Long-Term Effectiveness of the Calculus Workshop Model

机构和国家研究报告指出， 少数民族大学的比例下降 学生进入和完成技术基础 在过去的二十年里，学位课程。 的研究 Uri Treisman已经证明了一个互动的研讨会模型， 基于学术卓越而不是补救 提高了许多学生在第一阶段的成功率- 年微积分 本研究探讨了研讨会的路径 学生在整个学术课程的过程中， 以及研讨会的经验可能产生的影响。 这一影响可以通过两种互补的方式来衡量。 第一、 短期和纵向机构数据 这些学生在他们的技术范围内的学术成功 第一，影响力，第二， 在学生的学术生涯中有过的经验， 并由学生个人来解释。 主数据 将在加州州立理工学院领取 波莫纳大学。 结果将在 来自其他机构的比较研讨会数据的背景 在全国范围内，包括纽约城市大学和 伊利诺伊大学 结论和建议 将讨论它们与当前和未来 交互式数学程序

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.