Transforming Foundational Mathematics with Interdisciplinary Co-requisite Courses

该项目旨在通过为学生在代数和三角学课程中开发一种新的支持结构来服务于国家利益，这种支持结构与他们主修领域的其他STEM课程保持一致。与许多机构一样，瓦尔帕莱索大学（Valpo）越来越多的学生在进入大学后，从额外的数学技能培养中受益。然而，传统的模式要求学生参加“补习”的先决条件，耽误了学生参加预期专业的课程。这通常会导致学生离开STEM专业，花更长的时间获得学位，或者干脆离开大学。Valpo的学生将能够在进入大学后立即开始他们的学位课程，同时参加必要的技能培养数学课程。该项目的主要活动将集中于配对数学和配对学科课程的结构重组，以及教授这些关键早期课程的教师的专业发展。10多个不同系的50多个课程将受到影响。这种广泛的方法将确保几乎所有学生都有机会及时获得大学学位，同时培养成功所必需的数学技能。项目研究将考察这两阶段的共生模式如何影响参与的学生的学业成绩、自我效能感和归属感。在第一阶段，该项目将启动并评估一个跨学科的数学+专业共生模型，该模型允许使用ALEKS软件系统学习的基础数学与学生专业所需的定量课程同时进行。在第二阶段，学生将有机会用两个学期的“微积分+”课程取代传统的一学期微积分I课程。新课程每年将为20-30名STEM专业的学生提供服务，这些学生将受益于代数和三角学的强化帮助，以便在微积分方面取得成功。微积分Plus课程将结合特定学科的作业，以吸引具有不同STEM兴趣的学生，并将结合积极的学习方法和基于掌握的评分。数学和STEM教师将合作设计模块，通过将数学概念直接应用于几个专业来吸引学生。这些变化有望提高学生理解重要数学概念及其与其他学科的相关性的能力，追求他们想要的专业，并按时毕业。Valpo教师将学习新的方法和技能，通过参与教师学习社区来吸引和支持学生，包括在STEM中代表性不足的群体。该项目将通过比较学生的成功衡量标准与先前的方法，并通过混合方法的努力来探索数学+专业和微积分+模式如何影响学生的自我效能感和归属感，从而产生新的知识。主要数据来源包括对参与的学生和教师的调查和访谈。Valpo将通过当地研讨会和全国性会议传播该项目的模式、课程和成果。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by developing a novel support structure for students in algebra and trigonometry classes that aligns with other STEM courses in their major area of study. As is true at many institutions, an increasing number of students at Valparaiso University (Valpo) benefit from additional efforts to build mathematics skills upon entering college. However, traditional models that require students to take “remedial” prerequisites delay students taking courses in their intended major. This often causes students to leave STEM major pathways, take longer to attain their degrees, or leave college altogether. Valpo students will be able to start taking courses for their intended degree immediately upon entering college, while at the same time taking corequisite skill-building mathematics courses. The major activities of this project will focus on the structural reorganization of the paired mathematics and partner discipline courses, along with the professional development of faculty teaching these critical early courses. Over fifty course offerings in more than ten different departments will be impacted. This broad-scale approach will ensure that nearly all students get the opportunity to pursue their college degree in a timely fashion while building the mathematical skills necessary for success. Project research will examine how this two-phase corequisite model impacts participating students’ academic outcomes, self-efficacy, and sense of belonging. In Phase 1, the project will launch and evaluate an interdisciplinary Math+Major corequisite model that allows foundational mathematics, learned using the ALEKS software system, to be taken concurrently with a quantitative course needed for the student’s major. In Phase 2, students will be offered the opportunity to replace the traditional one-semester Calculus I with a two-semester “Calculus Plus” course. The new course will serve 20-30 STEM majors each year that would benefit from intensive help with algebra and trigonometry in order to succeed in calculus. The Calculus Plus course will incorporate discipline-specific assignments to engage students with diverse STEM interests and will incorporate active learning approaches and mastery-based grading. Mathematics and STEM faculty will collaborate to design modules to engage students through direct application of mathematical concepts to several majors. These changes are expected to increase students’ ability to understand important mathematical concepts and their relevance to other disciplines, pursue their desired majors, and graduate on time. Valpo faculty will learn new methods and skills to engage and support students, including groups underrepresented in STEM, by participating in Faculty Learning Communities. The project will generate new knowledge by comparing student success measures to prior approaches and through a mixed-methods effort to explore how the Math+Major and Calculus Plus models impact students’ self-efficacy and sense of belonging. Major data sources include surveys and interviews of participating students and faculty. Valpo will disseminate the project’s models, curricula, and outcomes through local workshops and national conferences. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.