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Full-Text Articles in Science and Mathematics Education

Data Parties I Have Known: Lessons Learned And Best Practices For Success, Nancy K. Franz Aug 2018

Data Parties I Have Known: Lessons Learned And Best Practices For Success, Nancy K. Franz

Education Publications

Increased focus on data-driven decision making requires Extension professionals to excel at data analysis and interpretation. Data parties have become increasingly popular for involving stakeholders in making sense of data. As these parties become more frequently used by Extension professionals, best practices are emerging from lessons learned to improve the process and enhance the outcomes. These practices include designing discussion questions to fit the specific goals of the process, engaging a team of key partners, setting a theme and party environment that appeals to the participants and fits the context, providing appropriate data visualization tools, and using strong facilitation practices.


Combining Academics And Social Engagement: A Major-Specific Early Alert Method To Counter Student Attrition In Science, Technology, Engineering, And Mathematics, Andrew J. Sage, Cinzia Cervato, Ulrike Genschel, Craig Ogilvie Jun 2018

Combining Academics And Social Engagement: A Major-Specific Early Alert Method To Counter Student Attrition In Science, Technology, Engineering, And Mathematics, Andrew J. Sage, Cinzia Cervato, Ulrike Genschel, Craig Ogilvie

Geological and Atmospheric Sciences Publications

Students are most likely to leave science, technology, engineering, and mathematics (STEM) majors during their first year of college. We developed an analytic approach using random forests to identify at-risk students. This method is deployable midway through the first semester and accounts for academic preparation, early engagement in university life, and performance on midterm exams. By accounting for cognitive and noncognitive factors, our method achieves stronger predictive performance than would be possible using cognitive or noncognitive factors alone. We show that it is more difficult to predict whether students will leave STEM than whether they will leave the institution. More ...


The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iii: Inorganic Chemistry, Keith A. Marek, Jeffery R. Raker, Thomas A. Holme, Kristen L. Murphy Feb 2018

The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iii: Inorganic Chemistry, Keith A. Marek, Jeffery R. Raker, Thomas A. Holme, Kristen L. Murphy

Chemistry Publications

For the past eight years, the ACS Examinations Institute has been developing Anchoring Concepts Content Maps for the different subdisciplines taught throughout the undergraduate curriculum. The structure of the map consists of two top levels that are shared throughout the entire curriculum and two subdiscipline specific levels that contain finer-grained content details. This paper presents the four levels of the content map for inorganic chemistry.


The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iv: Physical Chemistry, Thomas A. Holme, Jessica J. Reed, Jeffrey R. Raker, Kristen L. Murphy Feb 2018

The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iv: Physical Chemistry, Thomas A. Holme, Jessica J. Reed, Jeffrey R. Raker, Kristen L. Murphy

Chemistry Publications

The ACS Examinations Institute has been developing Anchoring Concepts Content Maps to provide an organizational template for the four-year undergraduate chemistry curriculum. In order to accomplish this goal, specific subdisciplinary versions of the map share the two top levels but distinguish themselves at the bottom two levels which contain finer-grained content details. This structure has been refined and vetted over a number of meetings and workshops. This paper presents the four levels of the content map for physical chemistry.


Educational And Social Psychological Outcomes Of A Stem Program For Adolescent Girls, Jennifer Paff Ogle, Karen H. Hyllegard, Juyeon Park Jan 2018

Educational And Social Psychological Outcomes Of A Stem Program For Adolescent Girls, Jennifer Paff Ogle, Karen H. Hyllegard, Juyeon Park

International Textile and Apparel Association (ITAA) Annual Conference Proceedings

The purpose of this research was to explore how participation in Fashion FUNdamentals (FF) shaped girls' interest and confidence in the STEM disciplines, their STEM learning, and their feelings about themselves. FF is a two-week, no-cost, summer program (M-F, 9 am-5 pm) targeting underserved adolescent girls aged 10-13 years. Fashion FUNdamentals is a unique STEM program insomuch as it frames STEM learning within the context of fashion and includes both technical and social programming. FF has been offered three times (2015-2017) and has served 129 girls. At the conclusion of each year's program, the FF team conducted focus groups ...


Graph Accessibility And Comprehension For The Blind: A Challenge Of Its Own Kind, Ashley Nichole Nashleanas Jan 2018

Graph Accessibility And Comprehension For The Blind: A Challenge Of Its Own Kind, Ashley Nichole Nashleanas

Graduate Theses and Dissertations

The purpose of this dissertation is to explore graph accessibility and comprehension for students with visual impairments (SVI) in high school mathematics courses. The dissertation is comprised of three articles. In Paper One, I propose a conceptual framework to guide understanding around the approaches SVI use to access and comprehend graphical information. To do this, I draw from literature bases centered on the cognitive strategies individuals with visual impairments employ to understand spatial representations, tools and instruction to assist SVI in mathematics courses, and training of professionals serving SVI regarding their unique learning needs. In Paper Two, I report the ...


Science Learning Opportunities And The Project Approach In Preschool Classrooms, Melissa Clucas Jan 2018

Science Learning Opportunities And The Project Approach In Preschool Classrooms, Melissa Clucas

Graduate Theses and Dissertations

Effective early science learning opportunities are critical for young children to build a solid foundation for subsequent development of concepts, as well as positive attitudes towards science (Eshach & Fried, 2005). However, these opportunities are often lacking in typical preschool classrooms (Connor, Morrison, & Slominski, 2006; Early et al., 2010). A multiple case study design was used to examine science learning opportunities in preschool classrooms using the Project Approach (PA; Helm & Katz, 2011). Guided by theoretical tenets from Dewey, Piaget, and Vygotsky, this study sought to explore the feasibility and efficacy of using the PA to promote high-quality science learning opportunities by examining the specific strategies teachers used to plan for authentic and meaningful experiences, structure the environment ...


Organizational Perspectives On Co-Teaching Triads Participating In A Science And Engineering Professional Development Program, Christopher Dwight Spinler Jan 2018

Organizational Perspectives On Co-Teaching Triads Participating In A Science And Engineering Professional Development Program, Christopher Dwight Spinler

Graduate Theses and Dissertations

Co-teaching triads composed of grades 3-5 cooperating/student teacher dyads and an engineering graduate student were formed; triads met once per week to collaboratively plan and implement science and engineering lessons. Sharp distinctions in elementary school classroom teaching experience and knowledge of science and engineering content were present in these triads. The purpose of this dissertation was to better understand how participants’ educational and professional backgrounds interacted in the context of the classroom.

Research on co-teaching dyads may inform studies of the performance and relational aspects of co-teaching triads, but may not be fully capable of addressing the potential complexities ...


Do Social Justice Contexts Matter In Mathematical Modeling?: Modeling Problem Analysis, Ji Yeong I, Ji-Won Son, Hyunyi Jung Jan 2018

Do Social Justice Contexts Matter In Mathematical Modeling?: Modeling Problem Analysis, Ji Yeong I, Ji-Won Son, Hyunyi Jung

Education Publications

Since the Common Core State Standards for Mathematics (CCSSM; NGA Center for Best Practices & CCSSO, 2010) include modeling as one of the eight Standards for Mathematical Practices for all grades but also as important conceptual category in high school mathematics, there have been a spotlight on mathematical modeling and demand for teachers to deliberately integrate modeling tasks in mathematics classrooms. One of the efforts to integrate modeling in mathematical curricula is including modeling problems in textbooks. It is necessary to examine if these attempts are adequately made in mathematical curricula (Meyer, 2015).


Using Thrifted Garments As A Learning Tool In An Introductory Textiles Course, Charity Armstead Jan 2018

Using Thrifted Garments As A Learning Tool In An Introductory Textiles Course, Charity Armstead

International Textile and Apparel Association (ITAA) Annual Conference Proceedings

Using thrifted garments for analysis in an introductory textiles course was designed to increase transfer of learning. Prior to the introduction of the assignment, students had difficulty transferring the information into contexts beyond lab samples provided in class. This assignment was created so students could apply course content to garments that they selected. Students were asked to purchase garments to cut up and analyze throughout the semester. At the end of the semester, each student assembled the results into a final report. Adding analysis of thrifted garments to the course gave students a real-life application for textbook concepts. The students ...


Beyond “Inert” Ideas To Teaching General Chemistry From Rich Contexts: Visualizing The Chemistry Of Climate Change (Vc3), Peter G. Mahaffy, Thomas A. Holme, Leah Martin-Visscher, Brian E. Martin, Ashley Versprille, Mary Kirchhoff, Lallie Mckenzie, Marcy Towns Aug 2017

Beyond “Inert” Ideas To Teaching General Chemistry From Rich Contexts: Visualizing The Chemistry Of Climate Change (Vc3), Peter G. Mahaffy, Thomas A. Holme, Leah Martin-Visscher, Brian E. Martin, Ashley Versprille, Mary Kirchhoff, Lallie Mckenzie, Marcy Towns

Chemistry Publications

As one approach to moving beyond transmitting “inert” ideas to chemistry students, we use the term “teaching from rich contexts” to describe implementations of case studies or context-based learning based on systems thinking that provide deep and rich opportunities for learning crosscutting concepts through contexts. This approach nurtures the use of higher-order cognitive skills to connect concepts and apply the knowledge gained to new contexts. We describe the approach used to design a set of resources that model how rich contexts can be used to facilitate learning of general chemistry topics. The Visualizing the Chemistry of Climate Change (VC3) initiative ...


Flex—Iowa State University’S Mobile Technology Classroom, Peter Evans, Eric Schares Jun 2017

Flex—Iowa State University’S Mobile Technology Classroom, Peter Evans, Eric Schares

Reference and Instruction Conference Papers, Posters and Presentations

Iowa State University’s FLEx (Forward Learning Experience) program is a mobile technology classroom housed in a 16-foot trailer, designed to introduce K-12 students, educators, and families to advanced technology and design thinking concepts. Since the fall of 2014, the FLEx has engaged over 35,000 participants through 171 events across the state of Iowa.


Biology Education Through Video Games: How Meta!Blast Works, Jack Potter Apr 2017

Biology Education Through Video Games: How Meta!Blast Works, Jack Potter

Symposium on Undergraduate Research and Creative Expression

Metablast (stylized Meta!Blast) is a three dimensional exploration game that functions as an educational tool appropriate for high school and collegiate students. The premise of the game is simple: the player shrinks down to microscopic size and explores plants on a minuscule scale. The size of the player varies with each level, allowing the user to walk around the surface of a leaf, explore the interior of the nucleus, and do everything in between. The game runs on the Unity game engine, relying heavily on custom C# scripts for core functionality. One of the central components of the game ...


Engineers Of Tomorrow, Jilliane Brinkman Apr 2017

Engineers Of Tomorrow, Jilliane Brinkman

Symposium on Undergraduate Research and Creative Expression

To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education calls for new approaches to K-12 science education that will attract students' interest and provide them with the necessary foundational knowledge in scientific fields (Quinn, n.d.). Responding to this call, we report on an intervention we co-designed and implemented to develop interest in industrial engineering topics, particularly optimization among elementary school students. Our design follows arguments made in the K-12 literature regarding the benefits of introducing engineering concepts at the primary, secondary, and post-secondary levels. Our inductive insights ...


Examining One Mathematics Teacher’S Decisions Regarding Mathematics And Language, Ji Yeong I, Zandra De Araujo Apr 2017

Examining One Mathematics Teacher’S Decisions Regarding Mathematics And Language, Ji Yeong I, Zandra De Araujo

Education Publications

Teachers have to make many in-the-moment decisions when teaching. We investigated one teacher’s decisions in response to the difference between the intended meaning of a mathematical problem and her student’s understanding. The student—an English language learner—had a different interpretation of the mathematical scenario related to one particular clause in the problem that was, ironically, intended to be explanatory but ended up obscuring intended meaning and therefore impacted the student’s solution. In order to reflect on the teacher’s decisions, we include a vignette that illustrates the teacher’s tensions when making her instructional decisions. The ...


Learning Competencies Through Engineering Research Group Experiences, Brian A. Burt Mar 2017

Learning Competencies Through Engineering Research Group Experiences, Brian A. Burt

Education Publications

Purpose - In some fields, research group experiences gained in laboratories are more influential than the classroom in shaping graduate students' research abilities, understandings of post-graduate careers, and professional identities. However, we know little about what and how students learn from their research group experiences. This article explores the learning experiences of engineering graduate students in one chemical engineering research group to determine what students learned and identify the practices and activities that facilitated their learning.

Design/methodology/approach – Ethnography was utilized to observe the experiences of one 20-member research group in chemical engineering. Fieldwork included 13 months of observations, 31 ...


Analyzing The Role Of Science Practices In Acs Exam Items, Jessica J. Reed, Alexandra R. Brandriet, Thomas A. Holme Jan 2017

Analyzing The Role Of Science Practices In Acs Exam Items, Jessica J. Reed, Alexandra R. Brandriet, Thomas A. Holme

Chemistry Publications

Recent efforts to reform K–12 science curricula, embedded within the NRC Framework for K–12 Science Education and the Next Generation Science Standards, have focused on unifying core disciplinary content with crosscutting concepts that span across science disciplines and scientific practices. With these reforms comes the challenge of creating “three-dimensional” assessments that measure beyond basic content knowledge mastery to incorporate measures of science practices and crosscutting concepts. Adding measures of science practices to traditional forms of assessments may prove to be challenging. The work herein investigates how science practices have been inherently incorporated into previously released ACS exams through ...


Inequalities In Math: Using The Algebra Classroom As A Site For Social Justice, Danielle T. Ligocki Jan 2017

Inequalities In Math: Using The Algebra Classroom As A Site For Social Justice, Danielle T. Ligocki

Journal of Critical Thought and Praxis

This article examines what can happen when issues of Social Justice and Equity are explored in a 7th grade Algebra classroom. While the project was met with resistance along the way and it was clear that there was not a great deal of support from other teachers or administration, my classroom became a place of rich dialogue, critical inquiry and vibrant discussion. Work like this is indispensable to providing students with a framework for social justice and equity in their own lives.


Exploring The Relationship Between Beginning Science Teachers’ Practices, Institutional Constraints, And Adult Development, Jesse Wilcox Jan 2017

Exploring The Relationship Between Beginning Science Teachers’ Practices, Institutional Constraints, And Adult Development, Jesse Wilcox

Graduate Theses and Dissertations

This year-long study explored how ten teachers—five first year, five second year—acclimated to their new school environment after leaving a master’s level university science teacher preparation program known for being highly effective. Furthermore, this study sought to explore if a relationship existed between teachers’ understanding and implementation of research-based science teaching practices, the barriers to enacting these practices—known as institutional constraints, and the constructive-developmental theory which explores meaning-making systems known as orders of consciousness. As a naturalistic inquiry mixed methods study, data were collected using both qualitative (e.g., semi-structured interviews, field notes) as well as ...


Distributed Leadership For Equity And Excellence In Mathematics: An Elementary School Case Study, Comfort Enono Akwaji-Anderson Jan 2017

Distributed Leadership For Equity And Excellence In Mathematics: An Elementary School Case Study, Comfort Enono Akwaji-Anderson

Graduate Theses and Dissertations

The need for schools to develop and implement actions that will clearly improve the academic performance of all children is of great importance. Schools face pressure to improve K-12 mathematics instruction to reach all students, regardless of economic, linguistic, or cultural background (NCSM, 2008, 2016). Supporting academic excellence and equity in school mathematics requires strong leadership (Blankstein & Noguera, 2015). Recognizing that leadership in a school does not fall on the shoulders of just one person (Spillane & Healey, 2010, p. 256), the purpose of this case study was to explore the “how” of leadership, specifically the leadership practices that get us to the “why” (e.g., equity) and “what” (e.g., leadership for excellence) of mathematics education. The overarching question driving this research was: “What are the leadership practices that are intended to promote equity and excellence in mathematics education?” Using Spillane, Halverson, & Diamond’s Distributed Leadership Perspective (2004), the goal was to understand the respective distributed roles teachers and other individuals took in the process of achieving equity and excellence in mathematics at one elementary school. Formal (e.g., Head of School, Central Office Administrator) and Informal (e.g., teachers and parents) leaders were interviewed and observed. Data analysis focused on identifying the macro-functions (e.g., overall leadership practices) and micro-tasks (e.g., day-to-day, short-term tasks) that leaders engaged in to promote equity and excellence. Leadership practices were focused in three areas: Supporting the Teaching/Learning of all Students; Supporting the Teaching of Diverse Students; and Parent/Family Connection. Five primary categories of leadership practices were identified: Relationship, Instruction Support, School Climate, and Parent Involvement.

Despite the importance of family engagement, teachers faced challenges communicating to parents, getting them to help with ...


Students’ Use Of Optional Online Reviews And Its Relationship To Summative Assessment Outcomes In Introductory Biology, Shana K. Carpenter, Shuebur Rahman, Terry J.S. Lund, Patrick I. Armstrong, Monica H. Lamm, Robert D. Reason, Clark R. Coffman Jan 2017

Students’ Use Of Optional Online Reviews And Its Relationship To Summative Assessment Outcomes In Introductory Biology, Shana K. Carpenter, Shuebur Rahman, Terry J.S. Lund, Patrick I. Armstrong, Monica H. Lamm, Robert D. Reason, Clark R. Coffman

Genetics, Development and Cell Biology Publications

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions ...


Work In Progress: Flex—Iowa State University’S Mobile Technology Classroom, Peter M. Evans, Eric J. Schares Jan 2017

Work In Progress: Flex—Iowa State University’S Mobile Technology Classroom, Peter M. Evans, Eric J. Schares

Reference and Instruction Conference Papers, Posters and Presentations

This proposal describes the FLEx (Forward Learning Experience) program, a mobile learning environment in a 16-foot trailer designed to deliver advanced technology outreach to students around the state of Iowa. A joint effort of Iowa State University’s College of Design, College of Engineering, and Extension and Outreach, the FLEx has engaged 35,000 K-12 students, educators, and families in 171 events since the fall of 2014.

The trailer provides hands-on experiences with virtual reality, immersive visualization, prototyping, augmented reality through an Oculus Rift, interactive circuit building, a Makerbot for 3D printing, and a CNC (computer numerical control) router for ...


Imagining Tomorrow's University In An Era Of Open Science, Adina Howe, Michael D. Howe, Amy L. Kaleita, D. Raj Raman Jan 2017

Imagining Tomorrow's University In An Era Of Open Science, Adina Howe, Michael D. Howe, Amy L. Kaleita, D. Raj Raman

Agricultural and Biosystems Engineering Publications

As part of a recent workshop entitled "Imagining Tomorrow's University”, we were asked to visualize the future of universities as research becomes increasingly data- and computation-driven and identify a set of principles characterizing pertinent opportunities and obstacles presented by this shift. In order to establish a holistic view, we take a multilevel approach and examine the impact of open science on individual scholars as well as the university as a whole. At the university level, open science presents a double-edged sword: when well executed, open science can accelerate the rate of scientific inquiry across the institution and beyond; however ...


Applying Natural Language Processing Tools To A Student Academic Writing Corpus: How Large Are Disciplinary Differences Across Science And Engineering Fields?, Scott A. Crossley, David R. Russell, Kristopher Kyle, Ute Romer Jan 2017

Applying Natural Language Processing Tools To A Student Academic Writing Corpus: How Large Are Disciplinary Differences Across Science And Engineering Fields?, Scott A. Crossley, David R. Russell, Kristopher Kyle, Ute Romer

English Publications

• Background: Researchers have been working towards better understanding differences in professional disciplinary writing (e.g., Ewer & Latorre, 1969; Hu & Cao, 2015; Hyland, 2002; Hyland & Tse, 2007) for decades. Recently, research has taken important steps towards understanding disciplinary variation in student writing. Much of this research is corpus-based and focuses on lexico-grammatical features in student writing as captured in the British Academic Written English (BAWE) corpus and the Michigan Corpus of Upper-level Student Papers (MICUSP). The present study extends this work by analyzing lexical and cohesion differences among disciplines in MICUSP. Critically, we analyze not only linguistic differences in macro-disciplines (science and engineering), but also in micro-disciplines within these macro-disciplines (biology, physics, industrial engineering, and mechanical engineering).

• Literature Review: Hardy and Römer (2013) used a multidimensional analysis to investigate linguistic differences across four macro-disciplines represented in MICUSP. Durrant (2014, in press) analyzed vocabulary in texts produced by student writers in the BAWE corpus by discipline and level (year) and disciplinary differences in lexical bundles. Ward (2007) examined lexical differences within micro-disciplines of a single discipline.

• Research Questions: The research questions that guide this study are as follows:

1. Are there significant lexical and cohesive differences between science and engineering student writing? 2. Are there significant lexical and cohesive differences between micro-disciplines within science and engineering student writing?

• Research Methodology: To address the research questions, student-produced science and engineering texts from MICUSP were analyzed with regard to lexical sophistication and textual features of cohesion. Specifically, 22 indices of lexical sophistication calculated by the Tool for the Automatic Analysis of Lexical Sophistication (TAALES; Kyle & Crossley, 2015) and 38 cohesion indices calculated by the Tool for the Automatic Analysis of Cohesion (TAACO; Crossley, Kyle, & McNamara, 2016) were used. These features were then compared both across science and engineering texts (addressing Research Question 1) and across micro-disciplines within science and engineering (biology and physics, industrial and mechanical engineering) using discriminate function analyses (DFA).

• Results: The DFAs revealed significant linguistic differences, not only between student writing in the two macro-disciplines but also between the micro-disciplines. Differences in classification accuracy based on students’ years of study hovered at about 10%. An analysis of accuracies ...


What A Scientist Looks Like: How Community Colleges Can Utilize And Enhance Science Identity Development As A Means To Improve Success For Women Of Color, Sarah Rodriguez-Jones, Kelly J. Cunningham, Alec Jordan Dec 2016

What A Scientist Looks Like: How Community Colleges Can Utilize And Enhance Science Identity Development As A Means To Improve Success For Women Of Color, Sarah Rodriguez-Jones, Kelly J. Cunningham, Alec Jordan

Education Publications

This article explores the application of science identity development theory for women of color interested in the science disciplines; and it advocates for taking an intersectional approach to understanding how women of color form science identities. The article also challenges community college administrators and scholars to focus on redefining science identity development theory within the community college setting as a means to enhance success for women of color pursuing academic work in scientific disciplines.

Women of color are severely underrepresented in science and engineering occupations; they make up approximately 5% of employed scientists and engineers (2% Black, 2% Hispanic, 1 ...


Using Science Communication And Informal Education To Become An Informational Portal To The Public, Karri D. Folks Apr 2016

Using Science Communication And Informal Education To Become An Informational Portal To The Public, Karri D. Folks

Iowa State University Anthropology Symposium

Effective communication with the public is a key component of research outreach. As graduate students, our curriculums usually require some form of public outreach. You are expected to demonstrate the broader impacts of your research through multi-generational education; however training for this type of communication is usually not provided. Reiman Gardens (Ames, IA) provides outreach development and training to Iowa State graduate students, scientists, engineers, researchers, and other science-based professionals through their Portal to the Public Science Communication Fellowship. The fellowship provides training on how to effectively communicate your research to diverse audiences and enhance science communication skills. Each fellow ...


Development Of An Innovative Learning Experience On Plasmid Isolation And Protocol Optimization For Freshman Students In A Pilot Laboratory Course, Rachael Ingram Apr 2016

Development Of An Innovative Learning Experience On Plasmid Isolation And Protocol Optimization For Freshman Students In A Pilot Laboratory Course, Rachael Ingram

Honors Projects and Posters

The vision and change initiative in life science education has charged universities with rethinking how undergraduate curriculum is presented and taught to students. For my Honors project, I designed and taught an innovative learning experience for freshman students in a pilot laboratory course. The course goals were to introduce and build basic microbiological, molecular genetic and biochemical engineering laboratory techniques, while empowering our students to undertake independent research in their first year. The topic of my module was plasmid isolation and optimization from E. coli, a technique that would reinforce the independent problem solving and wet-lab skills needed throughout the ...


Engineering Gpa Achievement Analysis, Amy Seibert Apr 2016

Engineering Gpa Achievement Analysis, Amy Seibert

Honors Projects and Posters

Historical data from multiple institutions show that students who achieve a first-semester grade point average (GPA) below 2.0 are at substantially greater risk of leaving engineering programs before graduating with a degree than are those who achieved above 2.0. Identifying these “at risk” students prior to the start of their first semester could enable improved strategies to enhance their academic success and likelihood of graduation. This study analyzes why students who may have been “at risk” coming in did not end up getting below a 2.0 GPA in their first semester. The data from the MapWorks survey ...


Elements Of Dynamic Economic Modeling: Presentation And Analysis, Leigh Tesfatsion Feb 2016

Elements Of Dynamic Economic Modeling: Presentation And Analysis, Leigh Tesfatsion

Economics Working Papers (2002–2016)

The primary goal of these introductory notes is to promote the clear presentation and rigorous analysis of dynamic economic models, whether expressed in equation or agent-based form. A secondary goal is to promote the use of state-space modeling with its respect for historical process, for cause leading to effect without top-down imposition of global constraints. If economic modelers truly wish to respect the rationality of decision-makers, they should have the courage of their convictions; they should not be doing for their modeled decision-makers what in reality these decision-makers must do for themselves.


Middle School Students' Conceptions On Proportional Reasoning, Ji Yeong I, Ricardo Martinez Jan 2016

Middle School Students' Conceptions On Proportional Reasoning, Ji Yeong I, Ricardo Martinez

Education Conference Presentations, Posters and Proceedings

Proportions are an important mathematics concept taught during middle school. In fact, proportional reasoning is “a milestone in student’s cognitive development” (Lobato & Ellis, 2010, p. 48) and plays a critical role in developing algebraic thinking and function sense (National Council of Teachers of Mathematics, 2013; National Mathematics Advisory Panel, 2008). However, ratios and proportions are traditionally difficult concepts as Lamon (2007) stated: “the most difficult to teach, the most mathematically complex, the most cognitively challenging” (p. 629).