Education Commons^™

Minerva 2008, The Honors College

Minerva

This issue of Minerva includes an article on the completion of the restoration of Colvin Hall; a reflection by Ruth Nadelhaft, former UMaine Honors program director; and an article on Honors alumnus and Nobel Peace Prize winner Bernard Lown and his 2008 Rezendes Visiting Scholar in Ethics Lecture/Distinguished Honors Graduate Lecture.

Parts Of The Whole: Teachers And The Work They Do, Dorothy Wallace

Numeracy

This introductory column argues the need to study our system of education with the same care we would give any complex system, pointing out some ways in which the educational system functions differently from other managed systems, and concluding that a careful study of the forces shaping education will lead to insight into what makes educational change successful.

Review Of Quantitative Reasoning: Tools For Today's Informed Citizen By A. Sevilla And K. Somers, Aaron G. Montgomery

Numeracy

Alicia Sevilla and Kay Somers, Quantitative Reasoning: Tools for Today’s Informed Citizen. (Emeryville CA: Key College Publishing, 2007). 626 pp. Softcover with Student CD. $79.95 (USA) ISBN 1-931914-90-1. http://www.keycollege.com/catalog/titles/quantitative_reasoning.html

From charts and graphs (Topic 1) to decision making (Topic 21), Quantitative Reasoning offers a good selection of topics that students in a general education mathematics course and other individuals in our society should understand. Organizing the 21 chapters (topics) under the headings of numerical reasoning, logical reasoning, and statistical reasoning, Sevilla and Somers focus their chapters on examples and devote the last 224 pages to 21 Excel activities. Parallel graphic-calculator …

Word Problems: Reflections On Embedding Quantitative Literacy In A Calculus Course, Gizem Karaali

Numeracy

Even though Quantitative Literacy (QL) programs are currently being developed and implemented in several colleges and universities, most schools still depend on traditional mathematics courses to reach their quantitative literacy goals. This note is a case study of how a traditional mathematics course sequence intended for students majoring in social and life sciences may be modified and adapted to at least partially fulfill the need in the absence of a stand-alone QL program. In particular, we focus on a freshman-level mathematics course sequence that serves various client departments. This sequence covers the traditional content of a first-year calculus sequence along …

False Positives And Referral Bias: Content For A Quantitative Literacy Course, Stuart Boersma, Teri Willard

Numeracy

An extended study of accuracy in medical screening is presented as a useful application to increase students’ quantitative reasoning skills. Two detailed examples are presented. The first explores the frequency of obtaining false positive results from a medical screening tool while the second examines the issue of referral bias and its effect on the apparent sensitivity and specificity of the screening tool. Results from student assessments indicate that the activity increases one’s ability to define terms such as “false positive” and “false negative” and increases one’s ability to read and compute with information obtained from a two-way table. Teacher assessment …

Using Local Data To Advance Quantitative Literacy, Stephen Sweet, Susanne Morgan, Danette Ifert Johnson

Numeracy

In this article we consider the application of local data as a means of advancing quantitative literacy. We illustrate the use of three different sources of local data: institutional data, Census data, and the National College Health Assessment survey. Our learning modules are applied in courses in sociology and communication, but the strategy of using local data can be integrated beyond these disciplinary boundaries. We demonstrate how these data can be used to stimulate student interests in class discussion, advance analytic skills, as well as develop capacities in written and verbal communication. We conclude by considering concerns that may influence …

Quantitative Literacy Across The Curriculum: A Case Study, Benjamin Steele, Semra Kiliç-Bahi

Numeracy

We describe a quantitative literacy (QL) program at Colby-Sawyer College, a small, residential, liberal arts college in New Hampshire. This program has grown rapidly from a traditional math curriculum to a college-wide understanding of quantitative literacy and voluntary participation by many faculty members in all departments. More than 80% of the faculty agreed that it would be useful for students to be able to use quantitative skills in their courses, but only 24 % thought students were capable of doing very well in mathematics. Twenty-three faculty members attended a summer workshop, funded by NSF, DUE # 0633133, in which they …

Quantitative Literacy On The Web Of Science, 1: The Bibliography And Its Role In The History Of This Journal, H L. Vacher, Todd Chavez

Numeracy

Prior to deciding to propose in 2006 that the National Numeracy Network (NNN) publish a new journal for quantitative literacy with their support, the University of South Florida Libraries investigated the publication environment of the field on the Web of Science®. Reproducing part of that study in this paper, we present findings from topic searches (March 2008) for “numeracy,” “quantitative literacy,” and “statistical literacy.” These updated results include a combined bibliography of 338 peer-reviewed articles amongst 210 different journals, by 748 authors from 321 institutions in 25 countries, in a total of 87 subjects (34% of the subject classes in …

Abstracts For Numeracy, H L. Vacher

Numeracy

No abstract provided.

Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.

Meteorology And Cimatology: On-Line Weather Studies, J. A. Mulvany, M. Bentley, E. Pyle

Journal of Mathematics and Science: Collaborative Explorations

Through the Virginia Earth Science Collaborative (VESC), a partnership of nine institutes of higher education, non-profit organizations, and eighty-three school divisions, a 3-credit, graduate-level meteorology course was offered six times between Spring 2006 and Fall 2007. The course, entitled Meteorology, was offered at three locations (Richmond, Abingdon, and Harrisonburg), and a local instructor facilitated each section. Funding for the course development, instructor stipends, and participant expenses (including travel, meals, and tuition) was provided through a competitive Mathematics and Science Partnership (MSP) grant funded through the federal No Child Left Behind legislation of 2001. The framework of the course was the …

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Oceanography Professional Development In Virginia Via Collaboration, Field Integration, And Inquiry, K. St. John

Journal of Mathematics and Science: Collaborative Explorations

Seventy-nine in-service teachers completed one of six sections of a grant-funded, graduate-level, summer course entitled, Oceanography, that was offered at four different locations in Virginia between 2005 and 2007. The majority of the teachers enrolled with the objective of obtaining their add-on earth science endorsement through the Virginia Earth Science Collaborative (VESC). Oceanography was designed to integrate the following: 1) the ocean science disciplines of geology, chemistry, physics, and biology; 2) inquiry-based learning strategies, quantitative activities, and technology; and, 3) Virginia Institute of Marine Science (VIMS) field experience with classroom experiences. These design themes were informed by ocean science content …

Two Boats, Three Summers, Five Universities, One Dozen Instructors, And Sixty-Five Teachers: A Collaborative Oceanography Field Program For Earth Science, V. Clark, C. Hopper-Brill, C. Petrone

Journal of Mathematics and Science: Collaborative Explorations

A three-day field workshop was an integral component of the graduate-level course entitled, Oceanography, that was offered by Virginia Earth Science Collaborative Project (VESC) to help Virginia educators earn the earth science teaching endorsement. The VESC partner institutions that offered Oceanographngeorge Mason University, James Madison University, the University of Virginia Southwest Center, and Virginia Commonwealth University-lacked direct access to research and education facilities en the coast. The College of William & Mary, another VESC partner, provided this resource through the Virginia Institute of Marine Science’s (VIMS) Eastern Shore Laboratory in Wachapreague, Virginia. The field program agenda and activities were developed …

Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers, J. Cothron

Journal of Mathematics and Science: Collaborative Explorations

A collaborative of seven institutes of higher education and two non-profit organizations developed and implemented five earth science courses totaling eighteen credits that enabled secondary teachers to acquire an add-on earth science endorsement: Geology 1: Physical Geology (4), Geology II: Geology of Virginia (4), Oceanography (4), Astronomy (Space Science for Teachers) (3), and Meteorology (3). These courses were collaboratively developed and included rigorous academic content, research-based instructional strategies, and intense field experiences. The thirty-three sections offered statewide served 499 participants. Three courses were offered to strengthen the skills of earth science teachers: Teaching Eath Science Topics to Special Education Students …

Maximizing The Impact Of Professional Development For Earth Science Teachers, W. M. Frazier, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

This study examines the extent to which follow-up sessions can provide support for earth science teachers as they apply what they learn from professional development coursework during the academic year with their own students. Data include direct observation of follow-up sessions of courses for teachers; interviews with course co-instructors and teacher participants; and, document analysis of teacher products with a focus on the lesson plans, laboratory/activity sheets for students, and virtual field trips that teacher participants submitted and shared during follow-up sessions. Strategies are recommended to assist earth science content faculty in increasing the impact of their work with teachers …

Virginia Earth Science Collaborative Astronomy Course For Teachers, E. M. Murphy, H. Geller, M. Bentley

Journal of Mathematics and Science: Collaborative Explorations

We describe the development and implementation of a professional development course for teachers of grades 4-12 designed to increase their content knowledge in astronomy, space science, and the nature of science using interactive presentations, and hands-on and inquiry-based lessons. The course, Space Science for Teachers, encompasses the astronomy and nature of science components of the Virginia Standards of Learning for grades 4-12 [1]. In addition to increasing their content knowledge, teachers gain experience using innovative teaching technologies, such as an inflatable planetarium, planetarium computer software, and computer controlled telescopes. The courses included evening laboratory sessions where teachers learned the constellations, …

"Spotlight On Earth Science" Symposium: An Overview, E. Pyle

Journal of Mathematics and Science: Collaborative Explorations

On September 18-19, 2006, James Madison University (JMU) hosted a one and half day symposium entitled, “Spotlight on Earth Science,” highlighting current resources and technology available for earth science teachers, and invited teachers to share effective practices learned in their program coursework through the two Mathematics and Science Partnerships (MSP) funded by the Virginia Department of Education. The symposium supported a pooling of expertise among participants to initiate the definition and resolution of the persistent issues in earth science education in Virginia. A total of ninety-six teachers, university faculty, curriculum supervisors, policymakers, and business/government/industrial representatives participated. Three themes were addressed: …

School Division Leaders Keen On In-School Mathematics Experts, D. Blount, J. Singleton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Kaprekar Routine And Other Digit Games For Undergraduate Exploration, K. Peterson, H. Pulapaka

Journal of Mathematics and Science: Collaborative Explorations

The Kaprekar Routine is a famous mathematical procedure involving the digits of a positive integer. This paper offers natural generalizations of the routine, states and proves related results, and presents many open problems that are suitable for mathematical research at the undergraduate level. In the process, we shed light on some interesting facts about digit games.

Geology Of Virginia For Teachers At Radford University, J. Tso

Journal of Mathematics and Science: Collaborative Explorations

The Radford University version of the Virginia Earth Science Collaborative‘s Geology of Virginia was taught during Summer 2006 and 2007, and was entitled, Geology of Virginia for Teachers (GEOL 691). A total of eighteen teachers, primarily from southside and southwestern Virginia, attended the class. The goal of the course was to provide essential knowledge and advanced skills in geology in general, and the geology of Virginia in particular. The course had a strong field emphasis, using Virginia as a natural teaching laboratory to illustrate such concepts as plate tectonics, rock interpretation, and Steno‘s Laws. Lectures and lab activities were used …

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Cover - Table Of Contents

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Front Matter

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Using Landscape History And Baseline Data In The Restoration Of A Midwestern Savanna, Andrew P. Rayburn, Annabel L. Major

Journal of the Iowa Academy of Science: JIAS

Over one hundred and fifty years of Euro-American settlement has dramatically altered Midwestern landscapes, resulting in the widespread conversion of native habitat. Numerous opportunities to conduct ecological restoration exist within the Midwest, with the potential to increase habitat and landscape heterogeneity, secure critical ecosystem services, and provide opportunities for research and education. Site history is an important consideration for most restoration projects, and multiple sources of historical data may be required to unravel the complicated history of intensively used Midwestern landscapes. The collection of baseline data is another significant component of most restoration projects, allowing for an evaluation of community …

Pre-Settlement Vegetation At Casey's Paha State Preserve, Iowa, Reid J. Leichty, Steven H. Emerman, Lyndon R. Hawkins, Michael J. Tiano

Journal of the Iowa Academy of Science: JIAS

Paha are loess-capped ridges standing 10-30 m above the surrounding plain of the Iowan Surface. Although Iowa was almost entirely covered with prairie and wetlands just prior to Euro-American settlement, the paha are believed to have been forested based on soil types and on early vegetation maps. The objective of this study was to find evidence that paha were forested by measuring the δ13C value of humin, the fraction of soil organic matter that is insoluble in acid and base. Previous work has shown that humin retains the δ13C signature of vegetation on a 1000-year time scale, as opposed to …

Assessment Of Smallmouth Bass Populations In Iowa Interior Rivers, Andrew C. Jansen, Michael C. Quist, Jeff Kopaska

Journal of the Iowa Academy of Science: JIAS

Smallmouth bass Micropterus dolomieu are a popular sport fish throughout North America and occupy an important ecological role as top predators in aquatic systems. Despite the importance of smallmouth bass, knowledge of their population structure and dynamics in Iowa interior rivers is limited. The objective of this study was to describe population dynamics (e.g., relative abundance, size and age structure, growth, mortality) of smallmouth bass in six Iowa rivers. Smallmouth bass were sampled from the Upper Iowa, Maquoketa, and Wapsipinicon rivers in northeast Iowa and the Des Moines, Iowa, and South Skunk rivers in central Iowa using electrofishing during the …

Observations On The Distribution And Status Of Western Sand Darter, Spotted Gar, And Skipjack Herring In Iowa Rivers, Travis E. Neebling, Michael C. Quist

Journal of the Iowa Academy of Science: JIAS

This paper describes new records of western sand darter (Ammocrypta clara), spotted gar (Lepisosteus oculatus), and skipjack herring (Alosa chrysochloris) in Iowa's interior rivers. A western sand darter was collected from the Cedar River, Benton County, in 2007. Western sand darters are occasionally collected from the upper Mississippi River (UMR), but have not been sampled in interior rivers since 1958. Two spotted gar were collected from the Des Moines River, Polk and Wapello counties, in 2007. Two spotted gar were sampled from the UMR in 2000, but no spotted gar have been previously recorded from Iowa's interior rivers. A skipjack …