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APLU In The News: January 2018

January 31, 2018
Math departments fail too many calculus students and do not adequately prepare those they pass. That is the message heard from engineering colleges across the country. Calculus has often been viewed as a tool for screening who should be allowed into engineering programs. But it appears to be failing in that regard, too. That is, it is preventing students who should be proceeding from going on, and it is letting students through who do not have the mathematical preparation that they need.
January 29, 2018
Once a week students in professor Cristina Villalobos’ Calculus I class form groups of four to solve math problems. They are encouraged to talk to each other, use their phones to create graphs and ask as many questions as possible. Since 2016, Villalobos and other professors in the Statistical Sciences department at the University of Texas Rio Grande Valley have been rolling out the implementation of Active Learning in their introductory math courses, mainly Pre-calculus through Calculus II. The idea is to keep those who are entering STEM related fields — Science, Technology, Engineering and Mathematics — from becoming discouraged due to lack of understanding.
January 26, 2018
The U.S. Senate education committee got into the weeds of higher education policy again Thursday, examining how the federal government could open up innovation by colleges and universities. But the biggest buzzword that emerged from a two-hour hearing -- “guardrails” -- signaled the focus of Democrats and expert witnesses on the quality protections that should come with opening up federal aid to nontraditional providers, as congressional Republicans have proposed doing. The tension over that specific issue reflects a larger divide between the parties that applies to many questions involved in an update of the Higher Education Act.
January 26, 2018
Math is widely seen as a barrier for students. When the Association of Public and Land-Grant Universities announced this week that it will work with a dozen institutions to study various approaches for using active-learning techniques in introductory math courses, it called those courses “the most common roadblock to a degree” in the STEM disciplines. The project, which is funded by the National Science Foundation, is focused especially on helping students from underrepresented minorities succeed. By examining the 12 universities’ approaches, it aims to develop models “that can work at virtually any institution.”
January 22, 2018
Congress failed to reach a last-minute agreement Friday night to avoid a government shutdown. That won't mean immediate consequences for federal student aid recipients or institutional funding. But institutions and students depending on Education Department programs could see an impact if the shutdown drags on. For academics and institutions that receive grants from research agencies, funds already awarded are not affected, but peer review and other activities to select new grants may halt, and new funds will not be going out. The impact on academic science may be minimal if the shutdown lasts just a few days, but it would get significant in a longer shutdown.
January 22, 2018
A National Science Foundation-funded initiative aimed at expanding the use of "active learning" techniques in introductory mathematics courses is expanding from three to 12 universities, the Association of Public and Land-grant Universities announced today. The project, known as SEMINAL: Student Engagement in Mathematics through an Institutional Network for Active Learning, has been led by San Diego State University, the University of Colorado at Boulder and the University of Nebraska at Lincoln, which have reworked their math curricula to improve student success in early courses, particularly students from underrepresented minority groups.