The Merit Workshop Program is a challenging program for a select group of undergraduates. The program targets students with high potential who are members of groups, such as ethnic minorities and women, who tend to be underrepresented in the areas of mathematics, science, and engineering. The program also targets students from small high schools and students who have not yet declared their major. The Merit Program is not a remedial program and it is not an honors program – it simply offers a different teaching style. Students are invited into the program based on high academic potential and a commitment to excellence. One of our main goals in the Merit Workshop Program is to develop a community of scholars among the Merit students. The students in our program work together to solve difficult course problems, develop friendships based on common academic interests, and inspire each other to maintain a high level of commitment to excellence.
Active Learning
Learning mathematics is not a passive activity in which students absorb facts from a teacher as a sponge absorbs water. Merit students are responsible for learning calculus through active participation in both the teaching and learning process. In order to “think like a mathematician”, students must learn to solve complex problems by understanding the fundamental concepts of mathematics rather than simply using algorithms to get correct answers. To achieve this level of understanding, students must learn from a variety of sources including lectures, reading the text, doing homework, and interacting with other students and instructors.
How does the Merit Program differ from traditional approaches?
In most cases, Merit students attend the same lectures, do the same assignments, and take the same examinations as other students in the course. However, Merit students attend 2 hour workshops in place of hour long discussion sections. These workshops provide ample opportunities for student-student interactions because the students spend most of the workshop time collaborating in groups and grappling with difficult ideas and problems. In place of the traditional classroom, large tables form natural areas for discussion by students. The Merit teaching assistant provides a challenging worksheet for students and circulates around the classroom providing feedback to students as they work. Students are encouraged to “talk mathematics”, thinking aloud and interacting with other students at the chalkboard. Different groups of students are encouraged to compare answers since the teaching assistant provides few direct answers. This collaboration among students stimulates additional interactions and more thinking about the course material. Workshop problems are designed to stretch each student’s abilities to the fullest extent. Active learning produces a thorough understanding of the concepts, an unusual level of creativity, and allows students to gain confidence in expressing themselves and their abilities.
What are the benefits of the Merit Program?
Learning to tackle difficult ideas and problems in an atmosphere of trust and respect is the foundation for success in both graduate school and the corporate world. Merit students learn to exchange ideas and work together with colleagues to understand concepts and solve problems as part of a team. This provides a community of scholars to support and encourage success in later courses. Merit students often form lasting study groups that extend to other courses beyond calculus. Merit students usually perform better in their courses than their counterparts in traditional settings.
What are the challenges of the Merit Program?
Merit students must study to prepare for each workshop session. Being an active participant is difficult without working before class on homework and seriously reviewing the text material. Merit students commit to themselves, the other Merit students, and the Merit teaching assistant to arrive on time and be prepared to both teach and learn during every workshop session. Another challenge for Merit students is that our teaching assistants do not provide direct “answers” immediately. Rather, students are encouraged to compare answers with their peers and help one another; then the teaching assistant provides guidance until each student attains a true self-confidence in their own understanding
Quote from former Merit Students
"I feel that it definitely made me understand calculus, not just do calculus. Spending more time with it definitely helped my grade. The atmosphere was very productive, yet fun.
I have met some friends who will be my friends throughout college and life."
"It definitely helped me study in groups more; I used to only study alone and I have found working with people helps me understand more."
"Small group learning is more one-on-one. It promotes asking questions and forces individuals to pay attention."
"I’ve met so many people in Merit who are now my friends. This is a great program!"
"I like the format of learning in small groups and trying to figure out problems on our own."
How can I can get involved?
Contact:
Jennifer McNeilly
Director, Mathematics Merit Program
178 Altgeld Hall
(217) 244-1659
jrmcneil@math.uiuc.edu
Return to Merit Workshop homepage |
Department of Mathematics | University of Illinois
Last modified August 15, 2006