Turning Math Remediation into “Homeroom:” Contextualization as a Motivational Environment for Community College Students in Remedial Math

Wang, Xueli; Sun, Ning; Wickersham, Kelly

doi:10.1353/rhe.2017.0014

Cited by 23 publications

(25 citation statements)

References 46 publications

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“…the classroom experience for URM STEM students are worth exploring, as experiences for 2-year college students in the classroom have a significant impact on their success (McPhail, 2015;Wang et al, 2017b). The more than 20 faculty mentors for the ISP are invested in the success of the participants in the program and thus may be willing participants in professional development around improving their classroom practices to further increase URM student STEM success.…”

Section: Suggestions For Future Workmentioning

confidence: 99%

Increasing STEM Transfer Readiness Among Underrepresented Minoritized Two-Year College Students: Examining Course-Taking Patterns, Experiences, and Interventions

Sansing-Helton

Coover

Benton³

2021

Front. Educ.

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There is a strong need in the United States to increase the size and diversity of the domestic workforce trained in science, technology, engineering, and math (STEM). With almost half of all students that earn a baccalaureate degree enrolling in a 2-year public college at some point, the nation’s 2-year colleges provide great promise for improving the capacity of the STEM workforce for innovation and global competition while addressing the nation’s need for more equity between groups that have been historically included and those that have been economically and politically disenfranchized. Almost half of underrepresented minoritized (URM) students begin their post-secondary education at 2-year colleges yet their transfer rates within 5 years are only 16%. This study describes interventions put in place at a 2-year college to support increased transfer rates and STEM transfer readiness for URM STEM-interested students. The program studied, in place from 2017 through 2020, had an overall transfer rate of 45%. Analysis of administrative, transcript, and student survey data connects the program interventions to the existing research on STEM momentum and other research on URM STEM transfer success. Ultimately, this study identifies potential leading indicators of transfer readiness, providing much needed documentation and guidance on the efficacy and limitations of interventions to improve upward STEM transfer.

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Section: Suggestions For Future Workmentioning

confidence: 99%

Increasing STEM Transfer Readiness Among Underrepresented Minoritized Two-Year College Students: Examining Course-Taking Patterns, Experiences, and Interventions

Sansing-Helton

Coover

Benton³

2021

Front. Educ.

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“…While Cox and Su's study focused on public speaking courses at 4-year institutions, their findings serve as a compelling justification for our study on faculty with industry experience who teach contextualized math courses in a community college setting. Students who struggle with math at community colleges learn better and more confidently when there is a tight connection between math content and real-life, workplace contexts (Wang et al, 2017)-a condition that can be constructed through exposure to faculty with industry backgrounds and experiences that they can draw upon when applying math. These 4-year-based studies demonstrate the larger educational value of industry connections that translate into a community college context, where such connections are often embodied in faculty who came into academia with already established ties to industry.…”

Section: Benefits Of Industry Exposurementioning

confidence: 99%

Tools in Their Toolbox: How Community College Faculty Transfer Industry Experience Into Their Teaching

Wagner

Wang

2021

Community College Review

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Objective: This study is aimed at understanding the ways in which faculty at community colleges utilize their industry experiences to inform their teaching. Method: The research drew on Merriam’s basic qualitative approach in analyzing data from 14 semi-structured qualitative interviews. Results: Our findings expand upon prior research surrounding faculty development and community college faculty experiences. Our analysis revealed several themes in regard to how community college faculty with industry backgrounds follow diverse pathways leading to their teaching positions; how they teach using practical applications of concepts and sharing real-life examples; how they utilize their industry networks to enhance their academic programs and create practical opportunities for students; how they replicate workplace settings in their classrooms; and how they prepare students for their future careers. Contribution: Our study contributes new empirical evidence on the myriad ways in which faculty apply industry experiences in their instruction. The findings indicate that community colleges would benefit from offering targeted supports and pedagogical training for faculty with an industry background; encouraging faculty from all backgrounds and disciplines to share successful teaching strategies; and utilizing faculty members’ expertise, networks, and experiences from industry in mathematics-oriented classrooms.

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“…Literature supports the effectiveness of contextualized learning, as programs using embedded contextual examples are connected to student motivation and achievement (Jenkins, Zeidenberg, & Kienzl, 2009; Wang, Sun, & Wickersham, 2017; Wang, Wang, & Prevost, 2017). However, it is also worthy to consider that developmental supports needed by students can differ widely based on college, cohort, discipline, and sub‐population.…”

Section: Lessons Learned: Contextualized Learning Benefits and Challementioning

confidence: 99%

“…However, it is not yet well understood how effective these models are and for whom. Some research points to contextualization leading to increases in student motivation, interest, and success (Predmore, 2005; Wang et al., 2017); Others find great promise in contextualized learning in terms of increasing the accessibility and utility of STEM to learners—including those most underserved in postsecondary education—thereby increasing their sense of efficacy (Wang et al., 2017). Still, more focused studies on specific groups as well as different approaches to contextualized instruction are crucial to furthering the premise of equitable outcomes in community colleges.…”

Section: Implications For Future Researchmentioning

confidence: 99%

Contextualized STEM Workplace Learning in Career Centered Educational Training

Gale

2020

New Drctns Community Coll

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Turning Math Remediation into “Homeroom:” Contextualization as a Motivational Environment for Community College Students in Remedial Math

Cited by 23 publications

References 46 publications

Increasing STEM Transfer Readiness Among Underrepresented Minoritized Two-Year College Students: Examining Course-Taking Patterns, Experiences, and Interventions

Increasing STEM Transfer Readiness Among Underrepresented Minoritized Two-Year College Students: Examining Course-Taking Patterns, Experiences, and Interventions

Tools in Their Toolbox: How Community College Faculty Transfer Industry Experience Into Their Teaching

Contextualized STEM Workplace Learning in Career Centered Educational Training

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