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Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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Creating Corpus-Informed Materials for the English as a Foreign Language Classroom: A step-by-step guide for (trainee) teachers using online resources ...
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Creating Corpus-Informed Materials for the English as a Foreign Language Classroom: A step-by-step guide for (trainee) teachers using online resources ...
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Bilingual Baobab Poster in Ju|'hoansi and English (embedded audio) ...
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Bilingual Baobab Poster in Ju|'hoansi and English (embedded audio) ...
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Plant poster: Baobab (Bilingual Ju|'hoansi and English with embedded audio) ...
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Plant poster: Baobab (Bilingual Ju|'hoansi and English with embedded audio) ...
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ВИДЕО КАК СРЕДСТВО ПОЛУЧЕНИЯ ЛЕКСИЧЕСКИХ НАВЫКОВ НА УРОКЕ АНГЛИЙСКОГО ЯЗЫКА ... : VIDEO AS A MEANS OF GENERATING LEXICAL SKILLS IN AN ENGLISH LESSON ...
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Is a Picture Worth a Thousand Words? Effectiveness of iPad Technology in Preclinical Dental Laboratory Courses
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In: Publisher (2019)
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SiL-Levumi - Tests der Leseflüssigkeit zur Lernverlaufsdiagnostik - "Silben lesen" der Onlineplattform www.levumi.de ... : Reading Speed Measure on www.levumi.de/ ...
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Aprendizagem ativa : construindo materiais educacionais digitais com os estudantes
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How recorded audio-visual feedback can improve academic language support
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Evaluating an educational innovation: professional development in CALL at the tertiary level in Vietnam
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Teachers' appraisals of adjectives relating to mathematics tasks
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Recuperando la simpleza- el poder del menos
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In: ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens (2018)
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| 18 |
Creating a frequency dictionary of spoken Hebrew : a reproducible use of technology to overcome scarcity of data
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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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| 20 |
Testing Our Assumptions: The Role of First Course Grade and Course Level in Mathematics and English
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In: Materials Science and Engineering Faculty Publications and Presentations (2017)
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