In the United States, students often graduate from high school unprepared to succeed in college. In Alabama, fewer than 25% of high school graduates are college ready. Frequently, unprepared students enroll in community colleges, which are tasked to help them transfer to a four-year institution or to enter the workforce. However, students who need…

The promotion of belonging, purpose, and growth mindset through subtle social psychological interventions has been shown to positively impact student outcomes (Lazowski & Hulleman, 2016; Walton & Cohen, 2007; Yeager & Walton, 2011; Yeager et al., 2016). This study explores how instructor messaging and intentional course design can…

Students are entering postsecondary institutions without the mathematical skills needed to be successful in science, technology, engineering, and mathematics majors (STEM), leading to a shortage of qualified graduates. Consequently, institutions must identify ways to increase satisfaction and performance in mathematics. Mindset theory, with…

This study explored the lived experiences of eleven transfer students as they described their experiences in Calculus 2 at very high research land grant institutions (R1). This qualitative investigation focused on the psychological phenomenon of transition as the transfer students perceived, reflected, made sense, and understood their transition…

This descriptive case study explores undergraduate student experiences and perceptions in corequisite college algebra courses at an Arkansas university. Corequisite models enroll students in credit-bearing college algebra paired with required supplemental academic support. Current research has largely focused on pass rates or DFW rates. However…

This quantitative study investigated the academic outcomes of high school students from one community college district in Illinois who took a high school transitional math course designed to give them direct placement into a college-level math course. The goal of successful completion of a transitional math course is to allow students direct…

Many undergraduate degrees have a mathematics requirement that students must complete to graduate. Mathematics courses are often access points and can become barriers to student progress. To address this, post-secondary institutions may implement early alert programs to offer a systematic approach to identifying and intervening with students…

University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model…

Early alert systems are an intervention at community colleges that aim to identify and informally intervene with students who are struggling in their courses. This study examined the relationship between early alert systems and student success in developmental and gateway math courses. This study also examined if the impact of early alert…

The present grant funded study by the Office of Research and Sponsored Projects investigated the effects of a chronological multicultural mathematics (CMM) framework on math identity and math achievement of student participants enrolled in two virtual post-secondary developmental math courses (N = 9). The students were selected due to an inability…

This study explored the mathematical learning experiences of adult students enrolled in a community college developmental mathematics course during the Fall 2023 semester. The study's main objective was to identify the types of experiences that help adult students learn foundational mathematics. Another goal of the study was to provide empirical…

Many incoming college freshmen who do not meet minimum standardized exam cut-score requirements are often determined to be not ready for college level coursework and registered for pre-requisite, multi-semester, remedial course sequences. The goal of pre-requisite courses is to prepare students for college-level courses prior to enrollment in…

With the sudden onset of the pandemic, little was known about the implications of transitioning college mathematics classes to online environments. In light of many students' difficulties in passing remedial and first-year mathematics courses in both synchronous and asynchronous classrooms, gaining an understanding of the impact of this transition…

The purpose of this study was to design, develop, and test the effects of digital game-based learning on undergraduate students' learning motivation, mathematics achievement, and learning retention in a college algebra course. Digital games utilize interactive digital media that offer rules-based challenges and react to the individual's choices.…

The purpose of this study was to evaluate the effectiveness of co-requisite education on gateway mathematics, predicated on the Reinforced Instruction for Student Excellence (RISE) model, at a large urban community college (LUCC) in North Carolina. The research study explored the success rates in gateway mathematics courses in relation to the…