To Keep Students in STEM fields, Let’s Weed Out the Weed-out Math Classes
All routes to STEM 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.
The UCLA example highlights longstanding concerns about the relevance of traditional calculus for biology students. Traditionally, college math departments have overseen general education math courses for students in other majors. A little over two decades ago, biology faculty convened by the Mathematics Association of America advocated that, for biology majors, “statistics, modeling, and graphical representation should take priority” over calculus.
The approach enhanced opportunities for students with weaker math backgrounds to succeed in engineering and doubled the average graduation rate of engineering students without reducing the average grade of graduates. Students from groups historically underrepresented in STEM , experienced the greatest gains, with those in the new problem-based course completing engineering degrees at three times the rate of engineering majors who did not take it.
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