| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | September 16, 2016 |
| Latest Amendment Date: | September 16, 2016 |
| Award Number: | 1625891 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Sandra Richardson
srichard@nsf.gov (703)292-4657 DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | September 15, 2016 |
| End Date: | August 31, 2020 (Estimated) |
| Total Intended Award Amount: | $468,744.00 |
| Total Awarded Amount to Date: | $468,744.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
506 S WRIGHT ST URBANA IL US 61801-3620 (217)333-2187 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1901 S. First Street, Suite A Champaign IL US 61820-7473 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): |
IUSE, ECR-EDU Core Research |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
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.
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
TLC3 is a research project aimed at transforming institutional approaches to matriculating STEM majors into and through Calculus II in community colleges. The overarching goal of this study was to build and test theoretical models that predict URM student success in the DPC2 (Developmental to Precalculus to Calculus II) sequence based on programs, structures, and instructional strategies in successful programs. The TLC3 team sought to explicate the nature of student progression toward higher-level math, by identifying factors contributing to URMs success at different levels of the DPC2 sequence, understanding the various transition points within DPC2, and how students? background characteristics and perceptions of the community college environment impact their transitions.
A major outgrowth of this study was the development of the Institutional Self-Assessment Tool. The ISAT contains a validated set of practices identified by the TLC3 research team as having the potential to influence the success of underrepresented racially minoritized (URM) students in the STEM math pathway. The practices are grouped into five domains: mathematics placement, STEM mathematics courses, instruction (both mathematical and relational), student support, and institutional responsibility. With this tool, colleges can self-assess the degree to which they have implemented these practices and identify next steps to enhance their efforts to support URM students in the STEM math pathway. The self-assessment tool can be completed by individuals working alone, or it can be used to engage in collective sense-making by bringing together key stakeholders (e.g., faculty, staff, students) to have a conversation. The tool is meant to be respectful of the context college, recognizing that the enactment of these practices and how information flows within a college depends on institutional factors including the student population and the mission, history, culture, climate, and resources.
Last Modified: 12/28/2020
Modified by: Eboni M Zamani-Gallaher
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