Presentation Type
Poster
Location
Portland State University
Start Date
5-4-2016 12:00 PM
End Date
5-4-2016 2:00 PM
Subjects
Teachers -- Rating of, Student evaluation of teachers, Calculus
Abstract
Over the past decade, numerous reports point to the need for national efforts to increase the number of students pursuing and professionals with degrees in science, technology, engineering, and mathematics (STEM) fields (see for example NSB, 2007; PCAST, 2012; Thomasian, 2011). According to the PCAST report (2012) increasing the retention rate of the students who enter college intending to major in a STEM field has the potential to significantly decrease the gap between the number of STEM degrees produced and the projected number of STEM degrees needed to sustain the United States position in the global market. While there are many reasons students leave STEM fields, there is a growing body of research that suggests that intending STEM students are switching out of STEM fields due to experiences in their introductory mathematics courses (Ellis, Kelton, & Rasmussen, 2014; PCAST, 2012; Rasmussen & Ellis, 2013), including experiencing poor instruction (Bressoud, Mesa, & Rasmussen, 2015; Seymour & Hewitt, 1997). In the United States each year over 300,000 students enroll in tertiary Calculus, many of which are just beginning their post- secondary education (Blair, Kirkman, Maxwell, 2013; Bressoud, Carlson, Mesa, & Rasmussen, 2013). To this end, we seek to better understand student experiences in successful Calculus courses by answering the question, how do students in successful Calculus programs talk about their instructors?
Rights
© Copyright the author(s)
IN COPYRIGHT:
http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
DISCLAIMER:
The purpose of this statement is to help the public understand how this Item may be used. When there is a (non-standard) License or contract that governs re-use of the associated Item, this statement only summarizes the effects of some of its terms. It is not a License, and should not be used to license your Work. To license your own Work, use a License offered at https://creativecommons.org/
Persistent Identifier
http://archives.pdx.edu/ds/psu/17158
Paper
Included in
How Calculus Students at Successful Programs Talk About Their Instructors
Portland State University
Over the past decade, numerous reports point to the need for national efforts to increase the number of students pursuing and professionals with degrees in science, technology, engineering, and mathematics (STEM) fields (see for example NSB, 2007; PCAST, 2012; Thomasian, 2011). According to the PCAST report (2012) increasing the retention rate of the students who enter college intending to major in a STEM field has the potential to significantly decrease the gap between the number of STEM degrees produced and the projected number of STEM degrees needed to sustain the United States position in the global market. While there are many reasons students leave STEM fields, there is a growing body of research that suggests that intending STEM students are switching out of STEM fields due to experiences in their introductory mathematics courses (Ellis, Kelton, & Rasmussen, 2014; PCAST, 2012; Rasmussen & Ellis, 2013), including experiencing poor instruction (Bressoud, Mesa, & Rasmussen, 2015; Seymour & Hewitt, 1997). In the United States each year over 300,000 students enroll in tertiary Calculus, many of which are just beginning their post- secondary education (Blair, Kirkman, Maxwell, 2013; Bressoud, Carlson, Mesa, & Rasmussen, 2013). To this end, we seek to better understand student experiences in successful Calculus courses by answering the question, how do students in successful Calculus programs talk about their instructors?