CoOrdinated Math-Physics Assessment as an Alternative Pathway in Early STEM. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Yao, Guangming; Black, Kelly; Ramsdell, Michael; Skufca, Joseph
• Is Part Of: PRIMUS. Volume 30:Issue 1(2020)
• Page Start: 97
• Page End: 122
• Publication Date: 2020-01-02
• Subjects: Student success -- STEM -- calculus -- physics -- COMPASS; Mathematics -- Study and teaching (Higher) -- Periodicals; 510.711
• DOI: 10.1080/10511970.2018.1506533
• Languages: English
• ISSNs: 1051-1970

Abstract

Abstract: Improving student success rates in introductory calculus and physics courses is critically important for our students' path in STEM fields. Many of the students who have an intuitive understanding of physics fail calculus and are pushed to delay or drop their majors in technical fields. One way of addressing this issue is by adopting a program that is designed to identify students' specific needs and provide direct assistance to help the students maximize their potential in STEM fields. At Clarkson University, a specific calculus section, COMPASS: CoOrdinated Math-Physics Assessment for Student Success, is designed to prepare students by introducing mathematical concepts using physical applications. The implementation of the COMPASS program at the institution for the academic years of 2015–2016 and 2016–2017 are described in this paper. This includes basic information on pre-tests, student identification tools, example lectures, and reports on the analysis of the students' performance and assessment for two academic years. After 2 years of the COMPASS program, we recognize that students paths in STEM education need to be tailored to match their backgrounds and subjects of interest.