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Williams, Mary; Apkarian, Naneh; Uhing, Karina; Martinez, Antonio E.; Rasmussen, Chris; Smith, Wendy M. – International Journal of Research in Undergraduate Mathematics Education, 2022
Mounting evidence of the effectiveness of active learning strategies has prompted many mathematics departments to start engaging in transformational change efforts. Change, however, especially change in instructional practice, is a challenging endeavor. Some departments are using coordination of multi-section courses as a vehicle to enact changes…
Descriptors: Coordinators, Change Agents, Active Learning, College Mathematics
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Goodchild, Simon; Apkarian, Naneh; Rasmussen, Chris; Katz, Brian – Journal of Mathematics Teacher Education, 2021
This paper reports a study of university students' experiences of learning mathematics in an introductory differential equations course that takes an inquiry approach to learning and teaching. The students are on a trajectory leading toward a bachelor's degree in mathematics to be followed by a year-long teacher education credential program. The…
Descriptors: Preservice Teachers, Inquiry, Communities of Practice, Active Learning
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Yik, Brandon J.; Raker, Jeffrey R.; Apkarian, Naneh; Stains, Marilyne; Henderson, Charles; Dancy, Melissa H.; Johnson, Estrella – International Journal of STEM Education, 2022
Background: Active learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom…
Descriptors: Introductory Courses, Lecture Method, College Science, College Mathematics
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Voight, Matthew; Apkarian, Naneh; Rasmussen, Chris – International Journal of Mathematical Education in Science and Technology, 2020
Precalculus and single-variable calculus courses are a critical early juncture for the success of science, technology, engineering, and mathematics (STEM) students in the United States (US). The default course structure is often a required three-term sequence of precalculus, differential calculus, and integral calculus. In this paper we analyse…
Descriptors: Undergraduate Students, Calculus, Mathematics Instruction, STEM Education
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Pilgrim, Mary E.; Apkarian, Naneh; Milbourne, Hayley; O'Sullivan, Michael – PRIMUS, 2021
San Diego State University recently embarked on a major initiative to revitalize the Precalculus, Calculus 1, and Calculus 2 sequences. In addition to program features such as course coordination, a new active learning component led by graduate teaching assistants (GTAs) was added to each of the Precalculus, Calculus 1, and Calculus 2 courses, and…
Descriptors: College Mathematics, Calculus, Teaching Assistants, Active Learning
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Creagar, Molly; Wakefield, Nathan; Smith, Wendy M.; Apkarian, Naneh; Voigt, Matthew – Investigations in Mathematics Learning, 2022
Active Learning is becoming a standard method of delivering instruction in mathematics courses across the country. Researchers, administrators, policy makers, and instructors all need access to valid means of measuring practices used in the classroom. Drawing on the Postsecondary Instructional Practices Survey, the Student Postsecondary…
Descriptors: Student Experience, Undergraduate Students, Introductory Courses, Teaching Methods
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Rasmussen, Chris; Apkarian, Naneh; Hagman, Jessica Ellis; Johnson, Estrella; Larsen, Sean; Bressoud, David – Journal for Research in Mathematics Education, 2019
The authors present findings from a recently completed census survey of all mathematics departments in the United States that offer a graduate degree in mathematics. The authors report the viewpoints of departments about characteristics shown to support students' success as well as the extent to which these characteristics are being implemented in…
Descriptors: College Mathematics, Calculus, Departments, College Programs
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Apkarian, Naneh; Bowers, Janet; O'Sullivan, Michael E.; Rasmussen, Chris – PRIMUS, 2018
This article presents a case study that details the successes and lessons learned by faculty and administrators at San Diego State University (SDSU) who are in the process of implementing a substantial improvement to the Precalculus to Calculus 2 sequence. Improvement efforts have been informed by national studies of successful programs and center…
Descriptors: Case Studies, Mathematics Instruction, Calculus, College Faculty