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Full-Text Articles in Education

Perceptions Of District Curriculum Administrators Regarding K-12 Engineering Education, Derrick A. Nero Mar 2019

Perceptions Of District Curriculum Administrators Regarding K-12 Engineering Education, Derrick A. Nero

Student Research and Creative Activity Fair

The state of Nebraska recently adopted and implemented a set of Science standards that aligns with the Next Generation Science Standards which include engineering practices such as engineering design and the use of technology. Curriculum administrators throughout the state are responsible for the implementation of these standards including training for engineering teaching and learning. This exploratory study investigated curriculum administrators’ (n = 43) perceptions of Engineering Education in four areas: Importance of Engineering Education, District Familiarity with Engineering Education, Characteristics of Engineering, and Barriers to Integrating Engineering Education. This exploratory study used one instrument to collect data: a modified Design, Engineering ...


Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer Mar 2018

Developing Stragic Competence In The Service Of Inquiry Teaching: Assisting Pre-Service Elementary Teachers To Use Inquiry To Achieve Strategic Competence In Science Learning, Sheryl Mcglamery, Victoria Lentfer

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: This paper describes the efforts of researchers to examine the understandings of pre-service elementary teachers regarding the role and use of inquiry and strategic competence in science teaching and learning. The pre-service elementary teachers were given multiple exposures to inquiry activities, and field teaching opportunities using inquiry with opportunities to pursue strategic competence in experimentation and problem solving. The findings support the use of inquiry labs and shows how field experience is valuable in helping build an understanding of inquiry and strategic competence.


Are English Teachers The First Math Teachers? A Comparison Of English And Mathematics Syntax, Elliott Ostler, Jill Bruckner Dec 2017

Are English Teachers The First Math Teachers? A Comparison Of English And Mathematics Syntax, Elliott Ostler, Jill Bruckner

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract: The narrative presented hereafter will demonstrate the similarities of syntactic systems in formal written English and in generalized systems of standard computational algebra. The argument is made that algebraic systems can be taught using generalizations from written English syntax. This argument will be characterized in three parts: 1) describing the development of axiomatic systems in mathematics, 2) demonstrating the similar structure of the foundational elements used in English and mathematics, and 3) illustrating how mathematical process may be characterized by providing practical examples from written English.


Effects Of Inquiry Based Learning On An Undergraduate Precalculus Course, Jessica Wilson Mar 2017

Effects Of Inquiry Based Learning On An Undergraduate Precalculus Course, Jessica Wilson

Student Research and Creative Activity Fair

MATH 1340 has a history of high DFW rates. This is true not just at UNO but nationally as well. An Inquiry Based Learning (IBL) approach to teaching this course could be a possible solution. In the fall 2016 semester I assisted Dr. Matthews with a MATH 1340 course. This class focused on problem solving in groups with little lecture time and many student presentations. To compare our class to the traditionally taught precalculus class we gave a pretest and posttest to both sections. After performing a two sample t-test on the data we found that students in the IBL ...


How Do Undergraduate Stem Mentors Reflect Upon Their Mentoring Experiences In An Outreach Program Engaging K-8 Youth?, Kari L. Nelson, Jamie Sabel, Cory Forbes, Neal Grandgenett, William E. Tapprich, Christine E. Cutucache Feb 2017

How Do Undergraduate Stem Mentors Reflect Upon Their Mentoring Experiences In An Outreach Program Engaging K-8 Youth?, Kari L. Nelson, Jamie Sabel, Cory Forbes, Neal Grandgenett, William E. Tapprich, Christine E. Cutucache

Biology Faculty Publications

Background: Many university students are becoming involved in mentoring programs, yet few studies describe the impact of mentoring on the mentor. Additionally, many studies report that students graduating from college are not prepared to enter the workforce in terms of key career skills and/or content knowledge. Herein, we examine the impact of our program, NE STEM 4U (Nebraska Science, Technology, Engineering and Math for You), in which undergraduate (UG) mentors engage K-8 youth in after-school STEM experiments. The UGs reflected upon their experiences using post-mentoring evaluations, 12- and 24-week interviews, and exit surveys. Many of the questions asked of ...


Semiotics: Notes On English To Mathematical Language Translation, Elliott Ostler Jun 2016

Semiotics: Notes On English To Mathematical Language Translation, Elliott Ostler

Journal of Curriculum, Teaching, Learning and Leadership in Education

The manuscript at hand is a presentation relating the processes and notation of mathematics to the processes and notation of standard written English. Semiotics is introduced as a way to describe the similarities in the processes and goals of both systems as methods of communication. The discussion of semiotics falls within three categories: 1) examining the parallel structures of written language and mathematics, 2) defining the language based nature of mathematical symbols, notation, and processes, and 3) exploring misconceptions between mathematical versus standard written vocabulary and notation.


Office Of Stem Education Annual Report 2015-2016, Uno Office Of Stem Education May 2016

Office Of Stem Education Annual Report 2015-2016, Uno Office Of Stem Education

Student Learning

During 2015-2016 the Office of STEM (OSTEM) Education at UNO has continued to move aggressively forward in undertaking and leading STEM Learning projects, many of which collaborate closely with several other UNO colleges and other formal and informal educational institutions. Also continuing into 2016, OSTEM is steadily transitioning to becoming more of a focused departmental organization, while the UNO STEM Leadership Team takes over more of the campus-wide STEM Priority efforts.

This report describes the TED STEM successes, ongoing efforts and challenges this last year with a direct focus on the TED and COE context, and only lightly touches on ...


Stem Community Chairs Progress Updates Spring 2016, Uno Stem Leadership Team May 2016

Stem Community Chairs Progress Updates Spring 2016, Uno Stem Leadership Team

Student Learning

The following is a brief update of the activities and efforts being undertaken by UNO’s Dr. George and Sally Haddix Community Chair of STEM Education as being held by Dr. Neal Grandgenett. The goal of this position is:

Position Goal: To organize, lead and inspire collaborative STEM initiatives at UNO, that cross colleges and disciplines, and that aggressively position UNO to be a true national leader in interdisciplinary STEM programs. (Curriculum, Capacity, Collaboration)


Ne Stem 4u: An Out-Of-School Time Academic Program To Improve Achievement Of Socioeconomically Disadvantaged Youth In Stem Areas, Christine E. Cutucache, Jamie L. Luhr, Kari L. Nelson, Neal Grandgenett, William E. Tapprich Mar 2016

Ne Stem 4u: An Out-Of-School Time Academic Program To Improve Achievement Of Socioeconomically Disadvantaged Youth In Stem Areas, Christine E. Cutucache, Jamie L. Luhr, Kari L. Nelson, Neal Grandgenett, William E. Tapprich

Biology Faculty Publications

Background

The Nebraska Science, Technology, Engineering, and Mathematics 4U (NE STEM 4U) program was initiated at the University of Nebraska at Omaha (UNO) in 2013. NE STEM 4U is a student-run, faculty-led program facilitating problem-based learning (PBL) sessions in science, technology, engineering, and mathematics (STEM) for socioeconomically disadvantaged kindergarten through grade 8 (K-8) students. PBL sessions are provided throughout the academic year in a twice-weekly, after-school, informal education program. The instructional material provided after school builds upon the curricula of the school day. Importantly, this program is a partnership between faculty members and administrators in higher education at UNO with ...


Enhancing The Stem Ecosystem Through Teacher-Researcher Partnerships, William E. Tapprich, Neal Grandgenett, Heather Leas, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, Christine E. Cutucache Jan 2016

Enhancing The Stem Ecosystem Through Teacher-Researcher Partnerships, William E. Tapprich, Neal Grandgenett, Heather Leas, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, Christine E. Cutucache

Biology Faculty Publications

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of this program, eleven UNO faculty mentors, drawn from several STEM disciplines, were matched with eleven OPS teachers to conduct genuine research projects in support of their teaching.


Changing The Scholarly Sources Landscape With Geomorphology Undergraduate Students, Heidi Blackburn, Ashlee L.D. Dere Jan 2016

Changing The Scholarly Sources Landscape With Geomorphology Undergraduate Students, Heidi Blackburn, Ashlee L.D. Dere

Criss Library Faculty Publications

Science is a core discipline in academia yet the focus of most undergraduate technical writing is generally on the data and results, not the literature review. The Science, Technology, Engineering, and Math (STEM) librarian and a new geology professor at the University of Nebraska at Omaha (UNO) collaborated to develop an information literacy session for students in a geomorphology class. Here we outline the background of the campus STEM initiatives and the assignment as well as the library instruction activity, learning outcomes, and assessment components. The activity improved student use of scholarly sources and we provide suggested activity modifications for ...


Uno Stem Annual Report 2015, Uno Stem Leadership Team May 2015

Uno Stem Annual Report 2015, Uno Stem Leadership Team

Student Learning

The following document is a brief Annual Report for the STEM Priority at UNO as of May 1, 2015. The document builds upon past strategic planning discussions, meetings,and conversations and aligns with the UNO STEM Strategic Plan, as first published in the Fall of 2013. It is important to note that the annual report is essentially a“work in progress” and will be continually refined during the next year and updated as initiatives progress. It is also a “springboard” for a continued and strategic review of our local STEM statistics and the professional literature on STEM learning, and it ...


Community Chairs As A Catalyst For Campus Collaboration In Stem, Neal Grandgenett, David Boocker, Hesham Ali, Angela M. Hodge, Brian Dorn, Christine E. Cutucache Jan 2015

Community Chairs As A Catalyst For Campus Collaboration In Stem, Neal Grandgenett, David Boocker, Hesham Ali, Angela M. Hodge, Brian Dorn, Christine E. Cutucache

Biology Faculty Publications

Strong collaborative partnerships are critical to the ongoing success of any urban or metropolitan university in its efforts to build the science, technology, engineering, and mathematics (STEM) career pathways so critical to our nation. At the University of Nebraska at Omaha, we have established a faculty leadership structure of "community chairs" that work across colleges to support campus priorities. This paper describes UNO’s STEM community chair model, including selected initiatives, impacts, and challenges to date.


Uno Stem Strategic Plan, Uno Stem Leadership Team Sep 2013

Uno Stem Strategic Plan, Uno Stem Leadership Team

Student Learning

The following document is a strategic plan for STEMeducation at UNO as of September 5, 2013. Thedocument represents nearly six months of strategicplanning discussions, meetings, and conversationsbetween those of us on the writing team and many ofyou, our colleagues and friends that share our passionfor excellence in STEM education at UNO. It is alsothe result of a review of our local STEM statistics, theprofessional literature on STEM learning, and a sampleof what other universities are doing to enhance STEMlearning on their campuses. The document is intended tobe a very dynamic one that will be revisited yearly as wecontinue to move ...


The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett Dec 2010

The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett

Teacher Education Faculty Publications

In response to research documenting the mathematical deficiencies of pre-service elementary teachers, many teacher preparation programs are requiring mathematical content courses specifically focusing on the mathematics taught at the elementary level. This study considers what impact two such courses (one course focusing on Arithmetic, and the other course focusing on Geometry and Measurement) had on the mathematical content knowledge and attitude towards mathematics by comparing a group of pre-service elementary teachers who took these courses to a group of pre-service elementary teachers who took only a more general mathematics course (such as College Algebra). Results indicated that those teachers who ...


Pairing Educational Robotics With Geospatial Technologies In Informal Learning Environments, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk Jul 2010

Pairing Educational Robotics With Geospatial Technologies In Informal Learning Environments, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk

Teacher Education Faculty Publications

Educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematic (STEM) concepts. However, little is known about the true effects on conceptual knowledge and associated attitudes. Therefore, this study was conducted to examine the shortterm effects of a series of five-day summer robotics/geospatial camps held in Nebraska. The study was conducted at six diverse locations and consisted of a five-day 4-H camp experience. The study examined the experiences of 147 youth between the ages of 10 and 15. A pretestposttest quasi-experimental ...


Robots, Gps/Gis, And Programming Technologies: The Power Of "Digital Manipulatives" In Youth Extension Experiences, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk Feb 2010

Robots, Gps/Gis, And Programming Technologies: The Power Of "Digital Manipulatives" In Youth Extension Experiences, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk

Teacher Education Faculty Publications

The study reported here examined the effectiveness of educational robotics combined with GPS/GIS technologies used as "digital manipulatives" in the teaching of concepts in science, engineering, and technology. Based on the success of previous summer camps, the study also examined a scaling-up of the intervention from 38 participants to 147. The 147 youth (ages 10-15) participated in one of six summer camps held in Nebraska during 2008. Results indicate that participants scored higher on the content posttest than the pretest. The study further examined the differential results. The article makes recommendations for further studies, while acknowledging the potential power ...


The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain Jan 2010

The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain

Special Education and Communication Disorders Faculty Publications

Research in the area of elementary mathematics has been limited in recent years. Direct instruction methods, including drill tasks, have been recommended for elementary students who have mathematics difficulties. This project involves two studies that examined the effectiveness of a specific direct instruction intervention, Folding-In, on the math computation achievement of elementary students. Weekly Curriculum-based measurement (CBM) progress monitoring data, as well as achievement test data, were used to monitor the effectiveness of the intervention, with improvements noted in math fact fluency in both a university-based clinical tutoring and a classroom intervention setting.


Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell Oct 2008

Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell

Teacher Education Faculty Publications

This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies ...


What Factors Contribute To The Success Of African American Women In Science And Mathematics: Do Teaching Techniques Matter, Sheryl Mcglamery Nov 2004

What Factors Contribute To The Success Of African American Women In Science And Mathematics: Do Teaching Techniques Matter, Sheryl Mcglamery

Teacher Education Faculty Proceedings & Presentations

The session content will focus on the author's research about effective teaching techniques that engage and assist African American women (and others) in succeeding in science and mathematics courses. Several case studies will highlight the effective practice focus of this session.


The Aeronautics Education, Research, And Industry Alliance (Aerial) 2002 Report, Brent D. Bowen, Mary M. Fink, Jocelyn S. Nickerson, Uno Aviation Institute Nov 2002

The Aeronautics Education, Research, And Industry Alliance (Aerial) 2002 Report, Brent D. Bowen, Mary M. Fink, Jocelyn S. Nickerson, Uno Aviation Institute

Faculty Books and Monographs

UNOAI Report 02-7

The NASA Nebraska Space Grant Consortium (NSGC) & EPSCoR programs at the University I of Nebraska at Omaha are involved in a variety of innovative research activities. Such research is supported through the Aeronautics Education, Research, and Industry Alliance (AERIAL) and collaborative seed funds. AERIAL is a comprehensive, mulch-faceted, five year NASA EPSCoR initiative that contributes substantially to the strategic research and technology priorities of NASA while intensifying Nebraska’s rapidly growing aeronautics research and development endeavors.

AERIAL includes three major collaborative research teams (CRTs) whose nexus is a common focus in aeronautics research. Each CRT - Small Aircraft ...


Recruitment And Retention Of African American Females In High School Mathematics: Have We Achieved Results?, Sheryl Mcglamery, Carol Mitchell Oct 2000

Recruitment And Retention Of African American Females In High School Mathematics: Have We Achieved Results?, Sheryl Mcglamery, Carol Mitchell

Teacher Education Faculty Proceedings & Presentations

"Our goal is to present the findings of the study and challenge the audience to consider the aspects of the program the researchers believe made the difference in recruitment and retention for these African American female students."


Recruitment And Retention Of African American Males In High School Mathematics: Have We Achieved Access To The Success Stairway?, Sheryl Mcglamery, Carol Mitchell Oct 1999

Recruitment And Retention Of African American Males In High School Mathematics: Have We Achieved Access To The Success Stairway?, Sheryl Mcglamery, Carol Mitchell

Teacher Education Faculty Proceedings & Presentations

“Most schools desire that more minorities participate, yet finding a successful formula often proves difficult and elusive.”


Proceedings Of The First Annual Nebraska Aviation Education Association Conference, James E. Crehan, Uno Aviation Institute Mar 1995

Proceedings Of The First Annual Nebraska Aviation Education Association Conference, James E. Crehan, Uno Aviation Institute

Faculty Books and Monographs

UNOAI Report 94-5


Topic Bibliography On Service With Math And Science Education, Robin Vue Benson, Robert D. Shumer Jan 1994

Topic Bibliography On Service With Math And Science Education, Robin Vue Benson, Robert D. Shumer

Bibliographies

The sources listed on the following pages are in response to requests for information on combining service-learning with math and science education. They were obtained primarily by conducting searches of the ERIC database on CD-ROM. Broad topics were chosen for a comprehensive selection of references. With several hundred records identified, only those with the closest relevance to the topic are included here. Where a source is available through EDRS, an ERIC number is included. The search for more sources of information on this topic is ongoing and this compilation will be updated periodically.