Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
MARKET EVALUATION
SURVEYING
DATA ANALYSIS
BENCHMARKING
ORGANIZATIONAL STRATEGY
HANOVER RESEARCH
SEPTEMBER 2011
Moore, C. and N. Shulock. Student Progress Toward Degree Completion: Lessons from the Research
Literature. Institute for Higher Education Leadership & Policy. September 2009. p. 4.
http://www.csus.edu/ihelp/PDFs/R_Student_Progress_Toward_Degree_Completion.pdf
2 Herzog, S. Measuring Determinants of Student Return vs. Transfer vs. Stopout vs. Dropout: A First-toSecond Year Analysis of New Freshmen. Paper presented to the California Association for Institutional
Research. November 2003. http://www.cair.org/conferences/CAIR2003/SergeHerzogBPComp.pdf
Note that a version of this study was also published in Research in Higher Education in 2005.
3 Gilmer, T.C. An Understanding of the Improved Grades, Retention, and Graduation Rates of STEM Majors
at the Academic Investment in Math and Science (AIMS) Program of Bowling Green State University.
Journal of STEM Education. 2007. http://www.bgsu.edu/downloads/provost/file49754.pdf
4 Ibid. p. 18.
1
HANOVER RESEARCH
SEPTEMBER 2011
This report focuses on institutional efforts to combat the potential loss of students
those who are either dropping out of STEM majors or dropping out of college
entirely particularly through improving their performance in foundational
mathematics courses. In the first section of the report, we provide an overview of
innovative practices designed to support college math performance. This information
is drawn both from research literature on the topic as well as institutional examples
(particularly examples of institutions that have received National Science Foundation
funding in support of their efforts). The second section of the report provides
additional detailed profiles of specific college math support initiatives.
Key Findings
Below we provide a brief overview of the findings of our research.
A general trend that emerged from our review of institutional practices to
improve student performance in math courses is a movement away from
lecture-based teaching methods and toward student-centered learning.
Such practices promote active, cooperative, and inductive learning among
students, as opposed to the more passive learning that typically takes place in
the context of a lecture.
Many institutions have found that the integration of technology and
mathematics instruction, particularly through the use of interactive math
software, provides an effective means of engaging students with course
material. Instructional software packages such as ALEKS, Hawkes Learning
Systems, WileyPlus, and MyMathLab, allow students to work through
problems, receive immediate feedback on their progress, and follow guided
solutions if they are unable to find the right answer.
An innovative way of using interactive math software is through the
emporium model. Under this model, the bulk of instruction and learning
takes place in a math computer lab, as lectures are exchanged for
individual and small group work activities.
Another student-centered learning approach peer-led team learning (PLTL)
typically involves the use of small group workshops associated with
specific courses and guided by trained peer leaders. During the
workshops, students work together to complete challenging problems
developed by faculty. The workshops are often a required part of the course
and offer a supportive environment, where students can ask questions and
engage in discussion.
Supplemental instruction (SI) represents another form of student-centered,
collaborative instruction and learning through the provision of non-remedial
HANOVER RESEARCH
SEPTEMBER 2011
HANOVER RESEARCH
SEPTEMBER 2011
Note that the first three practices are strong examples of student-centered learning
approaches, a concept we discuss briefly below.
Student-Centered Learning Approaches
One broad trend that emerged from our review of practices to improve student
performance in math courses is a movement away from lecture-based teaching
methods and toward student-centered learning. Richard Felder, a professor
emeritus of chemical engineering at North Carolina State University who has written
extensively on teaching effectiveness, describes student-centered learning as
including:
Active learning in which students solve problems, answer questions,
formulate questions of their own, discuss, explain, debate, or brainstorm
during class
Cooperative learning in which students work in teams on problems and
projects under conditions that ensure both positive interdependence and
individual accountability
HANOVER RESEARCH
SEPTEMBER 2011
HANOVER RESEARCH
SEPTEMBER 2011
do not spend enough time with the material, and this is why they fail at a very high
rate. 9
Many institutions have found that the integration of technology and mathematics
instruction, particularly through the use of interactive math software, provides an
effective means of combating this issue. Instructional software packages such as
ALEKS, 10 Hawkes Learning Systems, 11 WileyPlus, 12 and MyMathLab 13 allow
students to work through problems, receive immediate feedback on their progress,
and follow guided solutions if they are unable to find the right answer. These
programs typically feature a variety of learning components including interactive
tutorials, computational exercises, videos, practice exercises, and online quizzes,
appealing to students with a wide range of learning styles. 14
Next, the self-paced nature of instructional math programs also helps alleviate
potential student boredom with material they have already mastered. In a traditional
lecture-based course, everyone moves at the same pace. Instructional software
includes diagnostic assessments that allow for the development of personalized study
plans. Students who have mastered material may move ahead, while students who
are having difficulty with a topic may take more time to practice certain concepts.
Further, when students encounter problems with the material, assistance is usually
nearby. Universities using interactive math software will often encourage student
collaboration through the arrangement of pods in computer labs (four to six
computer stations in close proximity to each other) and often staff the labs with
instructors, teaching assistants, and peer tutors. 15
Most fundamentally, NCAT emphasizes that the use of interactive mathematics
software requires students to work through math problems. Commenting on
the success of Virginia Techs introduction of interactive mathematics software as a
part of its Math Emporium model (discussed below), former math department chair
John Rossi states, I hate to use jargon but I think its active learning. We are
forcing them to do the work. If they dont do the work, theyll flunk. Its not like
sitting in the back of a class of 500 and doing your email. 16
Twigg, C.A. The Math Emporium: Higher Educations Silver Bullet. Change: The Magazine of Higher Learning.
May-June 2011. http://www.changemag.org/Archives/Back%20Issues/2011/May-June%202011/mathemporium-full.html
10 ALEKS. http://www.aleks.com/
11 Hawkes Learning Systems. http://www.hawkeslearning.com/
12 WileyPlus. https://www.wileyplus.com/WileyCDA/
13 MyMathLab. http://www.mymathlab.com/
14 Twigg, op. cit.
15 Ibid.
16 Mills, K. Math Emporium The Use of Technology has Changed the Way Virginia Techs Introductory
Math Courses are Taught. National CrossTalk. Winter 2005.
http://www.highereducation.org/crosstalk/ct0105/news0105-virginia.shtml
9
HANOVER RESEARCH
SEPTEMBER 2011
HANOVER RESEARCH
SEPTEMBER 2011
HANOVER RESEARCH
SEPTEMBER 2011
hours a day. 27 Seven courses are taught through the Math Emporium,
including Elementary Calculus with Trigonometry, Elementary Calculus I,
Linear Algebra, and Elementary Calculus with Matrices, among others. 28
Instructor-led Individual Course Help Sessions for each of these courses are
available throughout the week. 29
Partly following the Virginia Tech example, the University of Alabama
redesigned its Intermediate Algebra course in 2000 to create a studentcentered, computer-assisted, self-paced tutorial course structure that
allowed the individual student to focus precisely on his or her questions
and difficulties. 30 Passive, lecture-based instruction in the traditional
classroom was shifted to active student learning in the Mathematics
Technology Learning Center (MTLC), 31 the University of Alabamas version
of Virginia Techs Math Emporium. The new course featured 2.5 hours of
work in the MTLC and 30 minutes of group work sessions. The course was
coordinated by a faculty member and supported by instructors/graduate
teaching assistants and undergraduate peer tutors. 32 Following
implementation, the university witnessed improved grades in the course,
stronger student performances in subsequent courses (compared to students
who did not take part in the redesigned course), and high student satisfaction
ratings. 33
Today, Intermediate Algebra, in addition to a number of other courses, is
delivered through MyMathLab software and is conducted in the MTLC.
While described as a computer-based course it appears that class meetings
are held once a week. In terms of lab attendance, interestingly, students who
score below a minimum of 75 percent on any assignment including
homework, quizzes, or tests in a particular week are required to spend
at least four hours working in the MTLC the following week. The hours
may be completed at the students convenience, but must be accrued between
Sunday and Friday of that week. If students achieve above 75 percent in all
assignments that week, they are not required to spend this time in lab. 34
Welcome to the Virginia Tech Math Emporium. Virginia Tech.
http://www.emporium.vt.edu/emporium/home.html
28 Math Emporium Course Info. Virginia Tech. http://www.emporium.vt.edu/emporium/courseinfo.html
29 Math Emporium Individual Course Help Sessions. Virginia Tech.
http://www.emporium.vt.edu/emporium/helpsessions.html
30 Program in Course Redesign The University of Alabama. The National Center for Academic
Transformation. http://www.thencat.org/PCR/R2/UA/UA_Overview.htm
31 Mathematics Technology Learning Center. University of Alabama. http://mtlc.ua.edu/
32 Ibid.
33 Impact on Students The University of Alabama. The National Center for Academic Transformation.
http://www.thencat.org/PCR/R2/UA/UA_FR1.htm
34 Welcome to the MTLC MATH 100 Fall 2011. University of Alabama. http://mtlc.ua.edu/wpcontent/uploads/2011/08/Ma100_Fall_2011.ppt
27
10
HANOVER RESEARCH
SEPTEMBER 2011
11
HANOVER RESEARCH
SEPTEMBER 2011
12
HANOVER RESEARCH
SEPTEMBER 2011
13
HANOVER RESEARCH
SEPTEMBER 2011
14
HANOVER RESEARCH
SEPTEMBER 2011
15
HANOVER RESEARCH
SEPTEMBER 2011
16
HANOVER RESEARCH
SEPTEMBER 2011
Complex Numbers
Sinusoids and Harmonic Signals
Systems of Equations and Matrices
Basics of Differentiation
Basics of Integration
Linear Differential Equations with Constant Coefficients 60
It should be noted that EGR 101 is not a replacement for the calculus sequence.
Under the model, students take EGR 101 in the fall of their first year and proceed to
Calculus I after completing the course. The remaining required calculus courses are
taken during the sophomore and junior years. Further, as EGR 101 is the only
required math course for entering sophomore-year engineering courses, students who
do not pass Calculus I immediately may still proceed in their engineering courses
while retaking the math course.
For students entering the university unprepared for EGR 101 those who have not
completed trigonometry the university developed EGR 100: Preparatory
Mathematics for Engineering and Computer Science. The course covers high
school math subjects through trigonometry and presents the topics in terms of
their applications to engineering and computer sciences. Beyond this, the EGR
101 course is available each quarter, so students can get on track to proceed through
the engineering curriculum directly after taking the trigonometry-based prerequisite. 61
WSU witnessed impressive results following the introduction of the model. Firstyear retention in engineering increased from 68.0 percent in the four years prior
to the model to 78.3 percent following model implementation. Additionally,
students who participated in the EGR 101 course performed better in Calculus
I 89 percent of those who completed EGR 101 earned a grade of C or higher,
compared to 60 percent of non-participants. 62
Providing another indicator of the programs success, funding under the NSF Course
Curriculum and Laboratory Improvement (CCLI) Program was granted to support
the expansion of the model to 15 institutions (including universities, as well as
community colleges and one school district). Universities adopting the model
included California Baptist University, University of Texas at El Paso, University of
Toledo, Oklahoma State University, University of Cincinnati, and University of San
Diego, among others. 63
Ibid., p. 3-4.
Ibid., p. 7.
62 Ibid., p. 6-7.
63 Ibid., p. 9
60
61
17
HANOVER RESEARCH
SEPTEMBER 2011
18
HANOVER RESEARCH
SEPTEMBER 2011
Component
Morning
Mathematics
Classes
Student Success
Seminars
Summer Science
Engineering Lab
(SSEL)
Supplemental
Instruction
Description
Classes are offered in algebra, pre-calculus, and calculus students take
a placement test that determines which course they will take. Students
successfully completing a course will receive three credits and may
proceed to the next course in the sequence at the start of the fall semester.
Held during the mid-morning hours, these workshops cover issues such as
time-management, study and test-taking strategies, stress management,
career development, diversity, and health awareness.
Students work on projects in a variety of disciplines including mathematics,
physics, engineering, astronomy, meteorology, and geology. Students
develop written reports and give presentations on their projects.
As a secondary component of the SSEL, students visit science labs and
research facilities, such as NASA, the National Institute of Standards and
Technology, W.L. Gore & Associates, and a number of University of
Maryland research centers.
University of Maryland students majoring in STEM fields provide peer-led
tutoring to summer bridge participants, helping them work through
problems related to their math courses.
In the fall semester following completion of the program, students enroll in a onecredit Leadership and Scholarship, the Bridge to Effective Citizenship seminar.
The content of the seminar focuses on leadership philosophies and practices, while
also acting as another support in helping STEM students transition into college by
addressing academic, career, and personal development strategies. 67
While an evaluation of the program was unavailable, a news item from the university
indicates that 2011 was the 27th year of the programs operation, suggesting that the
program is well-established at the university. 68
19
HANOVER RESEARCH
SEPTEMBER 2011
Case Studies
Below we provide four case studies of institutions that have adopted multiple
approaches to improving the performance of students in foundational mathematics
courses. As illustrated throughout the profiles, many of these institutions have
implemented practices highlighted in the previous section of this report. As seen
below, an additional innovative practice not directly discussed previously is featured
Washington State Universitys restructuring of its precalculus course sequence. Note
that while some of these practices are situated within broader STEM support
initiatives, we primarily focus only on those practices most relevant to our current
project improving student performance in mathematics.
University of South Florida
The University of South Florida (USF) provides a strong example of an institution
that has taken a multi-pronged approach to improving the performance of its
students in foundational mathematics courses. Further, in support of its efforts, the
university has received funding from the NSF. 69 USF undertook this initiative after
identifying low graduation rates among students studying in STEM fields as
compared to students in other fields. In fact, the university found that six-year
graduation rates among STEM majors were below 60 percent, while students
majoring in business, nursing, and education exhibited graduation rates over 80
percent. USF identified foundational science and math courses as a source of this
problem, noting that students often change their major before even taking a class in
it, due to loss of motivation in basic science and math courses and failure to see the
relevance to their major. 70
Focusing on calculus in particular, the university found that, on average, only 55
percent of students were passing Engineering Calculus I, II, and III, and Life
Sciences Calculus I and II. In order to remedy this situation, USF set out to redesign
the curricula and sequencing of these foundational calculus courses through the
implementation of three practices: project-based calculus instruction, peer
leading, and introduction of a STEM Mart. All three are discussed below.
Project-Based Calculus Instruction
Providing an example of curriculum redesign, USF introduced bridge projects
into Engineering Calculus II and III and Life Sciences Calculus II. This gave
students the choice to complete a project rather than take a final exam. Students
Award Abstract #0756847 A STEP to Grow in Science-Engineering-Mathematics Undergraduate
Degrees. National Science Foundation.
http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=0756847
70 A STEP to Grow in Science-Engineering-Mathematics Undergraduate Degrees. University of South
Florida. 2010. http://www.math.usf.edu/data/nsf2010.ppt
69
20
HANOVER RESEARCH
SEPTEMBER 2011
Description
Completed before class. Includes practice with algebra, often a
missing skill. At the beginning of every peer-led session, there
is a short quiz based on this pre-assignment and the previous
weeks activity.
Students work in groups of four. Each student has a different
role (manager, recorder, spokesperson, and strategy analyst),
and these roles rotate each week.
Groups work on discovery activities, structured to include
discovery of a concept, concept formulation, and then concept
application. The peer leader facilitates classroom discussions
and provides support where difficulties occur.
Students summarize what they have learned and reflect on
learning strategies that were or were not effective.
Similar to its use of project-based instruction, the university reports that students
engaging in peer-led activities exhibited higher calculus pass rates (Life
Sciences Calculus I and Engineering Calculus I) than students that did not participate
in the activities.
71
72
Ibid.
Ibid. Reproduced with slight modification from source.
21
HANOVER RESEARCH
SEPTEMBER 2011
STEM Mart
Finally, the university offers a STEM Mart, where undergraduate tutors provide
peer support in a one-stop tutoring lab. Assistance is provided in calculus, as
well as basic courses in chemistry, physics, and biology. The STEM Mart offers
evening and weekend hours for students convenience. 73 Students interested in
tutoring are required to submit an application detailing their performance in specific
calculus courses, as well as any other relevant math, science, or engineering courses
and names of professors who can attest to the students proficiency in calculus and
the other relevant subjects. Prospective tutors may also be asked to interview for the
position. Selections are made based on the needs of the tutoring program. 74
Washington State University
In 2009, Washington State University issued a memorandum to academic advisors
regarding changes in its mathematics curricula, sequencing, and placement. Among
other initiatives the document describes an Alternate Precalculus Pathway. The
description begins with the following:
Precalculus is a gateway course into science, technology, engineering, and
mathematics (STEM) majors, yet many students are unsuccessful in their first
(or second or even third) attempt to pass it. This shatters the goals and
ambitions of students and has serious implications in terms of retention. 75
The document proceeds to explain that mathematics faculty members and graduate
students, as well as members of the Department of Teaching and Learning sought to
understand students difficulties in succeeding in these courses. One of the key
findings of this work was that even when students placed into precalculus using the
current placement system, the background of many of the students was too
fragile to support the pace and rigor expected in the course. 76 In addition to
adjusting the universitys placement system, WSU developed an innovative new
sequence for its foundational math courses. The new sequence is presented in the
table below.
Ibid.
Application for Undergraduate STEM Mart Success Center Tutors. University of South Florida.
http://math.usf.edu/download/STEP-Undergraduate_Application.pdf
75 Mathematics Update for Advisors and Counselors. Washington State University. 2009.
http://vpue.wsu.edu/specialsections/AdvUpdMathematicsUpdateforAdvisorssu09.pdf
76 Ibid.
73
74
22
HANOVER RESEARCH
Course Sequence
Elements
Alternate
Precalculus
Sequence
Precalculus
Safety Net
Calculus
Safety Net
SEPTEMBER 2011
23
HANOVER RESEARCH
SEPTEMBER 2011
relevance to our current report, the university provides the following description of
the program:
It has been well-established that the lack of a solid preparation in
mathematics often can be a deterrent to a students success in a STEM
major. Although we concentrate on all STEM areas across the campus and
each year of a students undergraduate career, mathematics, especially as used
in science and engineering will be a focal point in many of our strategies and
activities, especially for the early undergraduate years. 80
In line with this description, here we examine two elements of the initiative: a
bootcamp and the use of interactive math software.
Bootcamp
Beginning with the bootcamp, students considering study in a STEM discipline are
invited to participate in a two-week refresher seminar designed to boost precalculus skills, demonstrate links between math, science, and engineering,
and broaden knowledge of career opportunities in STEM fields. 81 According
to an evaluation report of the bootcamp by University of Memphis faculty, the
primary goals of the activity are to:
Improve math skills needed to succeed in Calculus I and other STEM courses
Help students prepare for college by offering degree-related information and
social networking opportunities
Increase awareness and interest in STEM careers, including computer science
and computer engineering
Demonstrate connections among mathematics, science, and engineering 82
The aforementioned evaluation report provides details of the August 2009 bootcamp.
The authors explain that the program was offered over the course of ten days and
comprised 20 morning and afternoon sessions. The sessions were led by faculty
members from various STEM departments (including Mathematical Sciences,
Computer Science, Electrical and Computer Engineering, among others). Each
session included a 75-minute lecture by the faculty member, followed by another
75-minute practice session featuring collaborative work among students on
problems related to the lecture. University of Memphis STEM majors served as
assistants, working with students during the practice sessions. 83
MemphiSTEP: A STEM Talent Expansion Program at the University of Memphis. University of
Memphis. http://www.memphis.edu/memphistem/pdfs/Final_Year_3_MemphiSTEM_Poster.pdf
81 Ibid.
82 Best, R.M., et al., Math Bridge Bootcamp: A Strategy for Facilitating Undergraduate Success in STEM
Courses. University of Memphis.
http://stepcentral.net/media/uploads/forums/2011/06/20/Math_Bridge_Bootcamp_2010.pdf
83 Ibid., p. 2.
80
24
HANOVER RESEARCH
SEPTEMBER 2011
Ibid., p. 5.
MemphiSTEP: A STEM Talent Expansion Program at the University of Memphis. op. cit.
25
HANOVER RESEARCH
SEPTEMBER 2011
26
HANOVER RESEARCH
SEPTEMBER 2011
are now available online and offer examples of exercises that could be used during a
PLTL session. 88
The faculty members also discuss the selection and training of peer leaders. In order
to initially identify students who might be well-suited to leading PLTL sessions,
mathematics instructors were asked to submit the names of students who had been
successful in Calculus I courses and who they thought would have good leadership
abilities. These students were then asked to attend an information session and submit
an application to become a leader.
The chosen peer leaders were required to attend weekly training sessions. Each
session began with a discussion of the previous PLTL session, allowing leaders an
opportunity to share successful approaches, gather suggestions for ways to deal
with problems, and provide any feedback that could be used to improve the
next section. Next, leaders were asked to discuss chapters from the book, Peer-Led
Team Leading: A Handbook for Team Leaders, 89 which provide guidance on leadership.
Finally, training sessions provided time to work through the upcoming PLTL session.
One of the instructors would take on the role of a peer leader, while the actual peer
leaders would act as calculus students. In addition to providing a preview of how the
session would be conducted, this exercise provided a basis for peer leaders to ask
additional questions regarding how best to approach a topic. Beyond the trainings,
peer leaders would submit journal entries discussing how students received each
PLTL session, the level of difficulty of the material, and questions about how to
address any situations that arose during the session. 90
Reflecting on the implementation of the PLTL approach, the faculty members
expressed positive impressions of its value. They noted improved student attitudes
toward math, as well as increased opportunities for active learning among students.
In terms of the experience of peer leaders, they found that these students were able
to solidify their knowledge of calculus, found new approaches to student
learning, and gained some experience with teaching. Faculty members indicated
that they enjoyed working with the peer leaders during weekly leader training
meetings, allowing for contact with a highly motivated group of students interested in
math. The only drawback highlighted by the faculty members was the loss of a class
meeting with students the Calculus I course previously met four times a week but
one meeting was replaced by the PLTL session. 91
27
HANOVER RESEARCH
SEPTEMBER 2011
Caveat
The publisher and authors have used their best efforts in preparing this brief. The
publisher and authors make no representations or warranties with respect to the
accuracy or completeness of the contents of this brief and specifically disclaim any
implied warranties of fitness for a particular purpose. There are no warranties which
extend beyond the descriptions contained in this paragraph. No warranty may be
created or extended by representatives of Hanover Research or its marketing
materials. The accuracy and completeness of the information provided herein and
the opinions stated herein are not guaranteed or warranted to produce any particular
results, and the advice and strategies contained herein may not be suitable for every
member. Neither the publisher nor the authors shall be liable for any loss of profit or
any other commercial damages, including but not limited to special, incidental,
consequential, or other damages. Moreover, Hanover Research is not engaged in
rendering legal, accounting, or other professional services. Members requiring such
services are advised to consult an appropriate professional.
28