The Eighth Characteristic for Successful Calculus Programs: Diversity, Equity, & Inclusion Practices

Abstract

Through a multi-year, national calculus study, researchers have recently identified seven characteristics of successful college calculus programs. We identified these seven characteristics by visiting five doctoral-granting mathematics departments with successful calculus programs and uncovering the common traits among them. These seven traits common among the collection of five universities were: robust GTA teaching preparation, coordination of courses, support of active learning, comprehensive placement strategies, collection and attention to local data, abundant student supports, and rigorous content. Further analysis and reflection on the previously gathered data indicates that the earlier study actually identified characteristics of calculus programs that successfully serve a majority white or Asian and male population. In this article, I argue that attention to an eighth characteristic comprised of diversity, equity and inclusion practices along with the other seven can enable a department to create a truly successful calculus program by understanding and attending to the unique needs of historically marginalized populations.

Keywords:

• Calculus
• equity
• diversity
• inclusion

ACKNOWLEDGEMENTS

This work is part of the Characteristics of Successful Programs in College Calculus project (NSF DUE# 0910240) and would not have been possible without the many contributors to this work, especially David Bressoud and Chris Rasmussen. 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. I am also deeply grateful to the six anonymous reviewers and the Associate Editor for their meaningful and constructive feedback.

Notes

1 I use the term underrepresented to specifically mean that the representation of some groups of people in specific populations, such as STEM majors, is less than the more global population, such as all college majors. I also understand that this term can serve to problematically group already broad categories of people together, such as grouping Hispanic students and black students together [4].

2 For a critique of the attention to mathematical confidence as an explanation for varying participation among various demographics groups, see [27].

Additional information

Notes on contributors

Jessica Ellis Hagman

Jessica Ellis Hagman earned her doctorate from the joint doctoral program in mathematics and science education from UC San Diego and San Diego State University. Prior to this, she earned her MS and BS in mathematics from Cal Poly, San Luis Obispo. She is currently an assistant professor in the mathematics department at Colorado State University in Fort Collins. Hagman has been involved in the MAA Calculus projects for the past 9 years, specifically interested in how graduate students are prepared for teaching college calculus and understanding more about the students who do and do not persist in calculus. More recently, she has begun approaching this work with more attention to diversity, equity, and inclusion. Besides her love of research and teaching, she also loves to travel, run, swim, surf, hike, climb, and hang out with her animals.