics from Montana State University and a BS in Applied Mathematics from Sonoma State University.

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Abstract

Norwich University, a private military college that serves both civilian and Corps of Cadets students, secured an NSF S-STEM award to develop a program to attract and retain highly talented, low-income students. Norwich recognizes that students who enter college with less experience in mathematics are less likely to graduate with a degree in a STEM discipline. With that in mind, the project aims to measure the benefits of corequisite implementation of precalculus and calculus to help students complete the required calculus sequence by the end of their first year. In the first year of the study, 35 engineering students among 72 total STEM students that placed into precalculus by an institutional math placement exam were randomly placed into precalculus or a pilot calculus course with precalculus review. The content, delivery, and outcomes of the first semester offering of the corequisite implementation of precalculus and calculus will be discussed. The short term success of the course using survey results, DFW rates, and retention in engineering will be examined.

Olsen, D. M., & Beth, A. D., & Burd , M. B., & Latulippe, C., & Latulippe, J. (2021, July), Promoting Success of Undergraduate Engineering Students Through Curricular Improvements in First-year Mathematics Courses Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37617

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