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2019

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Full-Text Articles in Science and Mathematics Education

2019 Imsaloquium: Student Inquiry And Research Program And Imsa Internship Program, Illinois Mathematics And Science Academy Apr 2019

2019 Imsaloquium: Student Inquiry And Research Program And Imsa Internship Program, Illinois Mathematics And Science Academy

IMSAloquium Event Booklets

Welcome to IMSAloquium 2019! This is IMSA’s 32nd year of leading in educational innovation, the 31st year of the IMSA Student Inquiry and Research (SIR) Program, and the first year of the newly imagined IMSA Internship Program.

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Tabletop Wind Tunnel Capstone Project For K-12 Stem Education, Madison Bowersox, Creighton Mcintyre, Prathmesh Anantwar, Kyle Clark, Abhee Singh, Ruth May Mar 2019

Tabletop Wind Tunnel Capstone Project For K-12 Stem Education, Madison Bowersox, Creighton Mcintyre, Prathmesh Anantwar, Kyle Clark, Abhee Singh, Ruth May

Research Horizons Day Posters

No abstract provided.

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Utilizing Learning Walks To Notice And Discuss Effective Mathematics Teaching Practices, Morgan Blair Mar 2019

Utilizing Learning Walks To Notice And Discuss Effective Mathematics Teaching Practices, Morgan Blair

Research Horizons Day Posters

No abstract provided.

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Fostering Student Engagement: Four Strategies, Erica Marti, Ryan Sherman, Haroon Stephen Feb 2019

Fostering Student Engagement: Four Strategies, Erica Marti, Ryan Sherman, Haroon Stephen

UNLV Best Teaching Practices Expo

In response to studies demonstrating that poor teaching was the cause of many students leaving math, science, and engineering programs, the American Society of Civil Engineers (ASCE) developed the ExCEEd(Excellence in Civil Engineering Education) Teaching Workshop. Several faculty from the UNLV Department of Civil & Environmental Engineering and Construction have attended the highly intensive five-day workshop. To evaluate the impact on student engagement, four basic instructional strategies from the ExCEEdworkshop, applicable to all fields, were tested and assessed during the Fall 2018 semester: Questioning techniques, physical models, instructor involvement, and group work.

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Active Learning And Transparency In Teaching Gateway Mathematics Courses, Viktoria Savatorova Feb 2019

Active Learning And Transparency In Teaching Gateway Mathematics Courses, Viktoria Savatorova

UNLV Best Teaching Practices Expo

The need: we concentrate our attention on the gateway courses (for example, PreCalculus ) which have had traditionally low passing scores and retention. Objectives: in our teaching practice we aim to be consistent assuring: Active participation in the class work based on understanding the concepts and ability to implement them; Clear understanding of the requirements and the grading system (what should be done, when it needs to be done, and how to do that?)

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Dynamic Lightboard Videos, Kristina Schmid, Peter Mccandless, Eddie Gomez Feb 2019

Dynamic Lightboard Videos, Kristina Schmid, Peter Mccandless, Eddie Gomez

UNLV Best Teaching Practices Expo

STEM content in online courses can be difficult to convey. Instructional videos are often limited to voiced-over, handwritten examples which can limit the quality of dynamic presentation. The need is for a technological medium that facilitates a personal connection. The Office of Online Education’s new lightboard technology enhances video presentation. This solution supports online learning and student engagement to promote student success.

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Pre-Tests Improve Students’ Critical Thinking, Alison Sloat Feb 2019

Pre-Tests Improve Students’ Critical Thinking, Alison Sloat

UNLV Best Teaching Practices Expo

First-year students’ critical thinking and analysis in science is rudimentary in SCI 101, the College of Sciences First Year Seminar. I tested whether the use of Pretests (Figures 1 and 2) can improve students’ inquiry, critical thinking, and analysis skills.

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A Strategy To Increase Formative Assessment And Student Engagement During Labs, Jennifer C. Utz, Angela Hammond Feb 2019

A Strategy To Increase Formative Assessment And Student Engagement During Labs, Jennifer C. Utz, Angela Hammond

UNLV Best Teaching Practices Expo

In a 200-level biology laboratory course, we developed learning objectives (LO) for each lab. We also developed practice activities that directly corresponded to each LO. Students earned participation credit through completing the practice activities. As students progressed through their lab work and felt ready, they would request that the lab instructor come check their progress towards mastering a particular LO. If students were successful with the practice, the instructor would mark completion for that LO on the students’ lab handout. If students were not successful, the instructor would provide feedback and recommend additional learning approaches. Since the purpose of the …

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Astronomy For Educators, Daniel E. Barth Jan 2019

Astronomy For Educators, Daniel E. Barth

Open Educational Resources

Astronomy for Educators provides new and accomplished K-12 instructors with concepts and projects for low-cost, high-impact STEM classroom instruction that is built around the National Academies National Research Council's K-12 Framework for Science Education.

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Promise Programs: Providing Opportunities For Mathematics And Science Enrichment, Illinois Mathematics And Science Academy Jan 2019

Promise Programs: Providing Opportunities For Mathematics And Science Enrichment, Illinois Mathematics And Science Academy

Promise Programs

IMSA is committed to excellence and equity including active recruitment of students from all areas of Illinois. IMSA’s PROMISE programs address the challenges of culturally, linguistically and economically diverse students through year-round academic enrichment programming at low or no cost.

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Florida Science: The Science That Makes Florida Different, Terence W. Cavanaugh Jan 2019

Florida Science: The Science That Makes Florida Different, Terence W. Cavanaugh

Secondary Level Resources

This book was created to assist students with their understanding of how science occurs in Florida. When teaching science or any subject it’s important to remember to begin with the concrete and then move to the abstract. I have found that it has helped my students when I begin by teaching science concepts in a concrete manner and expand from there. For example, when I taught about topographic maps, the students were much more successful in their learning when I started with local topographic maps that included the school and the surrounding area than with places that had mountains or …

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Department Of Mathematics And Statistics (University Of Maine) Records, 1959-1974, Special Collections, Raymond H. Fogler Library, University Of Maine Jan 2019

Department Of Mathematics And Statistics (University Of Maine) Records, 1959-1974, Special Collections, Raymond H. Fogler Library, University Of Maine

Finding Aids

This material relates mostly to the Mathematics Summer Institute held on the University of Maine, Orono, campus during the summer months from 1958 to 1974. The Institute was supported by grant funds from the National Science Foundation (NSF). Includes: correspondence, memorandums, press releases, clippings, grant applications, reports, brochures, and some group photographs of attendees.

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