National Survey of Community College Mathematics Chairs: Technical Report and Summary. Transitioning Learners to Calculus in Community Colleges

Autor/inn/en	Burn, Helen E.; Mesa, Vilma; Wood, J. Luke; Zamani-Gallaher, Eboni
Institution	Illinois University, Office of Community College Research and Leadership
Titel	National Survey of Community College Mathematics Chairs: Technical Report and Summary. Transitioning Learners to Calculus in Community Colleges
Quelle	(2018), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Community Colleges; College Faculty; Department Heads; Mathematics Teachers; Teacher Attitudes; National Surveys; Disproportionate Representation; Minority Group Students; African American Students; Calculus; Readiness; Program Implementation; Educational Strategies; Developmental Studies Programs; Courses; Instructional Design; Curriculum Design; Mathematics Instruction; Student Placement; Information Utilization; Faculty Development; Access to Information + Suchen Sie Ihr Suchwort? Community college; Community College; Fakultät; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Lehrstrategie; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Kursangebot; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrplangestaltung; Mathematics lessons; Mathematikunterricht; Schülerpraktikum; Informationsnutzung
Abstract	Transitioning Learners to Calculus in Community Colleges (TLC3) is a research project aimed at transforming institutional approaches to matriculating underrepresented racial minority (URM) students into and through Calculus II in the nation's 1,023 public associate degree-granting institutions (community colleges). The broader goal of the TLC3 project is to develop tools to help community colleges examine institutional readiness to facilitate successful outcomes for URM students in the DPC2 sequence. This report focuses on a national survey of community college mathematics department chairs conducted by the TLC3 research team during 2017 (TLC3 National Survey). The 51-question survey captured the types of programs, structures, and instructional strategies that community colleges currently implement in the DPC2 sequence. In total, 500 respondents from 455 unique campus sites completed the survey, for a 44% response rate (455/1023). This report details the survey methods and presents tabulated responses organized around the major focal areas of the survey. The focal areas include: (1) courses, instruction, and faculty coordination in DPC2; (2) mathematics placement practices and policies; (3) student support in DPC2 courses; (4) access to and use of local data; (5) faculty professional development; and (6) improvement priorities and changes initiatives. The purpose of this report is to provide researchers with an overview of the data collected in the TLC3 National Survey and to provide practitioners with an opportunity to compare their college to the national landscape. (ERIC).
Anmerkungen	Office of Community College Research and Leadership. 51 Gerty Drive Room 129, Champaign, IL 61820. Tel: 217-244-9390; Fax: 217-244-0851; e-mail: occri@uiuc.edu; Web site: http://occrl.illinois.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01