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Abstract Title: Supporting student quantitative skills across introductory STEM courses: faculty approaches and perceived needs
Abstract: We present the results of a survey of 220 faculty members at selective liberal arts colleges who teach introductory STEM courses. The survey was designed to learn how these faculty support student quantitative skills development in their introductory courses and what high-school quantitative skills are the most challenging for their incoming introductory students.  In particular, we wanted to identify the skills that students struggled with across different disciplines in order to explore the possibility of developing shared online modules to support student quantitative skills review and practice in many different introductory STEM courses. Five priority topic areas emerged -- graphs and tables, descriptive statistics, exponents/logarithms, intercepts/slopes of lines, and confidence intervals/standard error -- although there were significant disciplinary differences.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.E2
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Melissa Eblen-Zayas
Carleton College
Northfield, MN 55057
and Co-Presenter(s)
Ellen Altermatt, Carleton College
Laura J. Muller, Williams College
Jonathan Morgan-Leamon, Williams College
Sundi Richard, Davidson College