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.

提高社区学院数学课程的学生成绩对于满足国家对 STEM（科学、技术、工程和数学）大学毕业生的需求非常重要。该项目名为“社区学院微积分学习者过渡”(TLC3)，将聚集一个由高等教育研究人员、数学家和数学教育工作者组成的团队，以转变机构方法，识别和纠正阻碍学生在社区中学习微积分 II 的障碍学院。 TLC3 的重大影响将涉及支持教学改进，旨在提高历史上不值得的学生，特别是代表性不足的少数族裔 (URM) 学生的成功，从而最终为国家 STEM 劳动力的多样性做出贡献。 TLC3 更广泛的目标是建立和测试理论模型，根据成功项目中的项目、结构和教学策略，预测 STEM URM 学生在发展到初级微积分到微积分 II (DPC2) 序列中的成功。该项目采用混合方法，包括对 948 所社区大学进行人口普查和针对少数族裔服务机构的案例研究。这些模型将为变革工具（即机构自我评估）的开发提供信息，该工具检查机构是否做好准备，以促进 URM 学生在 DPC2 序列中取得成功。从 TLC3 网络社区中选出的五家机构（至少 50 家机构）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部门和机构可以使用的专业发展方法，以消除阻碍学生在 DPC2 序列中取得成功的障碍。该项目得到了 NSF 改善本科生 STEM 教育计划 (IUSE) 和 EHR 核心研究 (ECR) 计划的支持。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。