Improving Success in Math Gateway Courses for STEM Technicians

该项目旨在培养和保持一支高技能的技术队伍，以服务于国家利益。数学课程的成功是赞恩州立学院工程技术和环境技术专业学生攻读学位的障碍。因此，提高数学入门课程的成功率对于支持学生完成学位和从事高薪技术员工作至关重要，这些工作在俄亥俄州阿巴拉契亚地区是需求旺盛的。该项目将研究、设计和试点数学教育的最佳实践，评估结果，并将成功定制和巩固到门户数学课程的基础上。通过对进度的持续评估，将努力实施持续改进模式。项目团队将与高中、学院和大学分享关于修改后的数学课程的结构和结果的信息。该项目将首先对机构成功数据进行深入分析，并对数学教育方面的最佳做法进行文献审查。这些信息将被用来发展：(1)在学期中为学生举办的数学技能工作坊，为即将到来的学期数学课程做准备；(2)补充数学教学，包括根据工商界的意见设计适时的必备模型，以及在数学课程中嵌入专业导师；(3)为教授数学课程或在技术课程中教授数学的教师提供关于主动和情境化学习的专业发展；以及(4)数学系的评估和审查计划，以期通过建立在项目期间收集的数据和材料/课程来帮助确保学生未来的成功。在课程设计过程中，学院将考虑行业(通过技术项目咨询委员会)、学生(通过有效的数学归属感调查、满意度调查、访谈和课程成功数据)和教职员工(通过专业发展活动和反馈)的需求。预计这些数学课程的改进将提高学生在数学入门课程中的成功，并导致STEM技术课程学生毕业率的提高。该项目由NSF高级技术教育计划资助，该计划专注于为推动国家经济的先进技术领域培养技术人员。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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 in developing and maintaining a highly skilled technical workforce. Success in math courses is a barrier for students pursuing degrees in engineering technology and environmental technology programs at Zane State College. Thus, improving success in math gateway courses is essential to support student degree completion and employment in well-paid technician jobs that are in-demand in this region of Appalachian Ohio. This project will research, design, and pilot best practices in math education, evaluate the results, and customize and cement successes into the foundation of gateway math courses. Through continual assessment of progress, it will strive to implement a continuous improvement model. The project team will share information about the structure and outcomes of the modified mathematics courses with high schools, colleges, and universities. The project will begin with an in-depth analysis of institutional success data and a literature review of best practices in math education. This information will then be used to develop: (1) mathematics skills workshops for students held in term intercessions to prepare for the upcoming semester math course; (2) supplemental mathematics instruction including just-in-time co-requisite models designed with input from industry and business, as well as an embedded professional tutor in math courses; (3) professional development about active and contextualized learning for faculty teaching math courses or teaching math within technical courses; and (4) a math department assessment and review plan to help ensure future student success by building on the data collected and materials/curriculum designed during the project. In the curricular design process, the College will consider the needs of industry (through the technology program Advisory Committees), students (through the validated Math Belonging survey, satisfaction surveys, interviews, and course success data), and faculty (through professional development activities and feedback). It is anticipated that these math course improvements will improve student success in math gateway courses and result in an increase in completion rates of students in STEM technology programs. This project is funded by the NSF Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy.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.