Increasing minority students' success in calculus

Bonsangue, Martin V.; Drew, David E.

doi:10.1002/tl.37219956106

Cited by 29 publications

(17 citation statements)

References 4 publications

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“…Perhaps due to the collective identity fostered through the years of living and learning together, the horizontal network that involves study groups and a collaborative environment is strong. The ability to utilize others' knowledge bases and create links through this network is critical for success as having a strong skill set and mastery of course content enhances student confidence and success (Astin & Astin, 1992; Bonsangue & Drew, 1995; Springer & Springer, 1999; Treisman, 1992). This resonates with the quantitative study of the program which reported that students rated study groups as one of the most beneficial aspects of the program (Maton et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…The second area concerns student understanding of the foundational concepts and their development of critical abilities essential for achievement (Astin & Astin, 1992; Bonsangue & Drew, 1995; Springer, Stanne & Donovan, 1999; Treisman, 1992; Barlow & Villarejo, 2004). To promote knowledge and skill development it is critical that the concepts necessary for mastery are explicit (Bennet et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

2010

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The Meyerhoff Scholarship Program (MSP) is widely recognized for its comprehensive approach of integrating students into the science community. The supports provided by the program aim to develop students, primarily Blacks, into scientists by offering them academic, social, and professional opportunities to achieve their academic and career goals. The current study allowed for a rich understanding of the perceptions of current Meyerhoff students and Meyerhoff alumni about how the program works. Three groups of MSP students were included in the study: 1) new Meyerhoff students participating in Summer Bridge (n=45), 2) currently enrolled Meyerhoff students (n=92), and 3) graduates of the MSP who were currently enrolled in STEM graduate studies or had completed an advanced STEM degree (n=19). Students described the importance of several key aspects of the Meyerhoff Scholars Program: financial support, the Summer Bridge Program, formation of Meyerhoff identity, belonging to the Meyerhoff family, and developing networks - all of which serve to integrate students both academically and socially.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

2010

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“…While there have been academic gains documented for students participating in PLTL and similar programs (Bonsangue & Drew, 1995;Cohen, 1997;Freeman, 1995Freeman, , 1997Fullilove, Fullilove, Terris, & Lacayo, 1988;Gosser, Cracolice, Kampmeier, Roth, Strozak, & Varma-Nelson, 2001;McCaffrey & Meyers, 1992;Treisman, 1992), it is the facilitators who, as peer mentors, may experience the most significant gains. Webb, Farivar, and Mastergeorge (2002) posited that in a peer-learning situation, it is not just the student receiving the explanation, but also the student offering it, who benefits.…”

Section: Introductionmentioning

confidence: 96%

Undergraduates Leading Undergraduates: Peer Facilitation in a Science Workshop Program

Micari

Streitwieser²,

Light³

2005

Innov High Educ

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This article presents the results of a study investigating the experiences of undergraduates acting as peer leaders in an extensive peer-led team learning program in introductory undergraduate sciences and engineering courses. In an effort to understand the facilitator experience in the program better and to report initial findings on the benefits derived through a peer-facilitation experience, the study identified multiple areas in which peer facilitators reported experiences of growth and the ways in which they understood and responded to this growth.

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“…These minority students in freshman calculus courses were invited to attend collaborative workshops. Bonsangue (1994; Bonsangue & Drew, 1995) found that the minority students in the workshop achieved significantly higher grades in the calculus course than did the minority students not enrolled in the workshop. When compared to nonminority students, there was no statistically significant difference in their grades.…”

Section: Introductionmentioning

confidence: 98%

Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program

Duncan

Dick

2000

School Sci & Mathematics

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High failure rates in introductory college mathematics courses, particularly among underrepresented groups of students, have been of concern for many years. One approach to the problem experiencing some success has been Treisman's Emerging Scholars workshop model. The model involves supplemental workshops in which students solve problems in collaborative learning groups. This study reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses (college algebra, precalculus, differential calculus, and integral calculus) at Oregon State University over five academic terms. Regression analyses revealed a significant effect on achievement (.671 grade points on a 4‐point scale) favoring Math Excel students. Even after adjusting for prior mathematics achievement using linear regression with SAT‐M as predictor, Math Excel groups' grade averages were over half a grade point better than predicted (significant at the .001 level). This study provides supporting evidence that programs like Math Excel can help students in making a successful transition to college mathematics study.

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Increasing minority students' success in calculus

Abstract: The Academic Excellence Workship demonstrates that achievement of underrepresented minority students in mathematics and subsequent persistence in SME majors may be associated less with precollege ability than with in‐college academic experiences and expectations.

Cited by 29 publications

References 4 publications

The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

Undergraduates Leading Undergraduates: Peer Facilitation in a Science Workshop Program

Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program

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