Coordinated Math-Physics Assessment as an Alternative Pathway in Early STEM

Autor/inn/en	Yao, Guangming; Black, Kelly; Ramsdell, Michael; Skufca, Joseph
Titel	Coordinated Math-Physics Assessment as an Alternative Pathway in Early STEM
Quelle	In: PRIMUS, 30 (2020) 1, S.97-122 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2018.1506533
Schlagwörter	STEM Education; Undergraduate Students; Success; Mathematics Achievement; Calculus; Physics; Student Needs; College Mathematics; College Science; Mathematical Concepts; Program Effectiveness; New York + Suchen Sie Ihr Suchwort? STEM; Erfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Physik
Abstract	Improving student success rates in introductory calculus and physics courses is critically important for our students' path in STEM fields. Many of the students who have an intuitive understanding of physics fail calculus and are pushed to delay or drop their majors in technical fields. One way of addressing this issue is by adopting a program that is designed to identify students' specific needs and provide direct assistance to help the students maximize their potential in STEM fields. At Clarkson University, a specific calculus section, COMPASS: CoOrdinated Math-Physics Assessment for Student Success, is designed to prepare students by introducing mathematical concepts using physical applications. The implementation of the COMPASS program at the institution for the academic years of 2015-2016 and 2016-2017 are described in this paper. This includes basic information on pre-tests, student identification tools, example lectures, and reports on the analysis of the students' performance and assessment for two academic years. After 2 years of the COMPASS program, we recognize that students paths in STEM education need to be tailored to match their backgrounds and subjects of interest. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01