Author(s):
In typical mathematics classrooms, concepts are disconnected from real-world examples and local contexts, making it difficult for students to “read and write” the world in mathematics. This project addresses the need to engage community college students in applied learning to improve academic and affective outcomes, stimulate interest in STEM learning and careers, and build STEM identities. The team created 30 themed labs and in-class exercises using robots and Jupyter notebooks for three gateway mathematics courses (College Algebra, Trigonometry, and Calculus I) which are critical first steps in STEM educational pathways. The 10 College Algebra labs, 8 Trigonometry labs, and 12 Calculus I labs range from 30-minute to 1.5-hour exercises to more complex projects that span several class sessions. Labs have been incorporated into both face-to-face and online classes. The project aligns with Sinclair Community College’s core strategy of Growth to increase the rate of success of students in the early math sequence through experiential, meaningful, and career-connected experiences.Research and evaluation activities assess student self-reported attitudes towards math, career, and STEM interests; feedback about lab activities; and student outcomes in terms of course success and success in subsequent courses. Feedback is also collected from faculty about the lab topics, implementation, support, and outcomes. Findings indicate students who participated in the lab-based course in fall 2022 were statistically significantly more likely to be successful compared to students who participated in a non-lab section of the course (Chi-square(2)=8.65, p=.013). Student feedback strongly supports student interest in the activities. The 30 multidisciplinary labs appeal to students in a variety of majors. Students find the labs useful, helpful in learning math, and a good use of class time. Evidence suggests improved success in Physics I among students who completed a lab section of Calculus I. This relationship is under study. The labs draw from disciplines such as biology, chemistry, advanced manufacturing and robotics, and physics to expose students to “real-world” applications of mathematical concepts–the collaboration, teamwork, and engagement with peers are additional benefits students report. The math labs created for online courses support meaningful and vibrant online learning experiences, bringing in real connections to math.The project has already had an impact across Sinclair Community College, an institution with an open-door Admission Policy that serves approximately 25,000 students each academic year. The instructional strategy has scaling to be used by 12 math faculty across the department and a collaboration between calculus and physics instructors. The scaling process included faculty support and mentoring, tighter connections between and across math concepts, and more systematic instructional strategies across the department. Collaboration with Physics and Engineering departments suggests the potential for broad engagement across the institution. The team’s dissemination efforts have resulted in discussions with other institutions interested in using the materials and implementing lab-based instruction in their mathematics courses. The option for in-class and online application of the labs, positive student feedback, strong academic outcomes, and interest of faculty in other institutions suggests the potential for broad impact for the field of undergraduate mathematics instruction.
Coauthors
Kinga Oliver, Sinclair College, Dayton, OH; Robert Chaney, Sinclair College, Dayton, OH; Eric Kraus, Sinclair College, Dayton, OH
