More Like this

1. Math Counts: Major and Gender Differences in College Mathematics Coursework

   https://doi.org/10.1080/00221546.2019.1602393  

   Douglas, Daniel; Salzman, Hal (January 2020, The Journal of Higher Education)

   Mathematics is an important and hotly contested aspect of U.S. postsecondary education. Its importance for academics and careers and the extent and impact of math achievement disparities are all subject of longstanding debate. Yet there is surprisingly little research into how much and what types of mathematics courses are taken by U.S. undergraduates and the extent of math achievement differentials among students. This article advances the understanding of math course taking by developing course-taking metrics for a nationally representative cohort of bachelor’s graduates. Using NCES transcript data to construct consistent measures of mathematics and quantitative course taking, our analysis finds large variability both within and between STEM/non-STEM majors and a large population of non-STEM graduates earning mathematics credits comparable to their peers in STEM fields. Mathematics course taking differs substantially from course taking in other subjects. We also find that often-observed gender differentials are a function of major, not gender, with females in the most mathematics-intensive programs earning as many or more mathematics credits than their male peers. 

   more » « less
2. Democratizing the Practices of Design and Innovation through Transdisciplinary Coursework

   Thorne, S.; Strimel, G. (June 2023, Review directory American Society for Engineering Education)

   In the face of today's complex challenges, it is clear that the convergence of academic disciplines in the support of creating innovative solutions is more important than ever. To enable this convergence, universities can adopt transdisciplinary learning experiences that promote the integration of different academic fields. One common method for integration is the application of design thinking methods and the development of cross-cutting innovation-focused skills. The Mission, Meaning, Making (M3) model is an example of a transdisciplinary educational model that aims to transform traditional undergraduate learning experiences by combining the strengths of different academic units. The M3 model includes co-teaching and co-learning from faculty and students across different academic units/colleges, as well as learning experiences that span multiple semesters to foster student learning and innovative ideas. This collaborative initiative is designed to reach the broader campus community, regardless of students' backgrounds or majors. Therefore, the study presented in this paper explores how student participation in this transdisciplinary learning model and their perceptions of their innovation skills may vary regarding major and gender. This exploration can be important as 1) the model may or may not be meeting the needs of participants across areas of study and 2) perceptions of abilities may influence a sense of belongingness for people within the model’s programming. This paper will first highlight the details of the M3 model and its coursework and then provide the details related to the statistical analysis of 119 post- and retrospective pre-survey responses from students across diverse majors as well as any implications for the results. 

   more » « less
3. Offering Data Science Coursework to Non-Computing Majors

   https://doi.org/10.1145/3596673.3596971  

   Liu, Xumin; Golen, Erik; Raj, Rajendra K.; Fluet, Kimberly (January 2023, Proceedings of the 2nd International Workshop on Data Systems Education: Bridging education practice with education research)
4. Connecting Agency: Linking Funds of Knowledge, Engineering Practices, and Foundational Coursework

   https://doi.org/10.22318/icls2024.267533  

   Lopez-Parra, Ruben D; Kussainova, Gulnara; Konara, Kanchana; Wilson-Fetrow, Madalyn; Svihla, Vanessa (June 2024, ISLS)
5. Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice

   https://doi.org/10.1111/ssm.12689  

   Cannon, Susan O; Castanheira, Brittney; Keese, Jeffrey; Welji, Shaffiq (June 2024, School Science and Mathematics)

   Abstract Elementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings. 

   more » « less