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Transitioning Learners to Calculus in Community Colleges (TLC3)

Transitioning Learners to Calculus in Community Colleges (TLC3)

 

Level 1 Support

 

Grant Name

Principal Investigators

NSF #/ ID #

Grant Duration

Transitioning Learners to Calculus in Community Colleges (TLC3)

Helen Burn PI, Highline College

hburn@highline.edu

Vilma Mesa, U. of Michigan

J. Luke Wood, San Diego State

Eboni Zamani-Gallaher, U. Illinois-Urbana- Champaign

NSF 1625387

9/15/16-8/31/19

Abstract: The project will gather a team of higher education researchers, mathematicians, and mathematics educators to transform institutional approaches to identifying and remedying barriers that impede student progress to and through Calculus II in community colleges. A significant impact of TLC3 will involve supporting instructional improvements aimed at increasing the success of historically undeserved students, particularly underrepresented racial minority (URM) students, thus contributing ultimately to the diversity of the nation's STEM workforce. The broader goal of TLC3 is to build and test theoretical models that predict STEM URM student success in the Developmental to Pre-calculus to Calculus II (DPC2) sequence, based on programs, structures, and instructional strategies in successful programs. The project uses a mixed-methods approach, including a census survey of 948 community colleges and case studies focused on minority-serving institutions. The models will inform the development of a change tool (i.e., the institutional self-assessment), that examines institutional readiness to facilitate successful outcomes for URM students in the DPC2 sequence.

https://occrl.illinois.edu/tlc3

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