An Interactive Delivery Model for Students Repeating Calculus for Scientists & Engineers I

Autor/in	Eklund, Holly
Titel	An Interactive Delivery Model for Students Repeating Calculus for Scientists & Engineers I
Quelle	In: PRIMUS, 30 (2020) 2, S.123-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2018.1506535
Schlagwörter	Teaching Methods; Delivery Systems; Calculus; Scientists; Engineering; Professional Personnel; STEM Education; Employment Qualifications; Graduation Requirements; College Mathematics; College Students; Interaction; Group Activities; Educational Technology; Technology Uses in Education; Student Attitudes; Colorado + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Scientist; Wissenschaftler; Maschinenbau; Personalbestand; STEM; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Abschlussordnung; Collegestudent; Interaktion; Gruppenaktivität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten
Abstract	The purpose of this paper is to explain a newly implemented interactive delivery model for students at the Colorado School of Mines (Mines) repeating Calculus for Scientists & Engineers I during the spring of 2017. Since calculus is a necessary component for so many STEM degrees, it will continue to be a gateway to obtaining such degrees and entering the highly sought after technological professions. Educators have a responsibility to further investigate how to support students who are not immediately successful. This interactive delivery model shows promise in improving student performance on final exams, increasing student learning, and encouraging struggling students to persist in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01