PME-NA

Evaluating the Effectiveness of Undergraduate Mathematics Support Structures

• In Event: Poster Session #1
  In Poster Session: Evaluating the Effectiveness of Undergraduate Mathematics Support Structures

Description

The transition from high school to college mathematics can be challenging for students. However, students who succeed in their first undergraduate mathematics class have significantly improved outcomes in terms of retention and graduation rate. Particularly given impacts on college readiness post COVID-19, interventions that improve success rates in initial mathematics classes thus have substantial value for university policymakers. This poster presents data examining the outcomes of two mathematics support options for entering undergraduates: an intensive residential summer “Bootcamp” immediately prior to the start of the Fall semester, and “Companion Courses” which run throughout the semester and provide just-in-time math practice, both supervised by faculty members and implemented by Undergraduate Learning Assistants. Data indicate that these two support structures have the potential to improve student outcomes in a financially sustainable way, providing a possible option to raise student retention and reduce the impact of initial mathematics courses as a gatekeeper.

Authors

• Sandy M Spitzer, Towson University

• Miriam Parnes, Towson University