Students who arrive in our introductory mathematics and science courses possess a diverse set of precollege experiences. Ranging from being home-schooled to attending a STEM magnet high school, from extremely modest exposure to STEM content to those earning a “5” on an AP exam, it can be difficult to know how these impact students’ response to the pedagogy and coverage choices of professors. Using a nationally representative sample of more than 25,000 students...read more...
BIO: Dr. Stephen J. Reynolds is a Professor of Geology at Arizona State University. Prior to that, he spent 10 years directing the geologic framework and mapping program at the Arizona Geological Survey. During the past 15 years, he and his colleagues completed geologic maps for more than twenty previously unmapped mountain ranges in Arizona. He has completed more than 100 published geologic maps, articles, and reports, including the most recent Geologic Map of Arizona. He is a co-Principal Inve
Please join us on Monday, March 30th at 4:05 PM in Room WC 130 for our regular DBER meeting. Dr. Suzanne Koptur will be presenting on the latest updates from the Quantifying Biology in the Classroom (QBIC) program. As always, we will be serving drinks and light refreshments. If you are in the BBC campus, you can join us through Polycom in room AC1 319. Subsequent DBER meetings this semester will occur on the following dates: Apr 13 & 27.
In this talk I present findings from an MAA study of Calculus I programs, which included both a national survey and case study analyses at institutions identified as having a more successful calculus program. Based on survey results I first present characteristics of STEM intending students who begin their post-secondary studies with Calculus I and either persist or switch out of the calculus sequence, and hence either remain or leave the STEM pipeline.