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Full-Text Articles in Science and Mathematics Education
Bridging The Research-Practice Gap: Development Of A Theoretically Grounded Workshop For Graduate Students Aimed At Challenging Microaggressions In Science And Engineering, Amy C. Moors, Lindsay Mayott, Benjamin Hadden
Bridging The Research-Practice Gap: Development Of A Theoretically Grounded Workshop For Graduate Students Aimed At Challenging Microaggressions In Science And Engineering, Amy C. Moors, Lindsay Mayott, Benjamin Hadden
Psychology Faculty Articles and Research
Efforts to promote diversity and inclusion often lack a theoretical basis, which can unintentionally exacerbate issues. In this paper, we describe the development and evaluation results of a theoretically grounded workshop aimed at reducing microaggressions and promoting ally engagement among graduate students in science and engineering. In Study 1, using a Delphi method, eight science and engineering faculty members with backgrounds in diversity efforts provided feedback on workshop development. In Study 2, 107 graduate and advanced undergraduate students engaged in the 90-minute interactive workshop. Results indicate that attendees found the workshop valuable, developed new skills for ally engagement, and planned …
Equitable Mathematics Classroom Discourse, Liza Bondurant
Equitable Mathematics Classroom Discourse, Liza Bondurant
Journal of Practitioner Research
In this article the author shares a self-study investigation into how the quality of talk and opportunities to participate are distributed across individual students based on race and gender in her college math class. Readers will learn how to conduct a similar investigation in their classroom. A discussion of ways to use the information gathered from equitable mathematics classroom discourse investigations will follow.
Learning To Fail? Student Experiences In Remedial Mathematics In Community Colleges, Margaret P. Fay
Learning To Fail? Student Experiences In Remedial Mathematics In Community Colleges, Margaret P. Fay
Dissertations, Theses, and Capstone Projects
Referral to remedial coursework in mathematics is a significant barrier to degree attainment for community college students, which in turn has serious consequences for their employment and earning prospects. Students are placed into remediation when they are deemed unprepared to engage in college-level coursework, most often based on a score on a placement test. Nationally, 59% of community college students are placed into remedial math courses. Of these, only 49% complete remediation and gain access to college-level coursework. Because a college-level math course is often a degree requirement, many students who fail to complete remedial math courses are forced to …
Smaller Classes Promote Equitable Student Participation In Stem, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne Mcgaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, Sehoya Cotner
Smaller Classes Promote Equitable Student Participation In Stem, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne Mcgaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, Sehoya Cotner
Biological Sciences Faculty Publications
As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: The abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division …
The Effects Of Motivation, Technology And Satisfaction On Student Achievement In Face-To-Face And Online College Algebra Classes, Hanan Jamal Amro, Marie-Anne Mundy, Lori Kupczynski
The Effects Of Motivation, Technology And Satisfaction On Student Achievement In Face-To-Face And Online College Algebra Classes, Hanan Jamal Amro, Marie-Anne Mundy, Lori Kupczynski
TxDLA Journal of Digital Learning
Demand for online learning has increased in recent years due to the convenience of class delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data and survey design. The factors of demographics, motivation, technology, and satisfaction were compared for face-to-face and online students. MANCOVA tests were performed to analyze the data while controlling age and gender to uncover significant differences between the two groups. The sample and population for this study were predominantly Hispanic students.
Motivation and Technology were non-significant, but satisfaction was proven to …
Multiple Representations Of The Fundamental Theorem Of Calculus As Enacted In The Curriculum, Sense-Making And Gender, Ileana Vasu
Multiple Representations Of The Fundamental Theorem Of Calculus As Enacted In The Curriculum, Sense-Making And Gender, Ileana Vasu
Doctoral Dissertations
Multiple representations of the Fundamental Theorem of Calculus (FTC) are deemed essential to creating mathematical habits of mind, but not all classroom instruction includes them. This study articulates the relationship between college students’ experience with multiple representations of the FTC, gained through the enacted curriculum, and their use of multiple representations when problem solving or discussing the FTC. It suggests that students’ use of multiple representations directly relates to their curricular experience, which outweighs a student’s own inclination towards any particular representation. It further suggests that the relationship between classroom experience with a particular representation of the FTC, and its …
Examining The Relationships Between Gender Role Congruity, Identity, And The Choice To Persist For Women In Undergraduate Physics Majors, Bronwen Bares Pelaez
Examining The Relationships Between Gender Role Congruity, Identity, And The Choice To Persist For Women In Undergraduate Physics Majors, Bronwen Bares Pelaez
FIU Electronic Theses and Dissertations
Persistent gender disparity limits the available contributors to advancing some science, technology, engineering, and math (STEM) fields. While higher education can be an influential time-point for ensuring adequate participation, many physics programs across the U.S. have few women in classroom or lab settings. Prior research indicates that these women face considerable barriers. For university students, faculty, and administration to appropriately address these issues, it is important to understand the experiences of women as they navigate male-dominated STEM fields.
This explanatory sequential mixed methods study explored undergraduate female physics majors’ experiences with their male-dominated academic and research spaces in the U.S. …
The Impact Of Developmental Mathematics Courses And Age, Gender, And Race And Ethnicity On Persistence And Academic Performance In Virginia Community Colleges, James Dael Wolfle
The Impact Of Developmental Mathematics Courses And Age, Gender, And Race And Ethnicity On Persistence And Academic Performance In Virginia Community Colleges, James Dael Wolfle
Teaching & Learning Theses & Dissertations
This research study examined the 2006 cohort of First-Time-in-College students from all 23 community colleges in Virginia. The goal was to examine the persistence of these students to the fall 2007 semester and the success of these students in their first college-level mathematics course. The main predictor variable was whether the first mathematics course taken was a developmental or college-level course. Other main predictor variables examined were the age, gender, and race and ethnicity of the student. Race and ethnicity was broken into the categories White, Black, and Other. Interaction variables were created to determine if age, race and ethnicity, …
Responses To Teacher Feedback On Errors Differ By Age And Gender, Sandra P. Clarkson, William (Bill) H. Williams Ph.D
Responses To Teacher Feedback On Errors Differ By Age And Gender, Sandra P. Clarkson, William (Bill) H. Williams Ph.D
Publications and Research
Many students enter Hunter College's developmental mathematics program committing errors (mis)learned years earlier. These errors typically persist into the adult years and it is important to correct them specifically; simply reteaching concepts is not sufficient. Furthermore, there is a strong correlation between completion rate and student perception of the instructor's concern. To address both factors, we developed and tested an instructional technique to see whether giving detailed feedback to students about their errors would facilitate progress through the course. We found that the use of the feedback method had a clear positive effect on women; while for men, complex age …
Transforming Science And Technology: Has The Elephant Yet Flicked Its Trunk?, Donna M. Hughes Dr.
Transforming Science And Technology: Has The Elephant Yet Flicked Its Trunk?, Donna M. Hughes Dr.
Donna M. Hughes
No abstract provided.