Teaching and learning occur both inside and outside of the classroom, but undergraduates' transition to college mathematics are affected by many factors outside of the classroom. A collaboration at Duke between mathematics faculty and the Academic Resource Center (ARC) originally designed to fill knowledge gaps gradually adapted into a tool to help less well-prepared students transition to the calculus curriculum. The collaboration to monitor student progress and the adaptation of research tools grew initial voluntary algebra review sessions into an algebra review and study group program that supports students through the two course sequence of Laboratory Calculus with Functions I and II. The collaborators have applied for an NSF grant proposal to transition the program into the structure of the course labs to build a formative feedback loop between the students, undergraduate TAs, and mathematics and ARC instructors. The grant proposal builds on a collaboration between the ARC and Chemistry faculty to help pre-med students navigate a four-course Chemistry sequence through Organic Chemistry, which trains TAs to monitor not only content understanding, but self-regulation and metacognitive development.
SoTL • calculus • undergraduate education