An Active Classroom: The Emerging Scholars Program at West Virginia University

Deshler, Jessica; Miller, David; Pascal, Matthew

doi:10.1080/10511970.2016.1191570

Cited by 4 publications

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“…We believed this was very important, as investigators in the department posited, based on previous research, that first-generation students, along with their URM peers, shared a common background and lack of support structures that may have resulted in a lack of understanding of academic expectations and rigor that support other students (Wingate, 2006). This premise was initially tested and confirmed in related work (Deshler et al, 2016) and continues to be an important aspect of the Emerging Scholars Program at WVU.…”

Section: Discussionmentioning

confidence: 94%

Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms

et al. 2021

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Over the last several decades, Emerging Scholars Programs (ESPs) have incorporated active learning strategies and challenging problems into collegiate mathematics, resulting in students, underrepresented minority (URM) students in particular, earning at least half of a letter grade higher than other students in Calculus. In 2009, West Virginia University (WVU) adapted ESP models for use in Calculus I in an effort to support the success and retention of URM STEM students by embedding group and inquiry-based learning into a designated section of Calculus I. Seats in the class were reserved for URM and first-generation students. We anticipated that supporting students in courses in the calculus sequence, including Calculus I, would support URM Calculus I students in building learning communities and serve as a mechanism to provide a strong foundation for long-term retention. In this study we analyze the success of students that have progressed through our ESP Calculus courses and compare them to their non-ESP counterparts. Results show that ESP URM students succeed in the Calculus sequence at substantially higher rates than URM students in non-ESP sections of Calculus courses in the sequence (81% of URM students pass ESP Calculus I while only 50% of URM students pass non-ESP Calculus I). In addition, ESP URM and ESP non-URM (first-generation but not URM) students succeed at similar levels in the ESP Calculus sequence of courses (81% of URM students and 82% of non-URM students pass ESP Calculus I). Finally, ESP URM students’ one-year retention rates are similar to those of ESP non-URM students and significantly higher than those of URM students in non-ESP sections of Calculus (92% of ESP URM Calculus I students were retained after one year, while only 83% of URM non-ESP Calculus I students were retained). These results suggest that ESP is ideally suited for retaining and graduating URM STEM majors, helping them overcome obstacles and barriers in STEM, and increasing diversity, equity, and inclusion in Calculus.

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Section: Discussionmentioning

confidence: 94%

Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms

et al. 2021

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“…This Salon took the place of a weekly TA session and quiz, which was the standard use of this fourth class period at Northwestern. 6 So that they could also have instructor feedback and a grade on work that was handed in, students in the problem-based section in the spring had two quizzes, one halfway between the first day of class and the first midterm, and the other halfway between the two midterms.…”

Section: The Class Discussion During One Class Periodmentioning

confidence: 99%

“…For a comparison of the "flipped classroom" versus "inquiry-based learning" teaching methods, and methods of combining the two, see [3]. Instructors have found considerable success using class time for student problem-solving in small groups, both in student pass rates and in student satisfaction; see [6]. There are also many ways to incorporate small amounts of active learning into an existing lecture class; see [10].…”

Section: Introductionmentioning

confidence: 99%

“…By comparison, a diagram of a class in the Socratic method "looks like a fan. "5 The term Salon was chosen in the sense of the literary and philosophical gatherings in 18 th -century France 6. The math department has since made a change, and now the fourth (discussion section) class period is used for active learning problem sessions in all lower-level courses!…”

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Inquiry-Based Learning in a First-Year Honors Course

Davis¹

2018

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“…Therefore, the results shown in Table 4 could be used to support the continuation of the ESP Course at the calculus I level. Its effectiveness has been examined at the surface level (Deshler, Miller, & Pascal, 2016) and warrants further study. I took a closer look at E and NE because these two courses are the most similar among four.…”

Section: Success Rate Comparison Between Math 155 and Math 153/154 Frmentioning

confidence: 99%

Persistence and Characteristics of Calculus I Students in STEM Disciplines

Xiang-ming¹

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The purpose of this dissertation is to investigate the relationships between student persistence and students' attributes or perceptions of instructional pedagogies, as well as to examine whether the identified relationships are moderated by three different instructional settings. Improving student persistence in science, technology, engineer, and mathematics (STEM) fields has been focused on by many researchers in mathematics education. A consistent STEM student enrollment in colleges/universities coupled with a high drop-out rate has been a striking issue. Many studies have been dedicated to investigating the factors that have play a role in this problem. Researchers have found that there are significant relationships among student persistence, students' attitudes and beliefs toward mathematics, and perceptions of pedagogies. However, the role course structures played in these relationships has not been focused on by many studies. In this dissertation, I replicated a national study titled Characteristics of Successful Programs in College Calculus (CSPCC) in three different Calculus I course settings to study the role of course structures in changes in students' attitudes and beliefs toward mathematics and in the relationships among persistence, attitudes and beliefs, and perceptions of pedagogies. To examine the effect of three different course settings on student attributes toward mathematics including attitudes, beliefs, enjoyment, confidence, and desire for more mathematics, I surveyed 1051 first semester calculus students by utilizing a well-developed survey from the CSPCC study. Analysis of survey data with respect to student attributes revealed the learning experience in different course settings affected student attributes differently. In paper 1, I explored some significant differences and similarities in Calculus I student attributes among three different course settings, and I showed that these differences and similarities were affected by course settings, instead of student academic backgrounds. In this dissertation I also examined a moderation effect of course settings on the relationships between student STEM persistence and student attributes or perceptions of pedagogies. In paper 2, I confirmed the relationships found in literature; but I also found the course structures moderated these relationships. The student confidence and the progressive teaching in one of three course settings moderated the relationship significantly. In paper 3, I specifically focused on Calculus I students' major and career exploration by doing a case study in order to provide some focused insights to understand some parts of the STEM drop-out issue. I explored Calculus I student's characteristics of major and career decision making strategies, as well as their reasons for changing their planned major and career.

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An Active Classroom: The Emerging Scholars Program at West Virginia University

Cited by 4 publications

References 1 publication

Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms

Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms

Inquiry-Based Learning in a First-Year Honors Course

Persistence and Characteristics of Calculus I Students in STEM Disciplines

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