1 / 36

Enhancing Quantitative Reasoning for Undeclared First-Year Students Through Civic Engagement

This course addresses the challenges of mathematical and quantitative reasoning for first-year undeclared students, particularly those with weak math backgrounds. With only 24% of high school students meeting ACT college readiness benchmarks in mathematics, the program focuses on integrating civic engagement and community involvement to enhance learning outcomes. Students participate in courses that promote engagement, environmental awareness, and neighborhood revitalization, helping them build essential quantitative skills while connecting with their community. For inquiries, contact Rob Catlett or Stacey Braun.

amber
Download Presentation

Enhancing Quantitative Reasoning for Undeclared First-Year Students Through Civic Engagement

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. First-Year Courses for Undeclared Students: Using Civic Engagement and Partners to Enhance Quantitative Reasoning

  2. Rob CatlettDepartment of Math, Computer Science, and Economics Stacey Braun Student Advising Center

  3. Student learning in mathematical and quantitative reasoning is among the most daunting challenges many universities face, especially for students with weak mathematical backgrounds. According to ACT, only twenty-four percent of ACT-tested 2010 high school students met or exceeded college readiness benchmarks in all four areas; the percentage of high school graduates poised to succeed in mathematics and science is the lowest with only forty-three and twenty-nine percent respectively. Student learning in mathematical and quantitative reasoning is among the most daunting challenges many universities face, especially for students with weak mathematical backgrounds. According to ACT, only twenty-four percent of ACT-tested 2010 high school students met or exceeded college readiness benchmarks in all four areas; the percentage of high school graduates poised to succeed in mathematics and science is the lowest with only forty-three and twenty-nine percent respectively. ESU Background

  4. Student learning in mathematical and quantitative reasoning is among the most daunting challenges many universities face, especially for students with weak mathematical backgrounds. According to ACT, only twenty-four percent of ACT-tested 2010 high school students met or exceeded college readiness benchmarks in all four areas; the percentage of high school graduates poised to succeed in mathematics and science is the lowest with only forty-three and twenty-nine percent respectively. Student learning in mathematical and quantitative reasoning is among the most daunting challenges many universities face, especially for students with weak mathematical backgrounds. According to ACT, only twenty-four percent of ACT-tested 2010 high school students met or exceeded college readiness benchmarks in all four areas; the percentage of high school graduates poised to succeed in mathematics and science is the lowest with only forty-three and twenty-nine percent respectively. ESU Background

  5. Student learning in mathematical and quantitative reasoning is among the most daunting challenges many universities face, especially for students with weak mathematical backgrounds. According to ACT, only twenty-four percent of ACT-tested 2010 high school students met or exceeded college readiness benchmarks in all four areas; the percentage of high school graduates poised to succeed in mathematics and science is the lowest with only forty-three and twenty-nine percent respectively. Student learning in mathematical and quantitative reasoning is among the most daunting challenges many universities face, especially for students with weak mathematical backgrounds. According to ACT, only twenty-four percent of ACT-tested 2010 high school students met or exceeded college readiness benchmarks in all four areas; the percentage of high school graduates poised to succeed in mathematics and science is the lowest with only forty-three and twenty-nine percent respectively. US Background

  6. Student Learning

  7. Student Learning

  8. Assessment

  9. Linkage Studies Are Used to Access Student Progress: ESU Math and Quantitative Reasoning (Before 2003-6)

  10. Linkage Study Following Increase in Math and Quantitative Reasoning Emphasis in Other Courses

  11. Consider the Number of Students

  12. Student Learning

  13. MA 098 Challenges

  14. MA 098 Challenges

  15. CW101 - FYE Civic Engagement

  16. CW101 - FYE Civic Engagement

  17. Students Get Involved in the Community

  18. Students Get Involved in the Community

  19. Neighborhood Revitalization

  20. Environmental Awareness

  21. Environmental Awareness

  22. Bonding Experiences

  23. Topeka Rescue Mission

  24. Characteristics of Experiences that Influence Student Learning

  25. Other FYE Courses for the Undeclared

  26. Challenges

  27. Other Initiatives

  28. Questions & CommentsRob CatlettDepartment of Math, Computer Science, and Economicsrcatlett@emporia.eduStacey Braun Student Advising Centersbraun@emporia.edu

More Related