Abstract
This paper highlights the development and implementation of three adaptive, one-credit, second 8-week mathematics courses at the University of Illinois, designed to support at-risk student populations in gateway math courses. Aimed at addressing disparities in access and opportunity, these courses seek to enhance student success in higher education. By leveraging adaptive technology, the courses offer a targeted approach to closing the quantitative preparedness gap. The goal is to not only increase access to gateway mathematics but also improve student retention and progression in STEM fields. Focusing on key foundational mathematical concepts, the courses are tailored to meet the diverse needs of students through inclusive pedagogy and adaptive learning methods, maximizing both engagement and outcomes. Delivered asynchronously, they provide flexibility to accommodate students’ schedules. Supported by data on educational disparities, this study underscores the necessity of targeted interventions. Drawing from the two years of implementation, insights include the impact and effectiveness of the courses in fostering success in STEM after initial challenges. We consider how this innovative onramp program is driving positive change, empowering students to reach their full potential.
Presenters
Alison ReddyDirector, Coordinator, Instructor, Mathematics, University of Illinois, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ADAPTIVE TECHNOLOGY, RETENTION AND PROGRESSION, MATHEMATICS, HIGHER EDUCATION, PREPARATION GAP
