Long-Term Effectiveness of the Calculus Workshop Model

机构和国家研究报告称，在过去二十年中，未被充分代表的少数民族大学生进入并完成技术数学学位课程的比例正在下降。Uri Treisman的研究表明，基于学习成绩而不是补习的互动工作坊模式极大地提高了许多这些学生在一年级微积分课上的成功。本研究考察了工作坊学生在整个学术课程过程中的路径，以及工作坊经历可能产生的影响。这种效应可以用两种互补的方式来衡量。首先，通过这些学生在其技术专业内的学业成功的短期和纵向机构数据，其次，通过研讨会经验对学生个人定义和解释的学生学术生涯的影响。主要数据将在位于波莫纳的加州州立理工大学收集。结果将在全国其他机构，包括纽约城市大学和伊利诺伊大学的比较讲习班数据的背景下加以考虑。将讨论与当前和未来互动数学课程相关的结论和建议。

Institutional and national studies have reported a diminishing proportion of underrepresented minority college students entering and completing technical mathematics-based degree programs during the past two decades. Research by Uri Treisman has shown that an interactive workshop model based on academic excellence rather than remediation greatly enhances the success for many of these students in first- year calculus. The present study examines the paths of workshop students throughout the course of their academic program, and the effect that the workshop experience may have had. This effect is measured in two complementary ways. First, by the short term and longitudinal institutional data on the academic success of these students within their technical major, and second, by the impact that the workshop experience had on the student's academic career as defined and interpreted by the individual student. Primary data will be collected at the California Polytechnic State University at Pomona. Results will be considered within the context of comparative workshop data from other institutions nationally, including the City University of New York and the University of Illinois. Conclusions and recommendations will be discussed as they relate to current and future interactive mathematics programs.