You are here:

Impact of Course Policy Changes on Calculus I DFW Rates ARTICLE

, ,

Journal of STEM Education Volume 19, Number 1, ISSN 1557-5284 Publisher: Laboratory for Innovative Technology in Engineering Education (LITEE)

Abstract

This paper examines the impact of departmental policy changes on the trend in DFW proportions for introductory calculus at a large research university. We defined three distinct policy periods: Traditional (2002-2005), Active Learning (SCALE-UP) (2006-2013), and Return to Traditional (2014-2015). Regression analysis showed DFW proportions were increasing during the Traditional period, significantly decreased after the switch to SCALE-UP, remained fairly consistent during the SCALE-UP period, and then significantly increased during Return to Traditional. Individual trends for D, F, and W proportions were also analyzed. The two policy changes had the greatest influence on the trend in F and W proportions. Potential factors that could influence a student to withdraw from the course were examined. Students who withdrew had midterm averages similar to students who failed the course during the SCALE-UP period, but their averages were significantly lower than the F students during the Return to Traditional period.

Citation

Norton, P., Bridges, W. & High, K. (2018). Impact of Course Policy Changes on Calculus I DFW Rates. Journal of STEM Education, 19(1),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved September 22, 2018 from .

Keywords

View References & Citations Map

References

  1. Benson, L.C., Orr, M.K., Biggers, S.B., Moss, W.F., Ohland, M.W., & Schiff, S.D. (2010). Student-centered active, cooperative learning in engineering. International Journal of Engineering Education, 26(5), 1097.
  2. Benson, L., Moss, W., Schiff, S., Biggers, S., Orr, M., & Ohland, M. (2008, October). Special session-enhancing student learning using SCALE-UP format. In 2008 38th Annual Frontiers in Education Conference (pp. T2J-1). IEEE.
  3. Bressoud, D.M., Carlson, M.P., Mesa, V., & Rasmussen, C. (2013). The calculus student: insights from the Mathematical Association of America national study. International Journal of Mathematical Education in Science and Technology, 44(5), 685–698.
  4. Bressoud, D., & Rasmussen, C. (2015). Seven characteristics of successful calculus programs. Notices of the AMS, 62(2).
  5. Dunwoody, P.T., & Frank, M.L. (1995). Why students withdraw from classes. The Journal of Psychology, 129(5), 553–558.
  6. Edge, O.P., & Friedberg, S.H. (1984). Factors affecting achievement in the first course in calculus. The Journal of Experimental Education, 52(3), 136–140.
  7. Fisher, K.M., & Lipson, J.I. (1986). Twenty questions about student errors. Journal of Research in Science Teaching [Abstract], 23(9), 783-803.
  8. Hall, M., Smith, K., Boeckman, D., Ramachandra, V., & Jasin, J. (2003, October). Why Do Students Withdraw From Courses?. In Proceedings of Southern Association for Institutional Research Conference, San Antonio, TX, Oct. 10 Journal of STEM Education Volume 1 9 • Issue 1 February-March 2 0 1 8

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.