Abstract

Confronted with high failure and withdrawal rates in calculus and precalculus courses, we conducted a case study comparing a voluntary model of student support with a compulsory model imbedded within course requirements. This study design was in large part reflective of the highly acclaimed study by Uri Treisman at Berkley University. The case study, which included experimental and control groups, will be presented along with an active demonstration illustrating the added value of compulsory groups and direct assistance in the learning process. We will discuss the findings of our study both in terms of differences in student performance and perception of course outcomes. Concluding recommendations for cost effective restructuring of the student support system will be presented along with a brainstorming and sharing sessions on how participants could bring these issues to bare on the student support models at their institutions.

Location

Room 1005

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Mar 28th, 2:00 PM Mar 28th, 2:45 PM

Compelling Student Support in Calculus

Room 1005

Confronted with high failure and withdrawal rates in calculus and precalculus courses, we conducted a case study comparing a voluntary model of student support with a compulsory model imbedded within course requirements. This study design was in large part reflective of the highly acclaimed study by Uri Treisman at Berkley University. The case study, which included experimental and control groups, will be presented along with an active demonstration illustrating the added value of compulsory groups and direct assistance in the learning process. We will discuss the findings of our study both in terms of differences in student performance and perception of course outcomes. Concluding recommendations for cost effective restructuring of the student support system will be presented along with a brainstorming and sharing sessions on how participants could bring these issues to bare on the student support models at their institutions.