[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585171-105":3,"detail-sidebar-cat-0-en-105":73,"doc-detail-585171-en":122},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","calculus-pathways-hispanic-serving-institution-perspective","Calculus Pathways: Hispanic-Serving Institution Perspective","","This paper examines what must align for students to succeed in introductory calculus, focusing on Hispanic-Serving Institutions. It reviews multiple entry pathways: dual credit enrollment, taking calculus via community colleges in-person or online, and placement into calculus after college entrance exams. The discussion traces the evolution of these pathways, weighs their strengths and trade-offs, and emphasizes credit-transfer articulation, pre-calculus and calculus best practices, and academic support services.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/calculus-pathways-hispanic-serving-institution-perspective/585171/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/calculus-pathways-hispanic-serving-institution-perspective/585171.png","ImageObject",300,407,{"name":42,"@type":43},"Maya Linwood","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What evidence does the paper cite for innovative improvements in pass rates?","Question",{"text":63,"@type":64},"It reports an active learning model at Florida International University that increased pass rates by 11%. 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Nowadays, students take most of their entry-level mathematics courses using several modes. The first mode is the dual credit pathway, i.e., high school students matriculate as college students and gain college credits. The second mode is taking these entry level mathematics courses in person or online from community colleges. The third mode is matriculating directly as university STEM majors given that some students pass college entrance exams and are then placed in calculus. This paper presents historical exposition about the evolution of the different pathways and describes innovative ways followed by students of varied backgrounds to successfully complete introductory calculus which is controversially considered lately as filtering course for would be STEM majors. Each pathway has pros and cons. With the proper guidance and articulation of the complicated process of transfer of credits from high schools, colleges and universities, the students can easily navigate the path to succeed and move on to finish their STEM degrees. Clear and concise articulation agreements between highschool districts and colleges, high school districts and universities, and colleges and universities must be wellestablished so that certain standards are maintained. This paper elucidates common best pre-calculus and calculus education practices and academic support services to help students navigate and succeed in these courses considered to be obstacles to obtaining a STEM degree.  \nKeywords: Mathematics, Pathways, Success, Retention, Completion  \nCitation: Navarrra-Madsen, J. (2025) . Calculus Pathways: Hispanic-Serving Institution Perspective. In M. S. Ozturk, M. Unal & M. L. Ciddi (Eds.), Proceedings of ICEMST 2025--International Conference on Education in Mathematics, Science and Technology (pp. 1-8), Antalya, Turkiye. ISTES.  \nIntroduction  \nIn an era where STEM education is pivotal to global competitiveness, the traditional calculus sequence has increasingly come under scrutiny for its rigidity and lack of inclusivity. This paper serves as a response to this challenge, aiming to reimagine how calculus is taught, learned, and applied across diverse educational contexts. This work is grounded in the belief that calculus should not be a gatekeeper but a gateway or bridge, i.e., one that opens doors to opportunity rather than closes them. Recent research in mathematics education (SantosTrigo, 2024) underscores the importance of problem-solving, conceptual understanding, and the integration of digital tools in fostering mathematical thinking (Mesa & Wagner, 2025) . These insights inform the design of innovative pathways that prioritize student agency, contextual relevance, and interdisciplinary connections. By leveraging adaptive technologies, culturally responsive pedagogy, and modular course structures, this initiative  \nseeks to dismantle systemic barriers and promote equity in mathematics education (Bhat, 2023) . This article aims to make calculus a dynamic, accessible, and empowering experience instead of a monolithic hurdle. Through case studies, theoretical frameworks, and empirical findings, we explore how innovative calculus pathways can support diverse learners in achieving academic and professional success (Mesa & White, 2021) . The sentence \"Calculus should not be a gatekeeper.\" reflects a growing educational philosophy that challenges the traditional role of calculus as a rigid filter that disproportionately excludes students, especially those from underrepresented or underserved backgrounds from STEM pathways. Instead, this philosophy advocates for restructuring calculus as a supportive, inclusive, and flexible gateway that enables more students ","cbCaibzqWISfpCfV","https://ap.wps.com/l/cbCaibzqWISfpCfV","pdf",446826,"English","# Introduction\n# Calculus Pathways: Past, Present and Future","[{\"question\":\"What evidence does the paper cite for innovative improvements in pass rates?\",\"answer\":\"It reports an active learning model at Florida International University that increased pass rates by 11%. It also cites a community college case study using co-requisite support to enable enrollment alongside targeted remediation.\"}]","Calculus Pathways: Hispanic-Serving Institution Perspective | PDF",1792053940]