As a weed-out course, college Calculus bears considerable responsibility for low persistence rates in STEM, especially among historically excluded students. Traditional modes of instruction and meritocratic narratives contribute to continuing racial and gender stratification in STEM. However, research points to numerous ways that math departments can transform calculus instruction to cultivate a more diverse generation of math and science professionals. Hear from researchers and practitioners from around the country as they share what they have learned about the factors that interfere with students’ progress in calculus sequences. They will also surface opportunities for colleges to shift from measuring students’ readiness to designing better calculus experiences, so that prior math preparation doesn’t dictate students’ destinies.
This session is co-sponsored by The Education Trust-West.
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