'To Keep Students in STEM fields, Let's Weed Out the Weed-Out Math Classes'

Pamela Burdman, the executive director of Just Equations, a policy institute focused on the role of math in education equity, writes in an op-ed for Scientific American: All routes to STEM (science, technology, engineering and mathematics) degrees run through calculus classes. Each year, hundreds of thousands of college students take introductory calculus. But only a fraction ultimately complete a STEM degree, and research about why students abandon such degrees suggests that traditional calculus courses are one of the reasons. With scientific understanding and innovation increasingly central to solving 21st-century problems, this loss of talent is something society can ill afford. Math departments alone are unlikely to solve this dilemma. Several of the promising calculus reforms highlighted in our report Charting a New Course: Investigating Barriers on the Calculus Pathway to STEM , published with the California Education Learning Lab, were spearheaded by professors outside of math departments. It's time for STEM faculty to prioritize collaboration across disciplines to transform math classes from weed-out mechanisms to fertile terrain for cultivating a diverse generation of STEM researchers and professionals. This is not uncharted territory. In 2013, life sciences faculty at the University of California, Los Angeles, developed a two-course sequence that covers classic calculus topics such as the derivative and the integral, but emphasizes their application in a biological context. The professors used modeling of complex systems such as biological and physiological processes as a framework for teaching linear algebra and a starting point for teaching the basics of computer programming to support students' use of systems of differential equations. Creating this course, Mathematics for Life Scientists, wasn't easy. The life sciences faculty involved, none of whom had a joint appointment with the math department, said they resorted to designing the course themselves after math faculty rebuffed their overture. The math faculty feared creating a "watered-down" course with no textbook (though after the course was developed, one math instructor taught some sections of the class). Besides math, the life sciences faculty said they experienced "significant pushback" from the chemistry and physics departments over concerns that the course wouldn't adequately prepare students for required courses in those disciplines. But the UCLA course seems to be successful, and a textbook based on it now exists. According to recently published research led by UCLA education researchers, students in the new classes ended up with "significantly higher grades" in subsequent physics, chemistry and life sciences courses than students in the traditional calculus course, even when controlling for factors such as demographics, prior preparation and math grades. Students' interest in the subject doubled, according to surveys.

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