Transitioning Learners to Calculus in Community Colleges (TLC3)
Transitioning Learners to Calculus in Community Colleges (TLC3) is a
research project aimed at transforming institutional approaches to
matriculating STEM majors into and through Calculus II in community
colleges. This Institutional and Community Transformation Development
and Implementation project focuses on the 948 public associate
degree-granting institutions (hereafter referred to as community
colleges) in the nation. Please visit our TLC3 project website or learn more from a recent project update sent to members of AMATYC (American Mathematical Association of Two-Year Colleges).
Non-Tenure Track Faculty in Precollege Mathematics Reform
Efforts to improve precollege mathematics hinge on engaging and supporting non-tenure track faculty (also called part-time or adjunct). Our research examined strategies and incentives developed to engage non-tenure track faculty in three community college mathematics departments that participated in the Re-Thinking Precollege Mathematics grant (2009-2012) funded in part by the Gates Foundation. Learn More
Successful Programs in Calculus I in Community Colleges
Calculus I is a key piece of the nation's STEM pipeline and is the focus of the Mathematical Association of America's Characteristics of Successful Programs in College Calculus [CSPCC]. This research involved a national and case-studies of 18 programs identified as having successful Calculus 1 programs, including four community colleges, with the goal of understanding what makes these programs successful. AMATYC 2014 Presentation Learn More
Embedded Mathematics Remediation The Math You Need, When You Need It [TMYN] is an NSF funded project to develop and implement online tutorials to teach students the mathematics they need to succeed in introductory geoscience courses. Our research focuses on evaluating the effectiveness of the online learning modules, understanding how to effectively engage students in online learning modules, and exploring online remediation as an alternative to requiring prerequisite mathematics courses. Learn More Student Veterans' Transition to Higher Education Student veterans are entering higher education at increasing rates. Drawing from data collected during a "Math Bootcamp" designed specifically for student veterans, this evaluation research has implications for designing effective transition curriculum in mathematics for student veterans. Learn More
Basic Skills Students' Transition to Higher Education
Transitioning students from basic-skills curriculum into degree pathways is of national importance. This research used The Washington State Student Achievement Initiative database [SAI] to explore the transition pathways and persistence of basic skills student to college courses through I-BEST [Integrating Basic Education and Skills Training] or other college programs.Learn More
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