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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
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In: Mathematics Faculty Publications and Presentations (2017)
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Abstract:
Boise State University (BSU) implemented an across-the-board reform of calculus instruction during the 2014 calendar year. The details of the reform, described elsewhere (Bullock, 2015), (Bullock 2016), involve both pedagogical and curricular reform. Gains from the project have included a jump in Calculus I pass rate, greater student engagement, greater instructor satisfaction, a shift toward active learning pedagogies, and the emergence of a strong collaborative teaching community. This paper examines the effects of the reform on student retention. Since the curricular reform involved pruning some content and altering course outcomes, which could conceivably have negative downstream impacts, we report on student success in post-requisite mathematics and engineering coursework. To explore the effects of the Calculus reform on retention we focused on whether or not students are retained at the university immediately subsequent to the year in which they encounter Calculus I. We divided 3002 student records into two groups: those who encountered the new version of Calculus and those who had the traditional experience. We then compared retention rates for the two groups. We found that the new Calculus course improved retention (relative to the old) by 3.4 percentage points; a modest, but statistically significant (p = 0.020) result. University retention rates for women, under-represented minorities (URM), and Pell-eligible students were also computed. All three subgroups showed gains, with URM leading with 6.3 percentage points of improved retention (p = 0.107) We then considered retention within STEM as a measure of how the Calculus reform influenced students. For the same groups of students, we computed the rate at which STEM majors were retained in STEM. Once again we found a modest overall gain of 3.3 percentage points (p = .078). We found strong effects on women and underrepresented minorities (URM). The new Calculus course improved retention for both of these groups by more than 9 percentage points, a large effect. At this university, under the old Calculus, women used to lag men in STEM retention by about 8 percentage points. After the Calculus reform this gap nearly vanished, shrinking to 0.5 percentage points. Under the old Calculus, STEM retention of URM students used to lag that of non-URM. After the Calculus reform the gap flipped, so that underrepresented minority students are now retained in STEM at higher rates than non-URM. As a final result we examined student success in courses that typically follow Calculus I. Here the metric is pass rate, and we compared pass rates between the students who took the new Calculus against those who took the old. For additional comparison we also included students who transferred into post-Calculus course work. Once again the reformed Calculus course led to better results.
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Keyword:
and Multicultural Education; and Research; Bilingual; diversity; Educational Assessment; Engineering Education; Evaluation; Materials Science; Mathematics; Multilingual; Women's Studies
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1196&context=math_facpubs
https://scholarworks.boisestate.edu/math_facpubs/196
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| 2 |
Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process
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| 3 |
The meaning of ποικίλος in Greek inscriptions ; El significado de ποικίλος en las inscripciones griegas
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Mother-tongue diversity in the foreign language classroom: perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university.
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In: Bruen, Jennifer orcid:0000-0002-9279-2978 and Kelly, Niamh (2017) Mother-tongue diversity in the foreign language classroom: perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university. Language Learning in Higher Education, 7 (2). ISSN 2191-6128 (2017)
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Experiences of Underrepresented Minorities in Doctoral Nursing Programs at Predominantly White Universities
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In: Gregory, Linda Darlene. (2017). Experiences of Underrepresented Minorities in Doctoral Nursing Programs at Predominantly White Universities. UC San Francisco: Nursing. Retrieved from: http://www.escholarship.org/uc/item/9799r7rg (2017)
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Interview with the Chicana Motherwork Collective
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In: Gómez, Isabel. (2017). Interview with the Chicana Motherwork Collective. Mester, 45(1). Retrieved from: http://www.escholarship.org/uc/item/7t11f55k (2017)
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| 7 |
Crowdsourcing for Transnational Texts
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In: The Eighth International Conference on the State of Mark Twain Studies :The Place of Mark Twain in Digital Humanities ; https://hal.archives-ouvertes.fr/hal-01618431 ; The Eighth International Conference on the State of Mark Twain Studies :The Place of Mark Twain in Digital Humanities, Aug 2017, New York, United States ; http://marktwainstudies.com/wp-content/uploads/2016/05/Schedule-for-Website-1.6.pdf (2017)
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Proceedings of the workshop "Linguistic diversity and NLP - DiLiTAL" ; Actes de l'atelier « Diversité Linguistique et TAL » (DiLiTAL 2017)
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In: https://halshs.archives-ouvertes.fr/halshs-01541153 ; France. 2017 (2017)
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| 9 |
Preservice Teacher Training for Diversity: A Research Project Based on anIntercultural Course
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In: III International Colloquium on Languages and Cultures in School and Society ; https://hal.univ-lorraine.fr/hal-02488564 ; III International Colloquium on Languages and Cultures in School and Society, Loyola Marymount University School of Education, Los Angeles California, Jul 2017, Soria, Spain. pp.17-24 ; http://digitalcommons.lmu.edu/internationalcolloquium/2/ (2017)
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| 10 |
A proposito della diversità: essere alunni sud-asiatici nella società italiana ...
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Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
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| 12 |
Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159 (2017)
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| 13 |
El discurso sobre las lenguas en El País: un análisis de las ideologías lingüísticas en la columna semanal Brou de llengua
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Tacke, Felix. - : Les Éditions de l'Université de Sherbrooke (ÉDUS), 2017. : Érudit, 2017
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| 14 |
In their own words. Factors impacting on the higher education (HE) experiences of black and minority ethnic (BME) students in Ireland
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| 15 |
Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups
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| 16 |
« Nous parlons la même langue » : les BRICS à l’épreuve de leur diversité linguistique ; “We speak the same language”: the BRICS coming to terms with their linguistic diversity
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In: Hermès [ISSN 0767-9513], Les BRICS, un espace ignoré, 2017, 79, p. 208 (2017)
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What’s the Difference With “Difference”? Equity, Communication, and the Politics of Difference
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In: International Journal of Communication; Vol 11 (2017); 21 ; 1932-8036 (2017)
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| 18 |
“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society
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In: School of Social Work Faculty Publications and Presentations (2017)
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| 19 |
The Power of Languages: Linguistic Discourse on Migration and Cultural Diversity
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In: World Languages and Literatures Faculty Publications and Presentations (2017)
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