How Precalculus Course Coordination Can Impact Students’ Academic Performance

Authors

  • Amir H. Golnabi Phillips Exeter Academy
  • Eileen Murray Math for America
  • Haiyan Su Montclair State University

DOI:

https://doi.org/10.33423/jhetp.v21i5.4278

Keywords:

higher education, course coordination, precalculus, student achievement, part-time instructors, course design, assessment, STEM

Abstract

This study aims to measure the impact of course coordination and instructor support to implement a research-based curriculum on students’ academic performance. Our results confirm that a careful curriculum design in addition to a dedicated course coordination can have a positive impact on students’ learning. A reflective teaching philosophy and opportunity to engage in critical conversations about teaching and learning promoted through course coordination can influence classroom practice and result in improved student outcomes. We recommend that departments should recognize the importance of course coordination and encourage faculty to work closely towards the common aim of delivering the best teaching practices.

Downloads

Published

2021-06-24

How to Cite

Golnabi, A. H., Murray, E., & Su, H. (2021). How Precalculus Course Coordination Can Impact Students’ Academic Performance. Journal of Higher Education Theory and Practice, 21(5). https://doi.org/10.33423/jhetp.v21i5.4278

Issue

Section

Articles