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Innovative Practices for Improving Student

Performance in College Level Mathematics
This report explores innovative initiatives undertaken by colleges and universities to
improve the success rates of students in foundational college math courses.

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Introduction and Key Findings

In this report, Hanover Research examines innovative ways in which colleges and
universities have sought to improve the performance of their students in foundational
mathematics courses (such as College Calculus I & II and College Algebra &
Trigonometry). As witnessed throughout our discussion, such efforts are often
embedded within and play a fundamental role in broader Science, Technology,
Engineering, and Mathematics (STEM) support and retention initiatives.
Underscoring the importance of this issue, a number of researchers and
institutions have witnessed a connection between performance in college-level
mathematics and retention and graduation. 1 For example, in a large-scale study
seeking to identify the determinants of freshmen retention, Herzog found that
successful completion of a first-year math course (earning a C or better), among other
factors, increased the probability of re-enrolling, and reduced the chances of student
transfer, stop out, or drop out. 2 Focusing on retention in STEM fields in particular,
an evaluation of a STEM support initiative conducted by faculty at Bowling Green
State University found that students who performed marginally in math and
science during their first semester or first year of college were more likely to
withdraw from the STEM curriculum than students who performed well. 3
Providing some additional context regarding students choices to drop out of STEM
fields, the Bowling Green faculty explain:
Indicators of plausible losses from the STEM disciplines are shown as early
as the first set of exams in the first semester math/science courses. During
semester one, students entertain a decision to shift away from STEM areas,
or change academic interests, due to perceived or real failure in math and
science. Some will persist in their chosen majors into semester two (spring
semester) by retaking a course that they dropped or received an F or D grade
in the preceding fall. If they do not succeed in semester two, they often will
change majors, and are forever lost from these STEM fields. 4

Moore, C. and N. Shulock. Student Progress Toward Degree Completion: Lessons from the Research
Literature. Institute for Higher Education Leadership & Policy. September 2009. p. 4.
http://www.csus.edu/ihelp/PDFs/R_Student_Progress_Toward_Degree_Completion.pdf
2 Herzog, S. Measuring Determinants of Student Return vs. Transfer vs. Stopout vs. Dropout: A First-toSecond Year Analysis of New Freshmen. Paper presented to the California Association for Institutional
Research. November 2003. http://www.cair.org/conferences/CAIR2003/SergeHerzogBPComp.pdf
Note that a version of this study was also published in Research in Higher Education in 2005.
3 Gilmer, T.C. An Understanding of the Improved Grades, Retention, and Graduation Rates of STEM Majors
at the Academic Investment in Math and Science (AIMS) Program of Bowling Green State University.
Journal of STEM Education. 2007. http://www.bgsu.edu/downloads/provost/file49754.pdf
4 Ibid. p. 18.
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This report focuses on institutional efforts to combat the potential loss of students
those who are either dropping out of STEM majors or dropping out of college
entirely particularly through improving their performance in foundational
mathematics courses. In the first section of the report, we provide an overview of
innovative practices designed to support college math performance. This information
is drawn both from research literature on the topic as well as institutional examples
(particularly examples of institutions that have received National Science Foundation
funding in support of their efforts). The second section of the report provides
additional detailed profiles of specific college math support initiatives.
Key Findings
Below we provide a brief overview of the findings of our research.
A general trend that emerged from our review of institutional practices to
improve student performance in math courses is a movement away from
lecture-based teaching methods and toward student-centered learning.
Such practices promote active, cooperative, and inductive learning among
students, as opposed to the more passive learning that typically takes place in
the context of a lecture.
Many institutions have found that the integration of technology and
mathematics instruction, particularly through the use of interactive math
software, provides an effective means of engaging students with course
material. Instructional software packages such as ALEKS, Hawkes Learning
Systems, WileyPlus, and MyMathLab, allow students to work through
problems, receive immediate feedback on their progress, and follow guided
solutions if they are unable to find the right answer.
An innovative way of using interactive math software is through the
emporium model. Under this model, the bulk of instruction and learning
takes place in a math computer lab, as lectures are exchanged for
individual and small group work activities.
Another student-centered learning approach peer-led team learning (PLTL)
typically involves the use of small group workshops associated with
specific courses and guided by trained peer leaders. During the
workshops, students work together to complete challenging problems
developed by faculty. The workshops are often a required part of the course
and offer a supportive environment, where students can ask questions and
engage in discussion.
Supplemental instruction (SI) represents another form of student-centered,
collaborative instruction and learning through the provision of non-remedial

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tutoring by peer instructors. SI differs from PLTL in that it usually

involves outside-of-class support activities, rather than the integration of
peer learning into the course itself. Further, supplemental instruction sessions
often incorporate general learning and study skills into the instruction,
including note-taking, vocabulary acquisition, and test preparation.
New STEM students facing a multi-course calculus sequence often feel
overwhelmed by the difficulty of the courses and are deterred by a low grade
in one course. The daunting series of courses typically covers material that
does not appear directly applicable to their intended major. In order to
alleviate this situation and better engage students in the material, some
institutions have emphasized real-world applications of math concepts,
as well as have made connections between foundational material and
more advanced topics.
Finally, summer bridge programs with a heavy math component represent
another important tool to supporting student success in foundational math
courses. These programs are often targeted toward incoming students
interested in STEM fields and are typically two to five weeks in duration.
Program participants have the opportunity to earn math credit while
strengthening math skills that will be critical in their anticipated program. The
camps often move beyond math skills, applying math concepts to science and
engineering, as well as providing training in general study skills for college
success.

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Overview of Innovative Practices in Improving Mathematics

Performance
In this section, we provide an overview of innovative practices institutions of higher
education have implemented in order to improve their students performance in
foundational mathematics courses. As noted previously, these practices were
identified through a review of literature on the topic and an examination of what
individual institutions are currently doing in this area, with particular attention paid to
NSF-funded initiatives. Institutional examples are provided throughout this section
to briefly illustrate each practice. More detailed profiles of university and college
programs and practices are offered in the final section of this report.
Practices discussed in this section include the use of:

Interactive mathematics software

Peer-led team learning (PLTL)
Supplemental instruction (SI)
Applications of math concepts
Summer bridge programs

Note that the first three practices are strong examples of student-centered learning
approaches, a concept we discuss briefly below.
Student-Centered Learning Approaches
One broad trend that emerged from our review of practices to improve student
performance in math courses is a movement away from lecture-based teaching
methods and toward student-centered learning. Richard Felder, a professor
emeritus of chemical engineering at North Carolina State University who has written
extensively on teaching effectiveness, describes student-centered learning as
including:
Active learning in which students solve problems, answer questions,
formulate questions of their own, discuss, explain, debate, or brainstorm
during class
Cooperative learning in which students work in teams on problems and
projects under conditions that ensure both positive interdependence and
individual accountability

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Inductive teaching and learning in which students are first presented

with challenges (questions or problems) and learn the course material in the
context of addressing the challenges 5
Providing a general example of an introductory mathematics course that utilizes a
student-centered learning approach, Schumacher and Kennedy describe a class that
has been divided into groups of four or five students. At the start of each class,
students are provided a series of exercises that would gently lead the groups through
material of different degrees of difficulty. 6 It is the responsibility of the entire group
to ensure that each member completes and understands each problem. Throughout
the course meeting, the professor assists each group, clarifying any misunderstandings
of the material. The course further features weekly quizzes that are designed to
reduce students anxiety about the material and help them to continuously monitor
their progress before taking a larger, more significant exam.
While specific student-centered learning practices vary, Schumacher and Kennedy
explain that a hallmark of this approach is that it is largely experiential,
involving hands-on activities where students work through problems rather
than listening to a lecture on the material. 7 The National Center for Academic
Transformation (NCAT), an organization that has been involved in 49 large-scale
mathematics course redesign projects, a number of which have been funded by the
Pew Charitable Trusts and the Fund for the Improvement of Postsecondary
Education (FIPSE), echoes the importance of experiential, hands-on learning in
mathematics. The organization states that the underlying principle to improved
mathematics instruction is: Students learn math by doing math, not by listening to
someone talk about doing math. 8
Below we discuss three specific practices implemented by a number of universities
and colleges that appear well aligned with a student-centered learning approach.
Interactive Mathematics Software
NCAT promotes active learning and instant feedback as part of a successful
mathematics course design. In a 2011 article, Carol Twigg, the president of NCAT,
explains that the primary reason students do not succeed in the traditional math
course is that they do not actually do the problems. As a population, they generally
Reproduced verbatim from source: Student-Centered Teaching and Learning. Resources in Science and
Engineering Education. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/StudentCentered.html
6 Schumacher, P. and K.T. Kennedy. Lessons Learned Concerning a Student Centered Teaching Style by
University Mathematics Professors from Secondary School Educators. Education. Fall 2008. p. 102.
7 Ibid.
8 Increasing Student Success in Developmental and College-Level Mathematics: A Summary of NCATs
Course Redesign Achievements. The National Center for Academic Transformation.
http://www.thencat.org/NCATPlans/Math%20Strategies.htm
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do not spend enough time with the material, and this is why they fail at a very high
rate. 9
Many institutions have found that the integration of technology and mathematics
instruction, particularly through the use of interactive math software, provides an
effective means of combating this issue. Instructional software packages such as
ALEKS, 10 Hawkes Learning Systems, 11 WileyPlus, 12 and MyMathLab 13 allow
students to work through problems, receive immediate feedback on their progress,
and follow guided solutions if they are unable to find the right answer. These
programs typically feature a variety of learning components including interactive
tutorials, computational exercises, videos, practice exercises, and online quizzes,
appealing to students with a wide range of learning styles. 14
Next, the self-paced nature of instructional math programs also helps alleviate
potential student boredom with material they have already mastered. In a traditional
lecture-based course, everyone moves at the same pace. Instructional software
includes diagnostic assessments that allow for the development of personalized study
plans. Students who have mastered material may move ahead, while students who
are having difficulty with a topic may take more time to practice certain concepts.
Further, when students encounter problems with the material, assistance is usually
nearby. Universities using interactive math software will often encourage student
collaboration through the arrangement of pods in computer labs (four to six
computer stations in close proximity to each other) and often staff the labs with
instructors, teaching assistants, and peer tutors. 15
Most fundamentally, NCAT emphasizes that the use of interactive mathematics
software requires students to work through math problems. Commenting on
the success of Virginia Techs introduction of interactive mathematics software as a
part of its Math Emporium model (discussed below), former math department chair
John Rossi states, I hate to use jargon but I think its active learning. We are
forcing them to do the work. If they dont do the work, theyll flunk. Its not like
sitting in the back of a class of 500 and doing your email. 16

Twigg, C.A. The Math Emporium: Higher Educations Silver Bullet. Change: The Magazine of Higher Learning.
May-June 2011. http://www.changemag.org/Archives/Back%20Issues/2011/May-June%202011/mathemporium-full.html
10 ALEKS. http://www.aleks.com/
11 Hawkes Learning Systems. http://www.hawkeslearning.com/
12 WileyPlus. https://www.wileyplus.com/WileyCDA/
13 MyMathLab. http://www.mymathlab.com/
14 Twigg, op. cit.
15 Ibid.
16 Mills, K. Math Emporium The Use of Technology has Changed the Way Virginia Techs Introductory
Math Courses are Taught. National CrossTalk. Winter 2005.
http://www.highereducation.org/crosstalk/ct0105/news0105-virginia.shtml
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In terms of integrating the software into introductory mathematics classes,

universities will often follow one of two models the replacement model or the
emporium model. The replacement model involves replacing half of class time with
computer lab meetings. Below are two examples of institutions that have adopted
mathematics software using this model.
In 2003, the University of North Carolina at Greensboro set out to
redesign three introductory mathematics courses, including College Algebra
(Precalculus for Business and Social Science), Precalculus I, and Precalculus II.
With the goal of promoting active learning among students, the university
adopted MyMathLab course software to provide interactive, guided,
homework problems and practice tests; online tutorials and assessment tools;
and student progress tracking. 17 The university also increased the availability
of tutoring, both online and face-to-face, through its Math Help Center.
Under the new model, while instructors still make presentations to their
classes, they also devote a significant portion of class time to guiding
students through their use of the software and addressing the questions
of individual students. In a report on the success of its course redesign
project, the university noted significantly improved final exam grades in two
of the courses (Precalculus I and Precalculus II), as well as a reduced drop-failwithdraw (DFW) rate in all three courses. 18
In 2003 and 2004, the University of Mississippi also conducted a course
redesign along the lines of the replacement model. The initiative involved two
courses: College Algebra and Elementary Statistics. In its initial redesign, the
university used both MyMathLab and Hawkes Learning Systems
software. The structure of the courses was altered in order to require
students to attend a math computer lab each week, as well as course
lectures. In the lab, students use the software to work through math
problems and receive help from instructors and graduate students as needed.
In a report on the course redesign, the university noted improved final exam
grades and course grades. 19
A review of spring 2011 syllabi indicates that the University of Mississippi
now uses another software package, WileyPlus, in its Elementary Statistics
course 20 and MyMathLab in its College Algebra course. 21 Both courses
The Roadmap to Redesign (R2R) The University of North Carolina at Greensboro. The National Center
for Academic Transformation. http://www.thencat.org/R2R/Abstracts/UNCG_Alg_Abstract.htm
18 Ibid.
19 The University of Mississippi. The National Center for Academic Transformation.
http://www.thencat.org/RedesignAlliance/C2R/Abstracts/UMS_Abstract.htm
20 MATH 115 Elementary Statistics Syllabus Spring 2011. University of Mississippi.
http://olemiss.edu/depts/mathematics/syllabi/Spring2011/115.doc
21 MATH 121 College Algebra Syllabus Spring 2011. University of Mississippi.
http://olemiss.edu/depts/mathematics/syllabi/Spring2011/121-01.pdf
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require students to spend 50 minutes working in the universitys math

computer lab each week, in addition to attending lectures.
The second common means of using mathematics software in introductory courses
the emporium model also involves the use of a math computer lab. Unlike the
replacement model, the bulk of instruction and learning takes place in the lab,
as lectures are exchanged for individual and small group work activities. 22
Students engage in the online tutorials and assessments, and instructors, teaching
assistants, and tutors who staff the computer lab can assist as needed. Depending on
the preferences of the institution/department, students may attend mandatory lab
hours at their convenience or during scheduled hours. The emporium model was
developed at Virginia Tech, and its success has led to its implementation at other
institutions. 23
In 1997, Virginia Tech pioneered the use of the emporium model through its
redesign of a Linear Algebra course. The traditional format of the course was
based on two 50-minute lectures each week, with individual assistance
available during office hours and/or review sessions. Under the redesigned
format, all coursework was to be completed in the universitys 500workstation Math Emporium and featured interactive tutorials,
computational exercises, an electronic hypertextbook, practice exercises with
video solutions to frequently asked questions, applications, [and] online
quizzes. 24 Coursework was organized into units of which students would
cover one or two a week. Each unit featured a brief, automatically graded
quiz. Students could work in the Math Emporium on their own schedule
the facility was to be open 24 hours a day, seven days a week. Also available
to students were optional weekly lectures, faculty assistance through web and
email communication, and on-site assistance from faculty, graduate teaching
assistants, and peer tutors. 25
The emporium model has been lauded as a success. Passage rates (grades
of C or better) in the redesigned Linear Algebra course increased from
68 percent of students in fall 1997 to 90 percent by fall 2002. 26 Today, the
Math Emporium features 537 Apple computer workstations, as well as
conference areas for student-faculty meetings, student study lounges, and a
private classroom for tutoring sessions. The facility is still open every day, 24
Redesigning Developmental and College-Level Math Six Principles of Successful Course Redesign. The
National Center for Academic Transformation.
http://www.thencat.org/Mathematics/CTE/CTESix_Principles_DMCrsRed.htm
23 Twigg. Op. cit.
24 Program in Course Redesign Virginia Tech. The National Center for Academic Transformation.
http://www.thencat.org/PCR/R1/VT/VT_Plan.htm
25 Ibid.
26 Mills, K. op. cit.
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hours a day. 27 Seven courses are taught through the Math Emporium,
including Elementary Calculus with Trigonometry, Elementary Calculus I,
Linear Algebra, and Elementary Calculus with Matrices, among others. 28
Instructor-led Individual Course Help Sessions for each of these courses are
available throughout the week. 29
Partly following the Virginia Tech example, the University of Alabama
redesigned its Intermediate Algebra course in 2000 to create a studentcentered, computer-assisted, self-paced tutorial course structure that
allowed the individual student to focus precisely on his or her questions
and difficulties. 30 Passive, lecture-based instruction in the traditional
classroom was shifted to active student learning in the Mathematics
Technology Learning Center (MTLC), 31 the University of Alabamas version
of Virginia Techs Math Emporium. The new course featured 2.5 hours of
work in the MTLC and 30 minutes of group work sessions. The course was
coordinated by a faculty member and supported by instructors/graduate
teaching assistants and undergraduate peer tutors. 32 Following
implementation, the university witnessed improved grades in the course,
stronger student performances in subsequent courses (compared to students
who did not take part in the redesigned course), and high student satisfaction
ratings. 33
Today, Intermediate Algebra, in addition to a number of other courses, is
delivered through MyMathLab software and is conducted in the MTLC.
While described as a computer-based course it appears that class meetings
are held once a week. In terms of lab attendance, interestingly, students who
score below a minimum of 75 percent on any assignment including
homework, quizzes, or tests in a particular week are required to spend
at least four hours working in the MTLC the following week. The hours
may be completed at the students convenience, but must be accrued between
Sunday and Friday of that week. If students achieve above 75 percent in all
assignments that week, they are not required to spend this time in lab. 34
Welcome to the Virginia Tech Math Emporium. Virginia Tech.
http://www.emporium.vt.edu/emporium/home.html
28 Math Emporium Course Info. Virginia Tech. http://www.emporium.vt.edu/emporium/courseinfo.html
29 Math Emporium Individual Course Help Sessions. Virginia Tech.
http://www.emporium.vt.edu/emporium/helpsessions.html
30 Program in Course Redesign The University of Alabama. The National Center for Academic
Transformation. http://www.thencat.org/PCR/R2/UA/UA_Overview.htm
31 Mathematics Technology Learning Center. University of Alabama. http://mtlc.ua.edu/
32 Ibid.
33 Impact on Students The University of Alabama. The National Center for Academic Transformation.
http://www.thencat.org/PCR/R2/UA/UA_FR1.htm
34 Welcome to the MTLC MATH 100 Fall 2011. University of Alabama. http://mtlc.ua.edu/wpcontent/uploads/2011/08/Ma100_Fall_2011.ppt
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Peer-Led Team Learning

Our review of institutional efforts to improve student math performance revealed
that Peer-Led Team Learning (PLTL) is an innovative approach used in many NSFfunded STEM support programs. Originally developed for science education in the
mid-1990s at the City University of New York, PLTL typically involves small
group workshops associated with specific courses and guided by peer leaders.
During the workshops, students work together to complete challenging problems
provided by faculty. Peer leaders have received training to assist them in
actively engaging students with the material and each other. Such a model
yields a variety of benefits including: a supportive environment in which students may
ask questions and engage in discussions that will help them understand important
concepts; students engage in teamwork and become better communicators; and peer
leaders gain important teaching and leadership skills. 35
In his review of peer learning approaches, David Arendale lays out the following
guiding principles of PLTL:
The program should be integral to the course through required attendance at
two hours of workshop time weekly
Peer leaders are trained in group leadership and course content
Activities and materials are challenging yet accessible
Faculty are deeply involved in the program
Physical space and environments are conducive to discussion and learning
The program has strong support from the institution 36
The PLTL approach to instruction has been adopted by hundreds of institutions, a
handful of which are described below.
As part of its Gateways to Engagement, Mastery, and Success (GEMS)
initiative, which has received NSF support, 37 the University of Texas at
Dallas offers PLTL study groups. Each group consists of roughly eight
students who meet 80 minutes per week to collaboratively work through
challenging problems. The sessions are facilitated by a Peer Leader who
demonstrates various problem solving techniques, offers assistance when
members of the group are having particular difficulties with a problem, and
provides general encouragement to the group. The university notes that in
addition to developing stronger communication and critical thinking skills,
Arendale, D.R. Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography. College of
Education and Human Development, University of Minnesota. 2007.
http://www.tc.umn.edu/~arend011/Peerbib03.pdf
36 Taken verbatim from Arendale, op cit.
37 Note that the initiative was formerly referred to as Gateways to Excellence in Math and Science (GEMS).
See: NSF Grant Targets Shortage of Math-Science Grads. University of Texas at Dallas.
http://www.utdallas.edu/news/2009/11/19-002.php
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students who participate in the sessions typically earn better grades

than students who do not participate. During fall 2011, the university is
offering PLTL sessions for three math courses Applied Calculus I,
Differential Calculus, and Integral Calculus as well as courses in chemistry,
physics, and engineering. 38
The Virginia Military Institute (VMI) also uses PLTL in some of its math
and chemistry courses. Students in these courses attend one-hour
workshops each week, led by student leaders trained in teaching
techniques and course content. The workshops consist of six to eight
students who work together through challenging, structured problems that
have been developed by the course instructor. Student leaders and instructors
meet weekly to discuss the previous workshop and prepare for the upcoming
session. VMI notes that the workshops provide an active learning
experience for students, creates a leadership role for successful
students, and engages faculty in a creative new dimension of
instruction. 39 With assistance from a grant, the program was instituted in
fall 2004. Due to its success, the PLTL program was extended beyond the life
of the grant and has been integrated into the routine tutoring options of the
departments. 40
The University of Houston Downtown offers PLTL in math and science.
Similar to the other programs discussed in this section, the program features
study groups led by peer students who have received a B or higher in the
associated course. An advertisement for peer leaders in support of a College
Algebra PLTL workshop explains that weekly sessions last for 1.5 hours. In
addition to facilitating the sessions, peer leaders are also asked to informally
evaluate the progress of workshop participants using leader logs and engage
in debriefing surveys and discussions regarding the workshops. In exchange
for their work, leaders receive $500 for the semester. 41 Notably, the program
has received some funding through an NSF grant. 42

What is Peer Led Team Learning (PLTL)? University of Texas at Dallas.

http://www.utdallas.edu/GEMS/assets/PLTL_for_students_final_Fall2011.pdf
39 Learning Programs Peer-Led Team Learning. Virginia Military Institute.
http://www.vmi.edu/Content.aspx?id=12309
40 Online SACS Review Compliance Certification Report Comprehensive Standards. Virginia Military
Institute. http://www.vmi.edu/show_sacs.aspx?id=40945
41 PLTL (Peer-Led Team Learning) Conscientious and Enthusiastic PLTL Workshop Leaders Wanted for
College Algebra Classes. University of Houston Downtown.
http://cms.uhd.edu/Faculty/NakamuraM/PLTL/WSLApplication.PDF
42 NSF Broadening Participation in Computing Computing Alliance for Hispanic-Serving Institutions.
University of Houston Downtown.
http://www.uhd.edu/academic/colleges/sciences/ccsds/CAHSI/index.html
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Further, one professor of Computer and Mathematical Sciences at the

university has archived a set of College Algebra PLTL workshop exercises that
provide examples of specific problems assigned to student participants. 43
Miami Dade College has incorporated PLTL sessions in fourteen of its
STEM courses, including College Algebra, Calculus and Analytic Geometry I,
Pre-Calculus Trigonometry, and Calculus and Analytical Geometry II. While
the college does not provide a great deal of detail on the sessions, it indicates
that, likethe other programs described above, trained peer leaders lead
weekly course review sessions and faculty provide the peer leaders with
advice on how to deliver instruction. 44
Supplemental Instruction
Supplemental instruction (SI) represents another form of student-centered,
collaborative instruction and learning. The approach, developed by the University of
Missouri-Kansas City in 1973, appears similar to PLTL in that it also utilizes peer
instructors. In his discussion of peer learning approaches, Arendale makes the
following distinction between SI and PLTL: SI typically involves adjunct support
through outside-of-class activities with little change by the primary course
instructor, while PLTL involves the integration of peer learning into the course
itself. 45 Despite this distinction, the two approaches share many of the same
characteristics.
SI is described as a non-remedial tutoring method using collaborative learning
strategies and is provided based on the assessment of high-risk courses rather than
identification of high-risk students. This fundamental differentiation is important, as it
removes much of the stigmatization associated with tutoring that may prevent many
students from seeking assistance. Providing another point of distinction from PLTL,
SI programs utilize integrated approaches that incorporate general learning
and study skills into the instruction. These integrated skills may include notetaking, vocabulary acquisition, and test preparation. 46 SI programs are typically
offered on a voluntary basis to all students enrolled in the course. Below we provide
some examples of SI programs focused on promoting student success in
mathematics.
PLTL Workshop Materials. Department of Computer & Mathematical Sciences. University of Houston
Downtown. http://cms.uhd.edu/Faculty/NakamuraM/PLTL/WorkshopMaterials/CAWSMaterials.htm
44 Peer-Led Team Learning (PLTL). Miami Dade College.
http://www.mdc.edu/main/stemconnections/peerledteamlearning.asp
45 Arendale, D.R. Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography. College of
Education and Human Development, University of Minnesota. 2007.
http://www.tc.umn.edu/~arend011/Peerbib03.pdf
46 Lotkowski, Veronica, S. Robbina, and R. Noeth. 2004. The Role of Academic and Non-Academic Factors
in Improving College Retention, p. 13. ACT Policy Report.
http://www.act.org/research/policymakers/pdf/college_retention.pdf
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Oregon State University offers supplemental instruction to students taking

high-risk courses such as Math 111: College Algebra and Math 112:
Elementary Functions. The university explains that the SI sessions, also
referred to as Study Tables, integrate how-to-learn with what-to-learn
in other words, the sessions integrate study skills into the review of course
material. 47 Students meet once per week with a Supplemental Instruction
Leader for one hour. SI Leaders have already successfully completed the
associated course and have received training in facilitating group learning and
engaging fellow students. 48 The university explains that students attending
at least five SI sessions per term earn exam grades that range from one
half to a full letter grade higher than students who do not attend
sessions or attend less frequently. 49
The University of the Virgin Islands received funding from the National
Institutes of Health to provide supplemental instruction in mathematics, as
well as biology, chemistry, and computer science courses. The sessions are
non-remedial and held outside class on a regular schedule. Fitting with our
earlier description of SI, the program supports historically difficult
courses and involves regularly scheduled review sessions that are
available to all students in the associated courses. The university notes
that the sessions are informal seminars in which students review notes,
discuss readings, develop organizational tools, and prepare for examinations
and that students learn how to integrate course content with reasoning and
study skills. 50 Unlike some other SI programs, sessions may be led by an
instructor or a peer leader. With regard to the effects of the program, the
college indicates that students who participate regularly in the sessions
typically earn higher grades in the associated course.
CUNY Lehman College maintains an Office of Supplemental Instruction
and Technology. The office was created in spring 2007 through a Title V
grant from the U.S. Department of Education in order to improve student
transition to the upper division of science disciplines, mathematics, and
business studies. SI sessions are guided by a peer leader or a recent
graduate of the college and involve collaborative review of course material,
practice of key concepts, development of study skills, and testing of course
knowledge before exams. 51 During spring 2011, the college offered SI
What is Supplemental Instruction? Oregon State University. http://success.oregonstate.edu/whatsupplemental-instruction
48 What are Study Tables? Oregon State University. http://success.oregonstate.edu/what-are-study-tables
49 What is Supplemental Instruction? op cit.
50 STEM Supplemental Instruction. University of the Virgin Islands.
http://www.uvi.edu/sites/uvi/Pages/ECS-Supplemental_Instruction.aspx?s=AC
51 Title V Office of Supplemental Instruction and Technology. Lehman College.
http://www.lehman.edu/supplemental-instruction/index.php
47

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sessions for College Algebra, Precalculus, and Calculus I, among other

courses. 52
Applications of Math Concepts
In a paper addressing the retention of students in STEM fields, University of
Michigan researchers at the Center for Research on Learning and Teaching noted that
students who face a multiple-course calculus sequence in pursuit of their STEM
degree often feel overwhelmed by the difficulty of the courses and are deterred by a
low grade in one course. The long course sequence typically covers material that
does not appear directly applicable to their intended major. 53
The Michigan researchers discuss multiple studies demonstrating that students
perception of the usefulness of their learning affects their motivation to engage with
course material and therefore their desire to persist in STEM majors. 54 Providing an
example from mathematics, the researchers highlight a study examining the
performance of students in pre-calculus course sections that used real-world, timely
problems (such as differences in HIV infection rates across genders and races and the
effects of climate change on agriculture) versus courses that involved more traditional
material. The study found that students in the class using real-world problems
had significantly higher completion rates and were more likely to finish the
course with a grade of C- or better than their peers in the conventional
course. 55
In order to promote student engagement with the material and, more broadly,
retention, the Michigan researchers suggest that instructors place concepts within
the context of current events and technologies, such as asking students to apply
STEM concepts and skills to understand, evaluate or solve real-world problems (e.g.,
use polynomial functions to estimate how quickly a disease could be eradicated). 56
Faculty can also provide some discussion of their own research and/or how they
became involved in the field.
As discussed below, applications of course material may also take the form of
demonstrating connections between concepts in introductory, gateway math
courses and more advanced coursework, as well as their application across
SI Review Sessions Spring 2011. Lehman College. http://www.lehman.edu/supplementalinstruction/review-sessions.php
53 Brown, K., C. Hershock, C. J. Finelli, and C. ONeal. Teaching for Retention in Science, Engineering, and
Math Disciplines: A Guide for Faculty. CRLT Occasional Papers No. 25. 2009. p. 8.
http://www.crlt.umich.edu/publinks/CRLT_no25.pdf
54 Ibid.
55 Winter, D. Infusing Mathematics with Culture: Teaching Technical Subjects for Social Justice. In M.
Kaplan and A.T. Miller (Eds.). The Scholarship of Multicultural Teaching and Learning. San Francisco: JosseyBass. 2007. Cited in Brown, et al., op. cit. p. 7-8.
56 Ibid.
52

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disciplines. Wright State University has developed an introductory math course

based on this principle.
The WSU Model
Previously, Wright State Universitys engineering program required a minimum of
one full year of calculus before students could proceed to sophomore-year
engineering courses. The university explained that this was a daunting challenge as
students were required to take Calculus I, II, and III during the first three quarters of
their enrollment. However, the university was witnessing high levels of attrition of
engineering students following the freshman calculus sequence, with only 42
percent of students advancing past those courses. The institution described this issue
as the first-year mathematics bottleneck and noted that similar situations are seen
in engineering programs throughout the United States. 57
In response to this issue, the university developed what it terms the WSU model for
engineering mathematics education. The university created a new freshman
engineering math course that is taught by engineering faculty and only addresses
math topics that are directly applicable to introductory engineering courses.
Under the previous curriculum, core engineering courses such as Physics I, Statics,
Dynamics, Strength of Materials, Circuit Analysis I, C Programming, and Fortran
Programming all required completion of Calculus I and some required completion of
Calculus I-III and Differential Equations. The university recognized, however, that
only some of the topics covered in these calculus courses directly applied to the core
engineering courses. 58 Therefore, the new course, EGR 101: Introductory
Mathematics for Engineering Applications, replaces the traditional math
sequence and allows students to progress into the engineering program without
having first completed the calculus sequence. 59
The EGR 101 course is comprised of lectures, labs, and discussion sections. Similar
to our earlier discussion of student-centered learning approaches, the university
explains that the lectures feature problem-based learning, while the lab and
discussion sections encourage collaborative learning between students.
Emphasis is placed on the use of physical experiments, as well as the engineering
analysis software, Matlab. Topics addressed in the EGR 101 course include:
Linear and Quadratic Equations
Trigonometry
2-D Vectors
The Wright State Model for Engineering Mathematics Education: A Nationwide Adoption, Assessment and
Evaluation. American Society for Engineering Education, 2009. p.2.
http://www.engineering.wright.edu/cecs/engmath/AC_2009-1416.pdf
58 Ibid., p. 3.
59 Ibid.
57

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Complex Numbers
Sinusoids and Harmonic Signals
Systems of Equations and Matrices
Basics of Differentiation
Basics of Integration
Linear Differential Equations with Constant Coefficients 60

It should be noted that EGR 101 is not a replacement for the calculus sequence.
Under the model, students take EGR 101 in the fall of their first year and proceed to
Calculus I after completing the course. The remaining required calculus courses are
taken during the sophomore and junior years. Further, as EGR 101 is the only
required math course for entering sophomore-year engineering courses, students who
do not pass Calculus I immediately may still proceed in their engineering courses
while retaking the math course.
For students entering the university unprepared for EGR 101 those who have not
completed trigonometry the university developed EGR 100: Preparatory
Mathematics for Engineering and Computer Science. The course covers high
school math subjects through trigonometry and presents the topics in terms of
their applications to engineering and computer sciences. Beyond this, the EGR
101 course is available each quarter, so students can get on track to proceed through
the engineering curriculum directly after taking the trigonometry-based prerequisite. 61
WSU witnessed impressive results following the introduction of the model. Firstyear retention in engineering increased from 68.0 percent in the four years prior
to the model to 78.3 percent following model implementation. Additionally,
students who participated in the EGR 101 course performed better in Calculus
I 89 percent of those who completed EGR 101 earned a grade of C or higher,
compared to 60 percent of non-participants. 62
Providing another indicator of the programs success, funding under the NSF Course
Curriculum and Laboratory Improvement (CCLI) Program was granted to support
the expansion of the model to 15 institutions (including universities, as well as
community colleges and one school district). Universities adopting the model
included California Baptist University, University of Texas at El Paso, University of
Toledo, Oklahoma State University, University of Cincinnati, and University of San
Diego, among others. 63

Ibid., p. 3-4.
Ibid., p. 7.
62 Ibid., p. 6-7.
63 Ibid., p. 9
60
61

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Summer Bridge Programs

A final practice that we will address in this report is the use of summer bridge
programs. Based on our review of NSF-funded STEM support programs, it appears
that two- to five-week summer programs for incoming STEM freshmen are
nearly ubiquitous. Many of the programs are math-focused and are sometimes
characterized as math bootcamps. Students have the opportunity to earn math
credit while solidifying math skills essential for their anticipated program. The camps
sometimes move beyond math skills, making connections to science and engineering,
or even more general study skills.
Bowling Green State University provides a helpful example of a successful summer
bridge program that focuses on math skills. As part of its Academic Investment in
Math and Science (AIMS) initiative, a four-year program for students with high
academic potential and an interest in STEM fields, the university devised a fiveweek summer program. The primary goals of the program are to help acclimate
incoming freshmen to the campus and prepare them to succeed during their first
semester at the university. The program consists of mini-courses in math and
computer science, totaling 30 contact hours in the classroom over the five
weeks. In addition, students participate in science exposures addressing topics in
biology, chemistry, physics, geology, and astronomy, as well as work in labs. Aligning
with our earlier discussion of applications of concepts, the program also features
excursions to a variety of science-related organizations, including Pfizer
Pharmaceutical, BASF Corporation, NASA, and Phoenix/Plastics Technology. For
example, in a trip to Pfizer Pharmaceutical, students are presented with information
regarding the development of a drug, including how scientists, computer experts,
engineers, statisticians/mathematicians, and health professionals are all involved in
the process. 64
The math portion of the program is intended to give students a sense of how their
college courses will be conducted, while bolstering their math skills. The course
covers fundamental concepts of algebra, trigonometry, geometry, and calculus
(including limits, derivatives, and integrals). In terms of the programs success in the
field of mathematics, the university reports that a positive correlation between
the achievements of AIMS Scholars in their summer math class and the
ensuing first fall semester GPAs was found. 65 Further, the university has
compared AIMS student performances with those of Bowling Green students who
did not participate in the program but are similar in terms of high school academics
and demographics. The AIMS participants maintained higher average GPAs
than non-participants beginning in the first semester and continuing
throughout their time at the university. 66
Gilbert, T.C. op. cit., p. 13-14.
Ibid., p. 17.
66 Ibid. 18.
64
65

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The University of Maryland offers a similar summer program, geared specifically

toward minority students interested in STEM majors. The five-week Summer Bridge
Program for Scientists and Engineers is offered to 20 students each year. The
program consists of four main components, discussed in the table below.
Summer Bridge Program for Scientists and Engineers - Components

Component
Morning
Mathematics
Classes

Student Success
Seminars

Summer Science
Engineering Lab
(SSEL)

Supplemental
Instruction

Description
Classes are offered in algebra, pre-calculus, and calculus students take
a placement test that determines which course they will take. Students
successfully completing a course will receive three credits and may
proceed to the next course in the sequence at the start of the fall semester.
Held during the mid-morning hours, these workshops cover issues such as
time-management, study and test-taking strategies, stress management,
career development, diversity, and health awareness.
Students work on projects in a variety of disciplines including mathematics,
physics, engineering, astronomy, meteorology, and geology. Students
develop written reports and give presentations on their projects.
As a secondary component of the SSEL, students visit science labs and
research facilities, such as NASA, the National Institute of Standards and
Technology, W.L. Gore & Associates, and a number of University of
Maryland research centers.
University of Maryland students majoring in STEM fields provide peer-led
tutoring to summer bridge participants, helping them work through
problems related to their math courses.

Source: University of Maryland.

In the fall semester following completion of the program, students enroll in a onecredit Leadership and Scholarship, the Bridge to Effective Citizenship seminar.
The content of the seminar focuses on leadership philosophies and practices, while
also acting as another support in helping STEM students transition into college by
addressing academic, career, and personal development strategies. 67
While an evaluation of the program was unavailable, a news item from the university
indicates that 2011 was the 27th year of the programs operation, suggesting that the
program is well-established at the university. 68

LSAMP Bridge Program for Scientists and Engineers. University of Maryland.

http://www.lsamp.umd.edu/bridge.html
68 The Summer BRIDGE Program for Scientists and Engineers. University of Maryland.
http://lsamp.umd.edu/news/news_story.php?id=1126
67

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Case Studies
Below we provide four case studies of institutions that have adopted multiple
approaches to improving the performance of students in foundational mathematics
courses. As illustrated throughout the profiles, many of these institutions have
implemented practices highlighted in the previous section of this report. As seen
below, an additional innovative practice not directly discussed previously is featured
Washington State Universitys restructuring of its precalculus course sequence. Note
that while some of these practices are situated within broader STEM support
initiatives, we primarily focus only on those practices most relevant to our current
project improving student performance in mathematics.
University of South Florida
The University of South Florida (USF) provides a strong example of an institution
that has taken a multi-pronged approach to improving the performance of its
students in foundational mathematics courses. Further, in support of its efforts, the
university has received funding from the NSF. 69 USF undertook this initiative after
identifying low graduation rates among students studying in STEM fields as
compared to students in other fields. In fact, the university found that six-year
graduation rates among STEM majors were below 60 percent, while students
majoring in business, nursing, and education exhibited graduation rates over 80
percent. USF identified foundational science and math courses as a source of this
problem, noting that students often change their major before even taking a class in
it, due to loss of motivation in basic science and math courses and failure to see the
relevance to their major. 70
Focusing on calculus in particular, the university found that, on average, only 55
percent of students were passing Engineering Calculus I, II, and III, and Life
Sciences Calculus I and II. In order to remedy this situation, USF set out to redesign
the curricula and sequencing of these foundational calculus courses through the
implementation of three practices: project-based calculus instruction, peer
leading, and introduction of a STEM Mart. All three are discussed below.
Project-Based Calculus Instruction
Providing an example of curriculum redesign, USF introduced bridge projects
into Engineering Calculus II and III and Life Sciences Calculus II. This gave
students the choice to complete a project rather than take a final exam. Students
Award Abstract #0756847 A STEP to Grow in Science-Engineering-Mathematics Undergraduate
Degrees. National Science Foundation.
http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=0756847
70 A STEP to Grow in Science-Engineering-Mathematics Undergraduate Degrees. University of South
Florida. 2010. http://www.math.usf.edu/data/nsf2010.ppt
69

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would pair up with a science faculty member or a workplace supervisor in order to

define a problem, write and analyze appropriate equations, and write a narrative
report in essence, they write a story problem, and then answer it and write it up as a
scientific report. 71 In addition to promoting student-centered learning, this appears
to align well with our earlier discussion of making connections between
foundational math concepts and more advanced coursework or career
applications. Based on fall 2008 through fall 2009 data, the university found that
students engaging in projects were passing calculus courses at higher rates than
students who did not engage in such a project.
Peer Leading
The second approach used by USF is peer leading. The university implemented a
program in which undergraduate peer leaders guide 50-minute cooperative
learning inquiry sessions each week for students in Engineering and Life Science
Calculus I. These sessions are based on curricula designed by faculty and graduate
students to guide students to discover calculus concepts before encountering them in
lecture. The sessions also incorporate warm-up instruction in algebra and
trigonometry. We provide a picture of the structure of peer-led activities below,
reproduced from material provided by USF.
Step
Pre-Assignment

Student Group Structure

Heart of the Activity

End of Session

Structure of Peer-Led Activities

Description
Completed before class. Includes practice with algebra, often a
missing skill. At the beginning of every peer-led session, there
is a short quiz based on this pre-assignment and the previous
weeks activity.
Students work in groups of four. Each student has a different
role (manager, recorder, spokesperson, and strategy analyst),
and these roles rotate each week.
Groups work on discovery activities, structured to include
discovery of a concept, concept formulation, and then concept
application. The peer leader facilitates classroom discussions
and provides support where difficulties occur.
Students summarize what they have learned and reflect on
learning strategies that were or were not effective.

Source: University of South Florida. 72

Similar to its use of project-based instruction, the university reports that students
engaging in peer-led activities exhibited higher calculus pass rates (Life
Sciences Calculus I and Engineering Calculus I) than students that did not participate
in the activities.
71
72

Ibid.
Ibid. Reproduced with slight modification from source.

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STEM Mart
Finally, the university offers a STEM Mart, where undergraduate tutors provide
peer support in a one-stop tutoring lab. Assistance is provided in calculus, as
well as basic courses in chemistry, physics, and biology. The STEM Mart offers
evening and weekend hours for students convenience. 73 Students interested in
tutoring are required to submit an application detailing their performance in specific
calculus courses, as well as any other relevant math, science, or engineering courses
and names of professors who can attest to the students proficiency in calculus and
the other relevant subjects. Prospective tutors may also be asked to interview for the
position. Selections are made based on the needs of the tutoring program. 74
Washington State University
In 2009, Washington State University issued a memorandum to academic advisors
regarding changes in its mathematics curricula, sequencing, and placement. Among
other initiatives the document describes an Alternate Precalculus Pathway. The
description begins with the following:
Precalculus is a gateway course into science, technology, engineering, and
mathematics (STEM) majors, yet many students are unsuccessful in their first
(or second or even third) attempt to pass it. This shatters the goals and
ambitions of students and has serious implications in terms of retention. 75

The document proceeds to explain that mathematics faculty members and graduate
students, as well as members of the Department of Teaching and Learning sought to
understand students difficulties in succeeding in these courses. One of the key
findings of this work was that even when students placed into precalculus using the
current placement system, the background of many of the students was too
fragile to support the pace and rigor expected in the course. 76 In addition to
adjusting the universitys placement system, WSU developed an innovative new
sequence for its foundational math courses. The new sequence is presented in the
table below.

Ibid.
Application for Undergraduate STEM Mart Success Center Tutors. University of South Florida.
http://math.usf.edu/download/STEP-Undergraduate_Application.pdf
75 Mathematics Update for Advisors and Counselors. Washington State University. 2009.
http://vpue.wsu.edu/specialsections/AdvUpdMathematicsUpdateforAdvisorssu09.pdf
76 Ibid.
73
74

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Course Sequence
Elements
Alternate
Precalculus
Sequence

Precalculus
Safety Net

Calculus
Safety Net

SEPTEMBER 2011

Math Course Sequencing

Description
Students with weaker math backgrounds will be encouraged to take a
two semester sequence Math 106: College Algebra (3 credits), and
Math 108: Trigonometry (2 credits), rather than the one semester
Math 107: Precalculus. Math 106 will be a prerequisite for Math 108.
Another advantage of this two course sequence is that transfer students
often have taken the equivalent of Math 106 and this will allow them to
take trigonometry by itself.
A safety net is built in for Math 107 students by offering a late start
Math 106 that will start the sixth week of the semester and will meet
five days a week. With this in place a student who is failing Math 107
after the first exam will be able to transfer into a late start Math
106 and have a second chance to succeed in a mathematics class.
Most sections of Math 106 will run the entire semester, but one or two
late sections will be reserved for students at-risk of failing 107.
A Math 108 section will start the fifth week of the semester, will meet
three days a week, and will be a safety net for some Math 171:
Calculus I students. Math 107 students will only be able to transfer
into Math 106, not both Math 106 and Math 108 late start sections.

Source: Washington State University.

In addition to the changes to course sequencing, the memorandum highlighted

support courses and study halls that are available to students taking entry-level
math courses. Math 110: Mathematics Tutorial for Math 107 and Math 111:
Mathematics Tutorial for Math 201 are offered as support courses (note that Math
201 is Mathematics for Business and Economics). 77 These courses offer
individualized instruction focusing on what each student needs help with. 78
Students who qualify to enter Math 107 or Math 201 but are concerned about their
math abilities are encouraged to enroll in the appropriate support course. Additional
support is provided through tutor-assisted study halls, available at a number of
locations during the week and on weekends, with daytime and evening hours.
Students may seek assistance on a drop-in basis. 79
University of Memphis
A five-year program funded by the NSF and designed to increase retention and
graduation rates among STEM students, the MemphiSTEP program incorporates a
variety of STEM support initiatives at the University of Memphis. Of particular
Department of Mathematics Course Information. Washington State University.
http://www.math.wsu.edu/Office/Courseinfo/cdescrip_schedule.php
78 Mathematics Update for Advisors and Counselors. Op cit.
79 Department of Mathematics Free Tutor-Assisted Study Halls. Washington State University.
http://www.math.wsu.edu/studyhalls/welcome.php
77

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relevance to our current report, the university provides the following description of
the program:
It has been well-established that the lack of a solid preparation in
mathematics often can be a deterrent to a students success in a STEM
major. Although we concentrate on all STEM areas across the campus and
each year of a students undergraduate career, mathematics, especially as used
in science and engineering will be a focal point in many of our strategies and
activities, especially for the early undergraduate years. 80

In line with this description, here we examine two elements of the initiative: a
bootcamp and the use of interactive math software.
Bootcamp
Beginning with the bootcamp, students considering study in a STEM discipline are
invited to participate in a two-week refresher seminar designed to boost precalculus skills, demonstrate links between math, science, and engineering,
and broaden knowledge of career opportunities in STEM fields. 81 According
to an evaluation report of the bootcamp by University of Memphis faculty, the
primary goals of the activity are to:
Improve math skills needed to succeed in Calculus I and other STEM courses
Help students prepare for college by offering degree-related information and
social networking opportunities
Increase awareness and interest in STEM careers, including computer science
and computer engineering
Demonstrate connections among mathematics, science, and engineering 82
The aforementioned evaluation report provides details of the August 2009 bootcamp.
The authors explain that the program was offered over the course of ten days and
comprised 20 morning and afternoon sessions. The sessions were led by faculty
members from various STEM departments (including Mathematical Sciences,
Computer Science, Electrical and Computer Engineering, among others). Each
session included a 75-minute lecture by the faculty member, followed by another
75-minute practice session featuring collaborative work among students on
problems related to the lecture. University of Memphis STEM majors served as
assistants, working with students during the practice sessions. 83
MemphiSTEP: A STEM Talent Expansion Program at the University of Memphis. University of
Memphis. http://www.memphis.edu/memphistem/pdfs/Final_Year_3_MemphiSTEM_Poster.pdf
81 Ibid.
82 Best, R.M., et al., Math Bridge Bootcamp: A Strategy for Facilitating Undergraduate Success in STEM
Courses. University of Memphis.
http://stepcentral.net/media/uploads/forums/2011/06/20/Math_Bridge_Bootcamp_2010.pdf
83 Ibid., p. 2.
80

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The morning sessions focused on mathematics (primarily precalculus), while the

afternoons featured science and engineering. However, the afternoon sections were
connected to the morning sessions in that the mathematics topics covered earlier
in the day were applied during the afternoon science and engineering
sessions.
Daily lunch sessions were used to promote both social networking among students,
as well as to host guests including University of Memphis faculty, STEM graduates,
and student mentors. These guests presented information regarding their experience
working and/or studying in a STEM field and then fielded questions from bootcamp
participants.
The evaluation of the bootcamp yielded a variety of positive results. First, preand post-test data of participants indicated significant improvements in math
skills. Focus groups and survey data also revealed that students believed that the
bootcamp activities improved their math skills, boosted their confidence, and
demonstrated how math is applied in the fields of science and engineering. Both the
pre- and post-test data and the focus group results indicated an increased interest in
STEM careers among participants. While at the time of the evaluation,
comparison group data were unavailable, the authors report that participants in the
program achieved an average GPA of 3.03 in their first semester, a high GPA given
the difficulty of STEM courses the students were taking. Additionally, all students
who had declared a STEM major (84 students) remained in their major for the fall
and spring semesters. 84
Interactive Math Software
In the second year of the MemphiSTEP program, the university incorporated a
web-based tool WebAssign into its Calculus I, II, and III courses. The
program enables students to complete classroom and homework activities, as well as
take tests. Similar to other institutions described in this report who have adopted
interactive math software, the university explains that WebAssign is designed to
scaffold students understanding of math concepts by offering immediate feedback to
responses and allowing students multiple opportunities to solve math problems. 85
While not covered in the MemphiSTEP materials reviewed for this report, it appears
that the university has used MyMathLab software in its courses. For example, a
Calculus III course redesign proposal describes the use of the software in
Foundations of Mathematics and Elementary Calculus courses, as well as the use of
WebAssign in Calculus I and II in fall 2008 and 2009. The author of the redesign
plan explains that these courses met in a computer lab and featured a mix of
84
85

Ibid., p. 5.
MemphiSTEP: A STEM Talent Expansion Program at the University of Memphis. op. cit.

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lectures and web-based homework and assessments. Describing the interactive

nature of the courses, the author notes that students work through practice problems
each class period, and receive instant feedback through MyMathLab or WebAssign.
He credits this interactive nature with the improved success and retention rates
among students in the courses. For example, student success rates in the redesigned
courses improved from 51 percent to 59 percent (while the author does not define
success rate it appears that this is equivalent to pass rate). 86
University of Maine
A 2006 article published by mathematics faculty at the University of Maine discusses
how peer-led team learning (PLTL) was integrated into math courses. Based
on success of this approach in physics and chemistry classes at the university, three
faculty members sought to apply it to their own classes, with the following three
goals:
To improve student comprehension of mathematics so students can
successfully solve both routine and non-routine problems.
To improve student attitudes about math.
To provide an alternative way of learning. 87
Using NSF funding, the mathematics department restructured two sections of
Calculus I beginning in fall 2003. The sections included three 50-minute classes
with the instructor and one 75-minute PLTL session every week, except in
exam weeks, where the PLTL session was used to administer the exam.
The PLTL sessions followed three different formats, including:
Discovery workshops Before a concept is introduced in class, students
engage in activities designed to facilitate collaborative discovery of an idea.
Exploratory workshops After a concept has been addressed in class,
students explore the topic in greater detail in order to generate a deeper
understanding.
Review workshops These workshops provide students time to practice the
material learned in class.
The faculty members conducted a presentation of their use of PLTL in Calculus I at a
workshop held at the City University of New York. As part of the workshop, the
faculty provided copies of eight PLTL modules used in their Calculus I courses that

Proposed Redesign of Math 2110 (Calculus 3). University of Memphis. https://umdrive.memphis.edu/galc/public/crf-2010/proposals-funded/Jamison%20%28MATH-2110%29.pdf

87 Drewniany, P., S. McGarry, and J. Tyne. Progressions. Summer 2006.
http://www.sci.ccny.cuny.edu/~chemwksp/Intro_Calculus_SU_06/PLTL-Calc-Introduction-Su-06.pdf
86

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are now available online and offer examples of exercises that could be used during a
PLTL session. 88
The faculty members also discuss the selection and training of peer leaders. In order
to initially identify students who might be well-suited to leading PLTL sessions,
mathematics instructors were asked to submit the names of students who had been
successful in Calculus I courses and who they thought would have good leadership
abilities. These students were then asked to attend an information session and submit
an application to become a leader.
The chosen peer leaders were required to attend weekly training sessions. Each
session began with a discussion of the previous PLTL session, allowing leaders an
opportunity to share successful approaches, gather suggestions for ways to deal
with problems, and provide any feedback that could be used to improve the
next section. Next, leaders were asked to discuss chapters from the book, Peer-Led
Team Leading: A Handbook for Team Leaders, 89 which provide guidance on leadership.
Finally, training sessions provided time to work through the upcoming PLTL session.
One of the instructors would take on the role of a peer leader, while the actual peer
leaders would act as calculus students. In addition to providing a preview of how the
session would be conducted, this exercise provided a basis for peer leaders to ask
additional questions regarding how best to approach a topic. Beyond the trainings,
peer leaders would submit journal entries discussing how students received each
PLTL session, the level of difficulty of the material, and questions about how to
address any situations that arose during the session. 90
Reflecting on the implementation of the PLTL approach, the faculty members
expressed positive impressions of its value. They noted improved student attitudes
toward math, as well as increased opportunities for active learning among students.
In terms of the experience of peer leaders, they found that these students were able
to solidify their knowledge of calculus, found new approaches to student
learning, and gained some experience with teaching. Faculty members indicated
that they enjoyed working with the peer leaders during weekly leader training
meetings, allowing for contact with a highly motivated group of students interested in
math. The only drawback highlighted by the faculty members was the loss of a class
meeting with students the Calculus I course previously met four times a week but
one meeting was replaced by the PLTL session. 91

See: Calculus I Modules. The PLTL Project Newsletter.

http://www.sci.ccny.cuny.edu/~chemwksp/newsletter.html#calc
89 Roth, V., E. Goldstein, and G. Mancus. Peer-Led Team Learning: A Handbook for Team Leaders. Prentice Hall.
2001. http://www.pearsonhighered.com/product?ISBN=0130408115
90 Drewniany, P., S. McGarry, and J. Tyne. op. cit., p. 2.
91 Ibid., p. 3.
88

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