NSF HBCU-UP Targeted Infusion Project (TIP) Grant:

Infusion of Cyber, Research, and Peer-Led Team Learning to Enhance Minority STEM Majors’ Mathematics Performance

Overview: The University of Arkansas at Pine Bluff (UAPB)is the second oldest historically black land grant institution in the state of Arkansas and has served minority students since 1873 throughout the Arkansas Delta and beyond. UAPB is the only public HBCU in the state that evolved into a comprehensive institution. It currently serves 2579 students, and approximately 89.7% of the students are both AfricanAmerican and also first-generation college students. To address the nation’s shortage of well-trained STEM workers, UAPB has built new infrastructure, upgraded existing facilities, and implemented new programs. STEM students at UAPB are, however, negatively affected by mathematics classes, especially Calculus I and Calculus II classes. Calculus I and II courses are required courses for Math, Computer Science, Physics, some Chemistry, and some Biology majors. UAPB currently has 59 Chemistry majors, 91 Computer Science majors, 279 Biology majors, 25 Mathematics majors and 5 Physics majors. Sadly, the passing rate of Calculus I is only 51.9%, and Calculus II is not much better at 58.3%, so 40% ~ 50% of these 5 STEM majors must repeat these two Calculus classes. Difficulties with Calculus I and Calculus II classes have hindered STEM students from graduating on time, and some students changed to non-STEM majors since they could not pass the classes. Some students even leave the University. These two Calculus classes have thus been negatively affecting UAPB STEM students’ passing, retention, and graduation rates and their ability to enter the STEM workforce. This project will address these dire UAPB education problems by improving the quality and nature of instruction.

The goal of this project is to infuse cyber/web-based learning, research/project-based learning, and peer-led-team learning (PLTL) to enhance minority STEM majors’ Mathematics performance and coding experiences.

To achieve this goal the PI plans the following activities:

1) Provide a summer faculty professional development workshop in coding and Evidence Based (EB) learning instructions;

2) Design and implement EB instructional Calculus I and Calculus II courses; and

3) Train and mentor PLTL leaders.

Intellectual Merit: Many math faculty members understand the advantages of evidence-based active learning and teaching but are hesitant to embrace such teaching methods due to the lack of supporting materials and proper training. Through this proposed project, math faculty will be well-equipped to implement evidence-based instructions. The PI and math faculty will develop new course materials and update current course materials to enhance teaching and learning Mathematics. The PI will develop class and semester coding projects in the Julia computer language. Transferring ideas and understanding between Science, Technology, Engineering, and Mathematics will further enhance the intellectual merit of the project.

Broader Impacts: This proposed project will potentially affect all STEM majors at UAPB, particularly underrepresented minority and women undergraduate students. By improving mathematics performance, there will be also an increasing in STEM retention rate which is equivalent to more qualified STEM graduates. This project thus addresses the nation’s dire shortage of qualified STEM workforce, especially minority STEM workforce. The proposed project has some related positive broader impacts: 1) Purchased project equipment and supplies will be utilized in other MCS classes to implement EB instructional practices, which will enhance more students’ mathematics performance and coding experiences; 2) Summer workshop faculty participants will be more technology efficient and be able to properly utilize EB instructional practices in their mathematics classes; 3) Uploaded EB instructional materials and activities can be utilized by other UAPB STEM departments and other HBCU institutions to produce more STEM graduates; 4) Created Julia projects can be used as a demo for outreach programs in local schools and community; 5) Student participants will enhance their mathematics content knowledge, be equipped with technology, and obtain computer programming skills; 6) Oral and/or poster presentations of the project results and outcomes to mathematical and/or educational conferences; and 7) Preparation of a manuscript to reach broader audiences.