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Increasing Stem Participation And Student Success Of Developmental Mathematics Students At An Urban Community College, Vanessa A. Hill
This mixed method, quantitative and qualitative, study explores the effects of a curriculum with an emphasis on scientific, technological, and engineering focused problems and careers on student success and interest in Science, Technology, Engineering, and Mathematics (STEM). The setting is an urban community college where in the spring of 2016, 71% of the students tested into developmental mathematics (STCC, 2017).
The course of study was Algebra one, a developmental, non-college credit bearing, mathematics course. Students had the option of two paths for the subsequent course, a terminal college level mathematics class, or a STEM pathway developmental algebra two course. Pass ...