Stem Ii Initiative-Updates From Participating Institutions (Part 1),
2012
Georgia Institute of Technology
Stem Ii Initiative-Updates From Participating Institutions (Part 1), Nathan Moon, Tim Howard, Kim Shaw, Rosalie Richards, Judy Awong-Taylor
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
STEM II Initiative – Updates from Participating Institutions (Part 1) is made up of a series of “sampler sessions” so that interested individuals can get an overview but not comprehensive coverage. Dr. Nathan Moon will introduce this session by telling a few important lessons gleaned from the STEM I evaluations. Second, Dr. Tim Howard will talk about the STEM II Initiative at Columbus State. Third, Dr. Judy Awong-Taylor will provide information concerning the STEM II Initiative at Georgia Gwinnett College. Fourth, Dr. Rosalie Richards will discuss what is happening with the STEM II Initiative at Georgia College & State University.
Using The Sunspotter In The Stem Curriculum,
2012
Gordon College
Using The Sunspotter In The Stem Curriculum, Richard Schmude
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Attendees will be introduced to the Sunspotter in this workshop. This is a device that projects an image of the Sun safely. Attendees can expect to learn how to incorporate this instrument into their classroom.
Redesigning And Undergraduate Engineering Course,
2012
Georgia Institute of Technology
Redesigning And Undergraduate Engineering Course, Elise Barrella
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
The presentation will consist of two parts: (1) description of the introductory engineering course and the experience of using a backwards design approach to create a more learner-centered and active course and (2) group discussion of simple, successful techniques for creating a more learner-centered course. The course was redesigned as part of a preparatory teaching program for graduate students.
The Usg Stem Ii Initiative At Georgia Perimeter College,
2012
Georgia Perimeter College
The Usg Stem Ii Initiative At Georgia Perimeter College, Pamela J. W. Gore, Kouok Law
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
No abstract is available.
The University Of Georgia Stem Initiative Ii Projects, Programs And Partnerships,
2012
University of Georgia
The University Of Georgia Stem Initiative Ii Projects, Programs And Partnerships, Charles Kutal, Nancy Vandergrift
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
No abstract is available.
Stem Ii Initiative At Georgia College,
2012
Georgia College
Stem Ii Initiative At Georgia College, Rosalie A. Richards
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
At Georgia College & State University, implementation of the USG STEM Initiative is flourishing and multifaceted. Our initiative has not only made a positive impact on student performance and retention but also has helped create an environment that fosters local and institutional recognition of STEM-related work. This positive environment increases faculty satisfaction and productivity, and this overall is good for retention of faculty. Supported by USG Presidential STEM Initiative
A Medley Of Successful Active-Learning Methods,
2012
North Georgia College and State University
A Medley Of Successful Active-Learning Methods, Sarah Formica
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
This workshop will present a medley of active-learning methods that have been implemented successfully in both introductory and upper-level physics courses. The participants will engage in methods that include Just-in-Time Teaching (JiTT), clicker questions, whiteboard activities, and virtual experiments. The workshop will be designed very much like a class that employs these methods, with a pre-workshop online assignment that is due “Just in Time” before the workshop, and whiteboard activities and clicker questions associated with the active-learning methods. The participants will work in teams to develop some JiTT assignments, clicker questions, and whiteboard activities that they could use in their …
Bor Stem Initiative At West Georgia: Our Story,
2012
University of West Georgia
Bor Stem Initiative At West Georgia: Our Story, Farooq A. Khan, Myrna Gantner, Satyanarayana Swamy-Mruthinti
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
No abstract is available.
More Robust Conclusions And More Effective Applications,
2012
Indiana University
More Robust Conclusions And More Effective Applications, Craig Nelson
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
The abstract is not available.
Student Success And Time Management In College Algebra,
2012
Macon State College
Student Success And Time Management In College Algebra, Steven Wallace, Mary Wolfe, June Jones, Gaston Brouwer
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
The panel will illustrate how the students’ completion of the instructional system ALEKS objectives correlates with student success and retention rates. The panel will also discuss the influence of factors such as time management on success and the promotion of good study practices for students using computer-based learning systems.
Preparing And Fostering Learner-Centered Faculty,
2012
Georgia Institute of Technology
Preparing And Fostering Learner-Centered Faculty, Lydia Soleil, Donna Llewellyn
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
This session will describe two programs Georgia Tech has in place to help nurture STEM education leaders, one for graduate students and one for faculty. Both programs use the learner-centered teaching paradigm, backwards design as a framework, and peer learning communities. Alumni of the two programs will share their experience and benefits in a panel format. Facilitators invite analysis of program ideas for possible transfer to other contexts.
The Gpc & Amc Mesa Program,
2012
Atlanta Metropolitan College
The Gpc & Amc Mesa Program, Abe Ojo, Kouok Law
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Georgia Perimeter College (GPC) and Atlanta Metropolitan College (AMC) have established the Mathematics, Engineering and Science Achievement (MESA) Program since Fall-2007 academic year. The program was initially jointly funded by the MESA California Consortium and after the first year operation, completely funded by the Board of Regents of the University System of Georgia. The MESA model was established to assist in increasing the retention of educationally disadvantaged students (minorities, female, low-income, first generation college students) majoring in STEM areas and helping them transfer to four-year institutions in Georgia and across the nation. This presentation describes the components of the MESA …
Methodology And/Or Technology: Making Difference In Improving Students' Problem Solving Skills,
2012
Columbus State University
Methodology And/Or Technology: Making Difference In Improving Students' Problem Solving Skills, Zdeslav Hrepic, Katherine Lodder, Kimberly Shaw
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Wirelessly networked, in-class computing opens a wide array of possibilities for active instructional methodologies (Hrepic, Rebello, & Zollman, 2009). Earlier studies showed a substantial potential that the pen input computers combined with interactive software like DyKnow (www.dyknow.com) may have in facilitating students’ problem solving ability. The session has two goals. The first one is to demonstrate the instructor-student classroom interaction dynamics enabled or facilitated by DyKnow software and pen-input computers. The second one is to present selected research findings associated with student learning while using this technology. The most recent of our studies was to isolate the effect of the …
A Medley Of Successful Active-Learning Methods,
2012
North Georgia College & State University
A Medley Of Successful Active-Learning Methods, Sarah Formica
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
This workshop will present a medley of active-learning methods that have been implemented successfully in physics courses. The participants will engage in methods that include Just-in-Time Teaching, clicker questions, whiteboard activities, and virtual experiments. The workshop goal is to show how these active-learning methods can be applied in a STEM classroom to increase students’ conceptual understanding and problem solving skills.
Building Transformative Leaders In Stem Education,
2012
Georgia College
Building Transformative Leaders In Stem Education, Julia Metzker, Karynne Kleine, Laurie Huffman
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Representatives from Georgia College will use their experiences as members of the Innovative Course-building Group, a structured collaboration across departments and disciplines, to stimulate a discussion with attendees about building strong faculty leaders capable of making the important structural changes needed to address curriculum issues in the STEM fields. Our goal is that you will leave this roundtable with an action plan for engaging STEM faculty at your institution.
Session C-1: What Goes Up Must Come Down – Are All Parachutes Created Equal,
2012
Illinois Mathematics and Science Academy
Session C-1: What Goes Up Must Come Down – Are All Parachutes Created Equal, Mary Lou Lipscomb, Elizabeth Martinez
Professional Learning Day
Participants engage in a guided inquiry: making a parachute and investigating its falling behavior; then develop a list of questions about the behaviors and determine which are testable. Next, small groups each choose one question to test and do so. Finally participants reflect on the process skills used. Although designed as a professional development activity, the lesson may be used with students to focus on testable questions or process skills necessary for scientific investigation.
Undergraduate Students' Self-Reported Use Of Mathematics Textbooks,
2012
College of Saint Benedict/Saint John's University
Undergraduate Students' Self-Reported Use Of Mathematics Textbooks, Aaron Weinberg, Emilie Wiesner, Bret Benesh, Timothy Boester
Mathematics Faculty Publications
Textbooks play an important role in undergraduate mathematics courses and have the potential to impact student learning. However, there have been few studies that describe students' textbook use in detail. In this study, 1156 undergraduate students in introductory mathematics classes were surveyed, and asked to describe how they used their textbook. The results indicate that students tend to use examples, instead of the expository text, to build their mathematical understanding, which instructors may view as problematic. This way of using the textbook may be the result of the textbook structure itself, as well as students' beliefs about reading and the …
Obstacles To Addressing Race And Ethnicity In The Mathematics Education Literature,
2012
University of Georgia
Obstacles To Addressing Race And Ethnicity In The Mathematics Education Literature, Amy Noelle Parks, Mardi Schmeichel
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously. The obstacles discussed are (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.
Professional Learning Community Impacts On Student Achievement In Middle School Mathematics,
2012
Bemidji State University
Professional Learning Community Impacts On Student Achievement In Middle School Mathematics, Jessica Stuewe
Mathematics Graduate Theses
The development of professional learning communities in middle level education is a relatively new and trendy concept sweeping the nation. School professional development committees are training large numbers of teachers through conferences, book studies and online webinars on how to collaborate to improve student learning. This research will explore the impact of the first year of implementation of a departmental professional learning community (PLC) on student achievement at the middle school level in the content area of mathematics. Student standardized test scores from 2010 and 2011 will be compared as a measure of success of the PLC. Teacher surveys are …
Broadening The Concept Of 'Just What They Need' In Mathematics Education,
2012
Parkland College
Broadening The Concept Of 'Just What They Need' In Mathematics Education, Erin Wilding-Martin
Mathematics Faculty
In her portion of this session, Wilding-Martin will extend her 2011 PES analysis of Paul Ernest’s proposal for reconstructing high school mathematics. Ernest argues that democratic principles require a differentiated high school mathematics curriculum based on student choice and career goals, with a common core based on mathematics appreciation and critical social awareness to empower students. Wilding-Martin has argued that Ernest’s democratic aims for this curriculum are threatened by mathematical elitism and social power structures. In this session, Wilding-Martin will draw from Nel Noddings’ theory of care to further explore these issues. Noddings also calls for differentiated curricula, but with …
