Brief Report: Characteristics of Precalculus Through Calculus 2 Programs: Insights From a National Census Survey

2019 ◽  
Vol 50 (1) ◽  
pp. 98-111 ◽  
Author(s):  
Chris Rasmussen ◽  
Naneh Apkarian ◽  
Jessica Ellis Hagman ◽  
Estrella Johnson ◽  
Sean Larsen ◽  
...  
Keyword(s):  
United States ◽  
Student Success ◽  
The United States ◽  
Graduate Degree ◽  
Mathematics Courses ◽  
Stem Majors ◽  
Mathematics Departments ◽  
Introductory Mathematics ◽  
Support Students ◽  
Students Success

We present findings from a recently completed census survey of all mathematics departments in the United States that offer a graduate degree in mathematics. The census survey is part of a larger project investigating institutional features that influence student success in the introductory mathematics courses that are required of most STEM majors in the United States. We report the viewpoints of departments about characteristics shown to support students' success as well as the extent to which these characteristics are being implemented in programs across the country. We conclude with a discussion of areas where we see the potential for growth and further improvement.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

An Analysis of Mathematics Requirements and Recommendations for Admission to PhD Programs in Economics

2017 ◽  
Vol 63 (1) ◽  
pp. 110-114
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Research Council ◽  
Academic Research ◽  
National Research Council ◽  
The United States ◽  
Prospective Students ◽  
Research Activity ◽  
Mathematics Courses ◽  
Phd Programs ◽  
Jel Classifications

This article presents an analysis of the mathematics course requirements and recommendations for prospective students seeking entry into economics PhD programs in the United States. We find that applicants must complete seven mathematics courses to safely assume that they have enough math credits for admission to most programs. Using National Research Council (NRC) rankings of economics departments according to the level of research activity, we find no strong evidence that the mathematics courses required and recommended are dependent upon the level of academic research conducted by the faculty in the respective PhD programs. JEL Classifications: A22, A23

Mathematical Approaches and Strategies

2016 ◽  
pp. 145-169
Author(s):  
Lorelei R. Coddington
Keyword(s):  
United States ◽  
Student Performance ◽  
Mathematics Teachers ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
The United States ◽  
Inclusive Classroom ◽  
Learning Mathematics ◽  
Improve Student Performance ◽  
Support Students

Recent shifts in standards of instruction in the United States call for a balance between conceptual and procedural types of teaching and learning. With this shift, an emphasis has also been placed on ensuring teachers have the knowledge and tools to support students to improve student performance. Since many struggle in learning mathematics, teachers need practical ways to support students while also building their conceptual knowledge. Research has highlighted many promising approaches and strategies that can differentiate instruction and provide needed support. This chapter highlights various examples found in the research and explains how the approaches and strategies can be used to maximize student learning in the inclusive classroom.

scholarly journals Accounting for Student Success: Academic and Stakeholder Perspectives That Have Shaped the Discourse on Student Success in the United States

2018 ◽  
Vol 7 (1) ◽  
pp. 150-173 ◽  
Author(s):  
Victor M. H. Borden ◽  
Gretchen C. Holthaus
Keyword(s):  
United States ◽  
Student Success ◽  
21St Century ◽  
Extended Family ◽  
College Education ◽  
The United States ◽  
Research Literature ◽  
Time To Degree ◽  
Early 21St Century ◽  
Stakeholder Perspectives

Abstract The meaning of student success differs according to the goals, interests and roles among prospective students, their parents and extended family, educators, scholars, employers, legislators and other stakeholders. Despite this wide variation, accountability for student success has been mostly equated with readily available measures like degree completion rates, time to degree and credit accumulation. Recently, especially in the United States, where the student assumes a large cost burden for attending college, interest has increased regarding the amount of debt incurred and the employment and wages obtained post-graduation to enable students to pay off that debt. There are many from within and outside the academy who criticize these simplistic measures of student success and seek evidence about how a college education develops students intellectually and morally, preparing them to lead lives as productive citizens and members of the 21st Century workforce. In this article, we review the key concepts of student success that have emerged from the U.S. higher education research literature, as well as major U.S. policy initiatives related to improving student success. The purpose of this analysis is to develop an organizing framework that enables scholars and policy makers to place their work within a broader context as related to the discourse on student success in the early 21st Century, especially within the United States, but with increasingly common elements internationally.

Undergraduate Mathematics Courses Required and Recommended for Admission to Economics PhD Programs in the United States

2016 ◽  
Vol 62 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Martin Milkman ◽  
Riza Marjadi
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Undergraduate Level ◽  
Admissions Criteria ◽  
Phd Programs ◽  
Phd Program

This note presents a list of mathematics courses, normally taken at the undergraduate level, which are required or recommended as part of the admissions criteria for all economics PhD programs in the United States. The data in this note were gathered through a survey of PhD program directors, retrieval of data from PhD program websites, and personal conversations with PhD program directors in the United States. All of the data were collected during the spring and summer of 2016.

Should the U.S. Emulate Singapore's Education System to Achieve Singapore's Success in the TIMSS?

2000 ◽  
Vol 5 (6) ◽  
pp. 345-347
Author(s):  
Ramakrishnan Menon
Keyword(s):  
United States ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Eighth Graders ◽  
The United States ◽  
Asian Countries ◽  
Mathematics Teaching And Learning ◽  
Students Success ◽  
The U.S

Since the release of the timss results, a call has been issued to emulate the curriculum, if not the educational practices, of Asian countries that have done well on the TIMSS. California has even stated that its “new” mathematics curriculum will be fashioned after the “rigorous” Singapore mathematics curriculum. Before endorsing such views, it would be instructive to look at some possible reasons that Singapore's eighth graders performed so well in the TIMSS and some possible implications. I list five possible reasons for Singapore students' success in the eighth-grade TIMSS and ask the reader to reflect on the implications to mathematics teaching and learning in the United States under “Questions to ponder.”

Survey of Developmental Mathematics Courses at Colleges in the United States

1977 ◽  
Vol 1 (4) ◽  
pp. 341-353 ◽  
Author(s):  
James Baldwin ◽  
Alice Berridge ◽  
Carmine Desanto ◽  
Juliana Corn ◽  
Frank Greene
Keyword(s):  
United States ◽  
Developmental Mathematics ◽  
The United States ◽  
Mathematics Courses

scholarly journals Embracing American Indian Ways of Educating: Restoring Culturally Embedded Practices While Building Pathways Towards Student Success

2014 ◽  
Vol 4 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Rose Borunda ◽  
Crystal Martinez-Alire
Keyword(s):  
United States ◽  
Student Success ◽  
American Indian ◽  
Student Learning ◽  
The United States ◽  
Pedagogical Practices ◽  
Indian Culture ◽  
Cultural Traditions ◽  
Cultural Orientations ◽  
K 12

American Indian cultural traditions and practices are presented for their merit in promoting student learning within the K-12 educational system. Spe-cific culturally imbedded practices are provided as examples by which student learning can be enhanced while honoring First Nation’s teaching and learn-ing practices. Five developmental theorists noted in this concept paper speak to pedagogical practices that are in alignment with American Indian cultural orientations and that support their inherent value for application in the classroom. This paper asserts that by valuing and promoting American Indian culture and practices in the K-12 curriculum, that the United States would make greater strides in not only affect-ing the achievement gap, but in taking steps toward equity and achieving social justice goals.

scholarly journals Implementing Strengths-Based Programs for Adult Students

2018 ◽  
Vol 25 (2) ◽  
Author(s):  
Bryon C. Pickens
Keyword(s):  
United States ◽  
Student Success ◽  
Adult Students ◽  
The United States ◽  
Colleges And Universities ◽  
Student Population ◽  
Adult Student ◽  
Interpersonal Needs ◽  
The Impact

The influx of non-traditional aged, adult students into the student population poses a unique opportunity to colleges and universities throughout the United States. The needs of the adult student population differ greatly from their traditional counterparts, suggesting that institutions must adjust and adapt to the increased adult student population. This article presents justification for programs aimed at the interpersonal needs of adult students and details one possible implementation. The impact on student success and persistence are briefly discussed.

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