Teaching Undergraduate Calculus at an Urban HBCU through a Global Pandemic

Autor/inn/en	Stanberry, Martene L.; Payne, Wanda R.
Titel	Teaching Undergraduate Calculus at an Urban HBCU through a Global Pandemic
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 11 (2023) 2, S.340-357 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stanberry, Martene L.) ORCID (Payne, Wanda R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Calculus; Urban Universities; Black Colleges; COVID-19; Pandemics; Student Diversity; STEM Education; Active Learning; Learner Engagement; Distance Education; Blended Learning + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; STEM; Aktives Lernen; Distance study; Distance learning; Fernunterricht
Abstract	Over the last decade, there has been a national effort to prepare a more diverse student population for success in science, technology, engineering, and mathematics (STEM) careers. While there are a variety of best teaching practices in undergraduate STEM education, student engagement has been widely used to improve student learning. Specifically, it is important for students to have opportunities to practice or apply the theory they have learned in courses to realworld problems. Implementing active learning is one model that can be used to achieve this objective. However, due to the COVID-19 pandemic, professors have had to offer courses in online formats and determine how to continue to implement effective teaching strategies during this unprecedented time. Professors are anticipating the possibility of the need to continue offering courses in fully online and hybrid formats even in the future. With an emphasis on a STEM gateway course sequence, the aim of this paper is to highlight pre-COVID-19 research studies in online STEM education at Historically Black Colleges and Universities (HBCUs), explore how COVID-19 impacted students, teaching, and learning in undergraduate calculus courses, and outline opportunities for continuing to implement teaching techniques that work effectively for in-person and online calculus instruction. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01