A Simulation-Based Curriculum to Accelerate Math Remediation and Improve Degree Completion for STEM Majors

基础代数的成功是学生寻找技术职业的主要绊脚石。尽管人们通常认为STEM专业的学生从微积分开始，作为他们的第一门大学数学课程，但对于许多城市和少数族裔社区大学的学生来说，情况并非如此。该项目通过创建基于游戏和模拟的代数和三角学课程来解决STEM专业的全国性数学辅导问题。该课程以三到五个视频游戏为特色，这些游戏将数学内容放在现实世界的地理信息系统场景中。该课程用于曼哈顿社区学院(BMCC)地理信息科学(GIS)专业新生的暑期沉浸式课程。该项目将在国家一级对STEM教育产生影响，通过一个项目网站向中学和大专院校免费和开源提供所有材料，其中包括可下载的课程、游戏软件、视频教程、教职员工专业发展材料和支持论坛。夏季沉浸式课程将BMCC STEM专业最常见的数学补习课程MAT 056与地理信息系统序列中的第一门课程GEO 100配对。该计划的学生是从参加BMCC科学技术进入计划的纽约市高中毕业生中招募的。在完成暑期课程后，学生将获得特殊的支持服务和在地理信息系统方面的实习机会，以帮助他们进入CUNY或相关行业的一个清晰的学士学位课程。该项目以BMCC的大量少数民族学生(超过90%)和女性学生(近60%)为目标。基于证据的研究表明，数学课程中的游戏具有将数学教育从令人生畏的负面体验转变为有趣、吸引人和成功的力量。虽然有许多由NSF资助的有前途的科学游戏吸引人并促进深度学习，但很少有数学游戏能做到这一点，特别是以成年学习者能够欣赏的方式涵盖代数主题的更少。基础代数的成功是学生寻找技术职业的主要绊脚石。该项目的基础是：1)以前的NSF赠款，用于在BMCC发展地理信息系统专业；2)教育部为西班牙裔服务机构提供的标题V赠款，以加强BMCC的电子学习举措，包括基于游戏的学习。游戏和模拟将以真实世界的应用程序为特色，这些应用程序侧重于地理信息系统职业生涯所需的技能和背景。该项目的成果将通过会议介绍和出版物传播。项目结果将通过游戏中的分析、传统的测验和期中考试以及MAT 056的普通系期末考试进行评估。系期末考试成绩和课程保留率将与学院整体的保留率进行比较，对统计匹配的队列进行逻辑回归分析。此外，还将审查性别和种族方面的差异。学生意见调查和焦点小组将进一步评估游戏和模拟对学生对数学和技术领域的态度的有效性。最后，该计划将使用学生入学人数、两年保留率以及学位或转学进展情况的纵向数据进行审查。

Success in basic algebra is a major stumbling block for students seeking technical careers. Although it is often assumed that STEM majors start with calculus as their first college math course, this is not the case for many urban and minority community college students. This project is addressing the national problem of mathematics remediation for STEM majors by creating a game- and simulation-based algebra and trigonometry curriculum. The curriculum features three to five video games that place math content within real-world GIS scenarios. The curriculum is used in a summer immersion program for in-coming Geographic Information Science (GIS) majors at the Borough of Manhattan Community College (BMCC). The project will impact STEM education at a national level by providing all materials free and open-source to secondary and post-secondary institutions via a project website with downloadable curricula, game software, video tutorials, professional development materials for faculty and staff, and support forums. The summer immersion program pairs MAT 056, the most common remedial math course for BMCC STEM majors, with GEO 100, the first course in the GIS sequence. Students in the program are recruited from NYC high school graduates participating in BMCC's Science Technology Entry Program. After completing the summer program, students will receive special support services and internships in GIS to advance them into an articulating baccalaureate program at CUNY or in related industries. This project targets BMCC's large population of minority students (over 90%) and women students (nearly 60%). Evidence-based research has shown gaming in the mathematics curriculum has the power to transform mathematics education from an intimidating and negative experience to one that is fun, engaging, and successful. While there are many promising NSF-funded science games that are engaging and promote deep learning, there are very few math games that do so, and even fewer that specifically cover algebra topics in a way that can be appreciated by adult learners. Success in basic algebra is a major stumbling block for students seeking technical careers. This project will build on: 1) a previous NSF grant award to develop a GIS major at BMCC and 2) a Department of Education Title V grant for Hispanic-serving institutions to enhance e-learning initiatives at BMCC, including game-based learning. Games and simulations will feature real-world applications that focus on skills and contexts necessary for a career in GIS. Results of this project will be disseminated through conference presentations and publications. Project outcomes will be assessed through in-game analytics, traditional quizzes and midterm exams, and the common department final exam for MAT 056. Department final exam scores and course retention rates will be compared with rates for the college as a whole, using a logistic regression analysis of statistically matched cohorts. In addition, differences by gender and ethnicity will be examined. Student opinion surveys and focus groups will further gauge the effectiveness of the games and simulations on student attitudes toward math and technical fields. Finally, the program will be examined using longitudinal data on student enrollment, two-year retention rates, and progress toward degree or transfer.