Many causes have been cited for low retention rates in STEM (science, technology, engineering, and mathematics) higher education. These include factors that can be identified as related to preparation, course performance, teaching methods, and affective factors. These causative factors converge meaningfully in the large introductory-level mathematics courses that are a hallmark of undergraduate STEM programs. Specifically, most STEM study programs require at least one course in mathematics, typically early in the curriculum. Here, we refer to “the math problem” in STEM retention, whereby preparation, performance, teaching methods and student affect are on display in a single arena at a critical stage in undergraduate education—typically the first year of a study program.
Here, I draw on three separate data sources to illuminate the degree to which required introductory mathematics impacts incoming and first-year students in STEM study programs. We focus on established factors influencing retention, specifically the roles of preparation, performance, and student affect. The result serves as a case study of how a math requirement can play an outsized role in our efforts to train the next generation of scientists. Critically, these findings can be used to design mitigation strategies to better address the introductory mathematics challenge in STEM higher education. Discussion will center on implications.
Welcome to Physics Colloquium on Friday, 18th September at 10.15. Coffee is served at 10:00. The lecture will take place at Ylistönrinne Campus in lecture hall KEM1. The talk begins at 10:15.
Physics colloquim provide students and staff with an opportunity to learn new topics and to discuss the latest research results.
Anyone interested is warmly welcome!
