Book on SEMINAL grant published, co-edited by Smith

"Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning"

Edited by Wendy M. Smith: University of Nebraska-Lincoln, Lincoln, NE,
Matthew Voigt: Clemson University, Clemson, SC,
April Ström: Chandler-Gilbert Community College, Chandler, AZ,
David C. Webb: University of Colorado Boulder, Boulder, CO,
W. Gary Martin: Auburn University, Auburn, AL

The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percent state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?

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