The Eighth Characteristic for Successful Calculus Programs: Diversity, Equity, & Inclusion Practices

Through a multi-year, national calculus study, researchers have recently identified seven characteristics of successful college calculus programs. We identified these seven characteristics by visiting five doctoral-granting mathematics departments with successful calculus programs and uncovering the...

Full description

Saved in:
Bibliographic Details
Published in:PRIMUS : problems, resources, and issues in mathematics undergraduate studies resources, and issues in mathematics undergraduate studies, 2021, Vol.31 (1), p.70-90
Main Author: Hagman, Jessica Ellis
Format: Article
Language:English
Subjects:
Active Learning
Calculus
College Mathematics
Colleges & universities
Course Content
Courses
Cultural Influences
Data Collection
diversity
Equal Education
equity
Ethnicity
Gender Differences
Higher education
Inclusion
Inclusive education
Mathematics Instruction
Multicultural education
Preservice Teacher Education
Racial Differences
Robustness (mathematics)
STEM Education
Student Diversity
Student Needs
Student Placement
Universities
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Through a multi-year, national calculus study, researchers have recently identified seven characteristics of successful college calculus programs. We identified these seven characteristics by visiting five doctoral-granting mathematics departments with successful calculus programs and uncovering the common traits among them. These seven traits common among the collection of five universities were: robust GTA teaching preparation, coordination of courses, support of active learning, comprehensive placement strategies, collection and attention to local data, abundant student supports, and rigorous content. Further analysis and reflection on the previously gathered data indicates that the earlier study actually identified characteristics of calculus programs that successfully serve a majority white or Asian and male population. In this article, I argue that attention to an eighth characteristic comprised of diversity, equity and inclusion practices along with the other seven can enable a department to create a truly successful calculus program by understanding and attending to the unique needs of historically marginalized populations.
ISSN:1051-1970
1935-4053
DOI:10.1080/10511970.2019.1629555