Empowering Diverse Learners in STEM Gateway Courses
Presented by:
Amanda Copeland, Calumet College of St. Joseph
Carrie Hutton, Calumet College of St. Joseph
Targeted supplemental instruction in precalculus improved student success and STEM retention at a Hispanic-serving college, promoting equity and access for underrepresented student populations.
Keywords:
Supplemental Instruction, STEM Retention, Equity in Higher Education
Abstract:
Mathematics serves as the gateway to STEM degrees and careers, yet many students enter higher education underprepared for the rigor of college-level math, particularly precalculus. This barrier disproportionately affects students at a diverse, Hispanic-serving liberal arts college in northwest Indiana, limiting access to high-growth, high-paying STEM fields. Math faculty developed a targeted supplemental instruction program designed to strengthen foundational skills, build confidence, and improve student outcomes in precalculus courses. This session will explore the structure, implementation, and impact of the program, highlighting how intentional academic support can promote equity and expand pathways into STEM disciplines for historically underserved student populations.q
Outcomes:
1. Understand how the Supplemental Instruction program at Calumet College of St. Joseph was designed.
2. Analyze student performance data related to the Supplemental Instruction program.
3. Explore opportunities to implement a Supplemental Instruction program at other institutions.
Hear it from the author:
Transcript:
At Calumet College of St. Joseph, a Hispanic-serving liberal arts institution in Northwest Indiana, we faced a critical challenge: low success rates in precalculus—a gateway course for STEM majors—especially among underrepresented and non-traditional students. To address this, our mathematics faculty launched a targeted Supplemental Instruction program designed to improve outcomes and equity in STEM education.
Here’s how it works: students scoring below 75% on quizzes are required to meet with an SI leader for review and preparation. The SI attends every class, provides one-on-one support, and proactively reaches out to students who miss assignments or classes. This approach ensures help is responsive, not stigmatizing, and keeps students engaged and accountable.
The results? Higher pass rates, more students progressing to calculus, and expanded access to STEM pathways for women and minority students. This initiative not only closes achievement gaps but also strengthens Calumet College of St. Joseph’s commitment to diversity and student success. It’s a replicable model for any institution seeking to transform a high-risk course into a launchpad for STEM careers.
References:
Anfuso, C., Awong-Taylor, J., Savage, J. C., Johnson, C., Leader, T., Pinzon, K., Shepler, B., & Achat-Mendes, C. (2022). Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses. International Journal of STEM Education, 9(1), 1–17. https://doi.org/10.1186/s40594-022-00372-w
Dart, S., & Spratt, B. (2021). Personalized emails in first-year mathematics: Exploring a scalable strategy for improving student experiences and outcomes. Student Success, 12(1), 1–12.
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58–71. https://doi.org/10.1080/07294360.2017.1344197
Kirchgasler, K. L., & Yolcu, A. (2022). “Real-life needs”: How humanitarian techniques produce hierarchies of science and mathematics education. Teachers College Record, 124(11), 30–57. https://doi.org/10.1177/01614681221142536