Abstract
Over a period of six years, three different types of recitation sessions were implemented into the large enrollment section of a college calculus course. During the fall semesters, the results on the departmental final examination, the DFW rates, and the one-year retention rates of students as STEM majors were examined by the type of recitation session used with the large enrollment section. The three types of recitation sessions studied were: (1) optional mentoring sessions at the Math Assistance Center conducted by undergraduate students (peer mentors), (2) required mentoring sessions conducted by graduate students, and (3) required VGNA (Verbal, Graphical or Geometric, Numeric, and Algebraic) Concept activities, which were also coupled with mentoring sessions conducted by graduate students. The success of the students in the large enrollment section of the course, which included one of the three different types of recitation sessions, was compared to the success of students in the small enrollment sections of the course (enrollments less than 50 students). The effects of using each type of recitation session on raising departmental final examination scores, lowering DFW rates, and raising one-year retention rates is presented. The results of this study demonstrate methods of raising student success rates in large enrollment (lecture-format) courses.
Highlights
In order to retain and graduate more STEM majors on campus, this study investigated the effects of using different types of recitation sessions with a large-enrollment lecture-format first semester college calculus course on student achievement, student success rates in the course, and first-year retention in a STEM discipline
Over a period of six years, three different types of recitation sessions were implemented into the large enrollment section of the calculus course
The results on the departmental final examination, the DFW rates, and the one-year retention rates of STEM students were examined by the type of recitation session used with the large enrollment section
Summary
Freshman-level courses, such as calculus, often act like a filter instead of a pump for science, technology, engineering, and mathematics (STEM) majors (Steen, 1988). IUPUI has launched an effort called Gateway to Graduation to improve student learning and retention in courses with high first-year student enrollment. With campus recognition of retention issues in Gateway courses, the investigators of this study obtained NSF funding (#0969500), to adapt and adopt best practices, in order to increase student retention in, and persistence toward graduation for, STEM majors
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