{"id":5,"date":"2017-10-09T19:19:07","date_gmt":"2017-10-09T23:19:07","guid":{"rendered":"https:\/\/cecas.clemson.edu\/scincludes\/?page_id=2"},"modified":"2018-07-02T14:23:51","modified_gmt":"2018-07-02T18:23:51","slug":"wrapped","status":"publish","type":"page","link":"https:\/\/cecas.clemson.edu\/scincludes\/wrapped\/","title":{"rendered":"WRAPPED"},"content":{"rendered":"

WRAPPED Conference<\/h1><\/div>
WRAPPED Coverage<\/span><\/a><\/div>
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There are many pathways to an engineering degree, but all of them pass through calculus.<\/h2><\/div>
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Some students complete \ufb01rst-semester calculus in high school and start their post-secondary studies ahead of the game, or at least not behind. Others complete calculus in high school, but nonetheless place into courses below calculus at the start of college. Still others do not attempt calculus in high school. In South Carolina, there is a signi\ufb01cant racial and socioeconomic disparity between engineering students who place below calculus and those who enter college calculus-ready.<\/p>\n

Narrowing that gap and broadening participation in engineering by reducing attrition rates along the precalculus pathway to an engineering degree requires that the secondary schools, two-year colleges, and four-year colleges work together to identify barriers and to develop coordinated action plans for surmounting those barriers.<\/p>\n<\/div>

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The Workshop on Reducing Attrition in Precalculus Pathways to Engineering Degrees (WRAPPED) brings together action teams of three people from each of 30 secondary and post-secondary institutions across South Carolina for a two-day workshop.<\/p>\n

WRAPPED is designed to meet three goals:<\/strong><\/p>\n

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  1. Identify factors that affect initial college mathematics placement for engineering-intending students in South Carolina.<\/li>\n
  2. Build cross-institutional collaborations both within and across educational levels.<\/li>\n
  3. Develop speci\ufb01c implementation plans for addressing a single barrier at multiple institutions within an educational level or across multiple levels.<\/li>\n<\/ol>\n<\/div>
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    Results of WRAPPED<\/h2><\/div>

    Results of WRAPPED include speci\ufb01c implementation plans for pilot interventions across the state as well as a better understanding of the barriers to engineering success as perceived by faculty, sta\ufb00, and administrators who are deeply engaged with the precalculus engineering population. Placed within the context of existing theoretical frameworks and supported by empirical data on persistence in engineering, these understandings will enable statewide leadership teams to develop large-scale interventions for increasing persistence to degree among students starting in precalculus.<\/p><\/h3><\/div>

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    Conference Organizers<\/p><\/h2><\/div>

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    Eliza Gallagher<\/h3><\/div>
    VIEW BIO<\/span><\/a><\/div>