Collaborative Research: Transitioning Learners to Calculus in Community Colleges (TLC3): Advancing Strategies for Success in STEM

合作研究：社区学院学习者向微积分过渡 (TLC3)：推进 STEM 成功策略

• 批准号: 1625946
• 负责人: Luke Wood
• 金额: $ 37.16万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1625946&HistoricalAwards=false
• 关键词: Collaborative; Research; Transitioning; Learners; Calculus

Improving student outcomes in mathematics courses in community colleges is important in meeting the nation's demand for college graduates in STEM (science, technology, engineering and mathematics). Entitled "Transitioning Learners to Calculus in Community Colleges" (TLC3), the project will gather a team of higher education researchers, mathematicians, and mathematics educators to transform institutional approaches to identifying and remedying barriers that impede student progress to and through Calculus II in community colleges. A significant impact of TLC3 will involve supporting instructional improvements aimed at increasing the success of historically undeserved students, particularly underrepresented racial minority (URM) students, thus contributing ultimately to the diversity of the nation's STEM workforce. The broader goal of TLC3 is to build and test theoretical models that predict STEM URM student success in the Developmental to Pre-calculus to Calculus II (DPC2) sequence, based on programs, structures, and instructional strategies in successful programs. The project uses a mixed-methods approach, including a census survey of 948 community colleges and case studies focused on minority-serving institutions. The models will inform the development of a change tool (i.e., the institutional self-assessment), that examines institutional readiness to facilitate successful outcomes for URM students in the DPC2 sequence. Five institutions selected from a TLC3 networked community (with a minimum of 50 institutions) will test the models and self-assessment tool. The institutional self-assessment tool will help identify a professional development approach that departments and institutions can use to remedy barriers that inhibit student success in the DPC2 sequence. This project is supported by NSF's Improving Undergraduate STEM Education Program (IUSE) and the EHR Core Research (ECR) Program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.

改善社区大学数学课程的学生成果对于满足美国对STEM（科学，技术，工程和数学）大学毕业生的需求很重要。该项目的标题为“将学习者过渡到社区学院的微积分”（TLC3），将聚集一支由高等教育研究人员，数学家和数学教育者组成的团队，以转化机构的方法来识别和纠正障碍，以妨碍学生在社区学院的进步和通过计算学院进步。 TLC3的重大影响将涉及支持旨在增加历史上不当学生（尤其是代表人数不足的少数民族（URM）的学生）成功的教学改进，从而最终促进了美国STEM劳动力的多样性。 TLC3的更广泛的目标是建立和测试理论模型，以预测基于成功计划中的程序，结构和教学策略，预测calculus of Calculus与微积分II（DPC2）序列的成功。该项目采用了混合方法方法，包括对948所社区大学的人口普查调查和案例研究的重点是少数派服务机构。这些模型将为变更工具的开发（即机构自我评估）提供信息，该工具研究了制度准备，以促进DPC2序列中URM学生的成功成果。从TLC3网络社区中选择的五个机构（至少有50个机构）将测试模型和自我评估工具。机构自我评估工具将有助于确定一种专业发展方法，部门和机构可以用来纠正抑制学生在DPC2序列中取得成功的障碍。该项目得到了NSF改进的本科STEM教育计划（IUSE）和EHR核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。