Pirkey, A. C., & Santiago, L. (2021, July), Understanding the Educational Path of Non-Calculus-Ready Students in Engineering  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37967

\bibitem{asee_peer_37967}
  Pirkey, A. C., \& Santiago, L. (2021, July), \emph{Understanding the Educational Path of Non-Calculus-Ready Students in Engineering}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37967

Anika Coolbaugh Pirkey and Lizzie Santiago.  "Understanding the Educational Path of Non-Calculus-Ready Students in Engineering".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37967 Internet.  18 May, 2024

\bibitem{asee_peer_37967}
  Anika Coolbaugh Pirkey and Lizzie Santiago.
  "Understanding the Educational Path of Non-Calculus-Ready Students in Engineering".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37967 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_37967
author = "Anika Coolbaugh Pirkey and Lizzie Santiago"
title = "Understanding the Educational Path of Non-Calculus-Ready Students in Engineering"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37967}
number = {10.18260/1-2--37967}
}

TY  - CPAPER
AB  - The educational system is failing students and college readiness have sunk to record lows.  Readiness levels in English, Reading, Mathematics, and Science have all decreased since 2015, with English and Math recording the largest decline.  According to the American College Testing (ACT) organization, thirty six percent of the 2019 graduates met none of the ACT benchmarks. According to the 2019 ACT scores, the percent of ACT-tested high school graduates meeting ACT college readiness benchmarks by subject was 39% for Mathematics and 36% for Science. Readiness levels were also small for underserved minorities with only nine percent of the underserved learners meeting three or more of the ACT college readiness benchmarks. 

At XXX University, 29% of students accepted in the engineering program are not ready for Calculus.  Those students begin their first semester in engineering while enrolled in either Pre-calculus or College Algebra. Approximately19% of engineering program students begin their first semester enrolled in College Algebra.  This study addresses the educational path followed by engineering students that begin in College Algebra. For this study, the educational path of 242 students (18.6% female, 81.4% male) was followed for 4 semesters. Institutional databases were used to assess students’ persistence in engineering and at the institution, cumulative grade point average (GPA) and grades in Math courses. For those students that ultimately transfer out of engineering, the non-engineering disciplines selected and student persistence in that non-engineering discipline were also investigated.

With the national increase in the number of students interested in engineering but not ready for Calculus, this study contributes to a better understanding of the educational path followed by these students.  The overall goal is to improve the persistence of non-Calculus ready students in engineering. This study benefits those institutions with a large percentage of students interested in engineering, but are not ready for Calculus when they start in college.  

AU  - Anika Coolbaugh Pirkey
AU  - Lizzie Santiago
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Understanding the Educational Path of Non-Calculus-Ready Students in Engineering
UR  - https://peer.asee.org/37967
DO  - 10.18260/1-2--37967
ER  -