论文标题
数学课程重新设计了一个私人四年西班牙裔服务学院，以解决各种公平和包容的问题
Math Course Redesign in a Private Four Year Hispanic Serving Institute to Address Diverse Equitable and Inclusive Issues
论文作者
论文摘要
我们确定了与各种，公平和包容（DEI）问题有关的三个最具挑战性的要点。首先，进入大学的大多数学生缺乏微积分成功至关重要的数学技能，与大学代数一样基础，其他一些人在高中毕业后有多年的差距。除少数STEM学生外，几乎所有的学生都必须从大学代数开始，然后才能继续前进，然后才能进行钙库。其次，我们注意到，许多计划追求STEM的学生退出了专业，因为他们无法在大学代数中获得所需的成绩以继续前进。这是演算类的入学率始终较低的主要原因之一。最后，辅助讲师教授的很大一部分基本数学课，辅助讲师之间的营业率并不小。这样的结果之一是，许多学生没有公平的学习经验，即使在微积分课上，有些学生仍在与大学代数斗争。在本文中，我们描述了一项关于解决DEI问题的大学范围倡议的说明性案例研究。
We identified three most challenging points related to diverse, equitable, and inclusive (DEI) issues. First, the majority of our students entering the College lack the math skills essential to success in Calculus, as basic as College Algebra, some others have a multi-year gap after graduating high school. Almost all but a few STEM students must start from College Algebra before they can move on to Precalculus and then Calculus. Secondly, we noted that many students who planned to pursue STEM dropped out of their majors because they couldn't obtain the required grade in College Algebra to move forward. This is one of the main reasons that the enrollment of calculus classes is consistently low. Lastly, a large portion of basic math classes are taught by adjunct instructors, the turnover ratio among adjunct instructors is not small. One such consequence is that many students don't have equitable learning experiences and some students are still struggling with College Algebra even in the calculus class. In this paper, we describe an illustrative case study of a college-wide initiative to tackle the DEI issues.
