Transitioning Learners to Calculus in Community Colleges
Transitioning Learners to Calculus in Community Colleges (TLC3) is a research project (2016-2021) focused on identifying successful mathematics practices in community colleges, through an equity-conscious lens. We study practices that promote the success of underrepresented racially minoritized students (URM) as they transition into and through mathematics courses required for degrees in science, technology, engineering, and mathematics (STEM). Our final product completed in August of 2020 is an Institutional Self-Assessment Tool that contains a validated set of equity practices for URM in the STEM math pathway. With this tool, colleges can self-assess the degree to which they have implemented these practices and identify next steps to enhance their efforts. Click here for a mobile-friendly, survey version of the Tool.
The Transitioning Learners to Calculus in Community Colleges (TLC3) PI team consists of Helen Burn, Vilma Mesa, J. Luke Wood, Eboni Zamani-Gallaher and Soko Starobin. Other personnel include Reka Barton, Darielle Blevins, Claire Boeck, Anne Cawley, Frank Harris, III, Gabrielle Gerhard, and Chauntee Thrill. Support for this work is provided by the National Science Foundation’s Improving Undergraduate STEM Education (IUSE) program under awards 1625918, 1625387, 1625946, 1625891. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
