Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms

Over the last several decades, Emerging Scholars Programs (ESPs) have incorporated active learning strategies and challenging problems into collegiate mathematics, resulting in students, underrepresented minority (URM) students in particular, earning at least half of a letter grade higher than other students in Calculus. In 2009, West Virginia University (WVU) adapted ESP models for use in Calculus I in an effort to support the success and retention of URM STEM students by embedding group and inquiry-based learning into a designated section of Calculus I. Seats in the class were reserved for URM and first-generation students. We anticipated that supporting students in courses in the calculus sequence, including Calculus I, would support URM Calculus I students in building learning communities and serve as a mechanism to provide a strong foundation for long-term retention. In this study we analyze the success of students that have progressed through our ESP Calculus courses and compare them to their non-ESP counterparts. Results show that ESP URM students succeed in the Calculus sequence at substantially higher rates than URM students in non-ESP sections of Calculus courses in the sequence (81% of URM students pass ESP Calculus I while only 50% of URM students pass non-ESP Calculus I). In addition, ESP URM and ESP non-URM (first-generation but not URM) students succeed at similar levels in the ESP Calculus sequence of courses (81% of URM students and 82% of non-URM students pass ESP Calculus I). Finally, ESP URM students’ one-year retention rates are similar to those of ESP non-URM students and significantly higher than those of URM students in non-ESP sections of Calculus (92% of ESP URM Calculus I students were retained after one year, while only 83% of URM non-ESP Calculus I students were retained). These results suggest that ESP is ideally suited for retaining and graduating URM STEM majors, helping them overcome obstacles and barriers in STEM, and increasing diversity, equity, and inclusion in Calculus.

An Invitation to Combinatorics

Active student engagement is key to this classroom-tested combinatorics text, boasting 1200+ carefully designed problems, ten mini-projects, section warm-up problems, and chapter opening problems. The author – an award-winning teacher – writes in a conversational style, keeping the reader in mind on every page. Students will stay motivated through glimpses into current research trends and open problems as well as the history and global origins of the subject. All essential topics are covered, including Ramsey theory, enumerative combinatorics including Stirling numbers, partitions of integers, the inclusion-exclusion principle, generating functions, introductory graph theory, and partially ordered sets. Some significant results are presented as sets of guided problems, leading readers to discover them on their own. More than 140 problems have complete solutions and over 250 have hints in the back, making this book ideal for self-study. Ideal for a one semester upper undergraduate course, prerequisites include the calculus sequence and familiarity with proofs.

Integral feedback: A qualitative analysis of students’ experience of an Enhanced Lab Calculus

The Calculus sequence has outsized importance with regards to the persistence of students in their pursuit of STEM degrees. As such, non-traditional formats have been introduced to Calculus classrooms in an attempt to improve student experience and in doing so increase persistence. This study looks at one such non-traditional format, in which a Calculus II course is paired with an applied lab component, and takes a critical perspective on analyzing the value of such a program by explicitly seeking to understand what components of the newly designed course were salient to students’ experiences. Through a combination of Grounded Theory techniques, Thematic Analysis, and construction of a comparative matrix, I identify three higher-order concepts, each of which contain several sub-themes, that were impactful to students’ experience of this non-traditional course and make suggestions for how such themes can provide foundations for further work in understanding student experiences of structural Calculus innovations.

A Transformative Model for Undergraduate Quantitative Biology Education

The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions.