Blogs: Notes from the Field
Adventures in Corequisite STEM Calculus: Working with an Embedded Tutor
In this post for the series Adventures in Corequisite STEM Calculus, Professor Kelly Spoon and her embedded tutor, Allison Stern, discuss Allison’s role in supporting students during group work, during lecture, and after class in her tutoring sessions.
Adventures in Corequisite STEM Calculus: Building Thinking Classrooms
In this post, Professor Kelly Spoon guides readers through a lesson on analytic limits using a pedagogy inspired by Building Thinking Classrooms.
Adventures in Corequisite STEM Calculus: Warm-Up Routines that Build Curiosity, Confidence, Conceptual Connections, and Community
Blog post #2 in the Adventures in Corequisite STEM Calculus. Professor Kelly Spoon discusses Warm-up routines that generate curiosity, deep thinking, and engagement, setting the stage for a productive lesson. This blog series illuminates the critical course design decisions and instructional strategies pivotal in supporting students with varying levels of math preparation to succeed in STEM calculus.
Newsletter, Reports and Webinars
STEM Calculus Pathway Redesign at Chaffey College
The STEM Calculus Pathway at Chaffey College is transitioning from a two-course sequence (College Algebra plus Trigonometry) to a one-course path (Precalculus) with more students allowed to enroll directly in Calculus with an option of corequisite support. Calculus completion increased 70% in half the time. Read the brief for more.
Initial STEM Velocity: STEM Calculus Pathway Redesign at Cuyamaca College
At Cuyamaca College students with no precalculus experience enrolled in STEM Calculus with two-units of support. They had twice the success in half the time compared to students taking Precalculus. Pass rates were higher and more equitable in supported Calculus classes than traditional Calculus sections. Read the brief for more.
Webinar: Establishing a New Standard of Care for Calculus, Results from a RCT
Webinar: Active learning in STEM Calculus, with a focus on students with lower precalculus proficiency, results from a large randomized controlled trial.