Exploring a Mathematics Transfer Student Intervention Curriculum and Its Effects on Retention

• In Event: College Transfer Aspirations and Trajectories

Abstract

This study explores a mathematics transfer student intervention program, a bundle of three courses whose goal was to provide participating transfer students with social and academic adjustment. Using a legitimate peripheral participation from Lave and Wenger, combined with Goodwin’s professional vision as a theoretical framework, we used a mixed methods participatory social justice design to explore how the bundle course curriculum helped participating students develop professional vision, in hopes of retaining them in the major. We found that while the intervention curriculum incorporated the four aspects of professional vision; however, the bundle courses did not increase participating students’ retention.

Authors

• Damaris Madeline Hernandez, University of California - Santa Barbara

• Sarah Ann Roberts, University of California - Santa Barbara

• Hannali Pajela, University of California - Santa Barbara