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Building Resilience & Life Skills For At-Risk Military Youth Through A Science Mentoring Program, Kasey L. Bozeman

National Youth Advocacy & Resilience Conference

Since the events of Sept 11, 2001, military service members have experienced frequent war-zone deployments, causing issues of separation, anxiety, and stress in military youth. Using established learning models and curriculum development tools, learn how to plan, implement, and evaluate after-school programming for military youth, enabling them to build resiliency and develop life skills to deal with these challenges.

Powerful Partnerships: A Community Program For Low Income, High School Dropouts And A University, Katherine R. Robbins-Hunt Ph.D., Beth Hatt, George Flowers

National Youth Advocacy & Resilience Conference

This session provides community and university staff results of a study examining the partnership between a community development program targeting low income, high school dropouts and a teacher preparation program. Presenters will describe methods for maintaining partnerships and discuss outcomes of the program in the areas of GED preparation, job skills training, health and wellness programming, and community service opportunities.

Using Computer Games To Motivate At-Risk Students To Studious Learners, Dawn M. White

National Youth Advocacy & Resilience Conference

Motivation is the key factor in the academic success of students. Tapping into students’ interests keeps them engaged in learning. One major interest in all students is computer games. Learn about the numerous and free education games available on the Internet and how to use them to transform at–risk students into studious learners. Target Audience: elementary, middle and high school teachers, school counselors, & parents

Using Ipads And Video-Based Instruction To Teach Algebra To High School Students With Disabilities, Elias Clinton, Tom J. Clees

National Youth Advocacy & Resilience Conference

This presentation targets a study in which four high school students with disabilities were taught to solve algebraic equations using iPads and video-based instruction. All students showed immediate increases in accurate responding following the introduction of the video-based intervention. This presentation provides practitioners with a flexible technology-based intervention for students with disabilities in need of grade-level academic instruction. The intervention could be used across a variety of subjects and academic tasks.

Building Successful Academic And Behavioral Programs For At-Risk Youth: Low And No Cost Options, Jeannette Hallam

National Youth Advocacy & Resilience Conference

In order to effectively educate all students and make progress in closing the achievement gap, we must look at two areas for school improvement: positive relationships, and school policies and procedures. Participants in this group will walk away with strategies for building positive relationships, reducing the drop-out rate, and assisting students in meeting their goals. Participants will also learn how to evaluate current policies and procedures that may be restricting student growth or achievement through data awareness.

Youthbuild Savannah: Helping At-Risk Young People, Rebuild Their Communities And Their Lives, Shauna-Lee Ruglass

National Youth Advocacy & Resilience Conference

Hear best practices from the YouthBuild Savannah program and learn about how they recruit at-risk youth, keep them engaged during 9 months of programming and what pathways are made available to participants, once they graduate. Current YouthBuild students and/or graduates will share their stories of transformation and you will learn about YouthBuild USA, Inc. the national support center for the YouthBuild movement.

Youth workers, government officials, foundation staff, corporate and non-profit employees are all welcomed to join and learn about America’s best kept secret, the YouthBuild program.

Cosm News, Georgia Southern University

College of Science & Mathematics: News & Publications (2012-2022)

• Chemistry Students Awarded at NOBCChE Conference

Rigor Demystified, Now What?: Applying & Aligning Webb’S Depth Of Knowledge To Literacy & Math Instruction., Barbara Serianni, Kelly Brooksher

National Youth Advocacy & Resilience Conference

After exploring the four levels of cognitive rigor in Webb’s Depth of Knowledge (DOK) and the alignment to the Common Core. Participants will further engage in hands-on activities designed to model the application of DOK in the content areas of literacy and mathematics to improve instructional alignment, increase student engagement, and ensure appropriate rigor in classroom activities and assessment.

27th Annual National Youth-At-Risk Conference Program, National Youth-At-Risk Conference

National Youth Advocacy & Resilience Conference

Conference Program

Increase Students’ Engagement, Learning And Achievement In A Mathematics Classroom Using Teacher Made And Or Web-Based Videos - The Flipped Instructional Classroom Model., Solomon Betanga

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

As a graduate student and a mathematics teacher, I have seen the tremendous benefits of using teacher-made and or internet videos on students’ engagement, understanding and performance in mathematics. Personally, I have benefited from such videos to help me master concepts that I didn’t quite get the first time I learn them. Usually referred to as the flipped classroom model, it is different from taking an online class. Students are still required to attend class face-to- face. Rather than listening to lectures from the teacher the entire class time, they are engaged in discussions, problem solving, inquiry, collaborative projects, etc. …

"Dark Ops": Programming And Hacking Drones, William Wade Smith

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Our "Dark Ops" course utilizes current student interest in flying drones to teach them to program, test, and debug in order to perform auto-piloted secret missions. Students learn basic principles of programming, aerodynamics, problem solving, and collaborative teamwork.

Once proficient, students can extend their "Dark Ops" experience into hacking and maker activities such as DIY, weaponry, and intelligence features.

This course is cross-curricular as standards for technology, reading comprehension, science, and mathematics are all utilized. Our students really love this; our waiting list for this course is long.

Primary Audience: K-8 STEM Educators.

Student By Student And Standard By Standard, Jacob T. Collins

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Are you a teacher who wants to use common formative assessments to see what students know and need help on? Begin a journey toward more meaningful assessment, improved instruction, and better learning. See how we use assessments to drive instruction on a daily basis, and how teachers examine the results of their common assessments in small group PLC’s to better meet the needs of all students.

Detailed Session Formative Questions ~

• Do you want to be able to reassess students by the standard(s) that they have not yet mastered?
• Do you want your student to be exposed to much higher …

Origami Boxes As A Context For Rich Mathematical Thinking, Arsalan Wares

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The session will allow participants to make a nontraditional origami box and explore various mathematical properties of the constructed box.

The session will give participants, especially teachers, an opportunity to understand and experience how many of the process standards can be addressed through origami. For instance, the participants will solve challenging mathematical problems that involve geometric and algebraic thinking. Participants will get a chance to see how origami can create a context for rich mathematical thinking in middle-school, high-school and beyond.

21st Century Stem Reasoning, Robert L. Mayes Dr., Shawn Jackson

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The Georgia Southern University Real STEM Project is collaborating with 10 middle and high schools on development and implementation of an interdisciplinary STEM research and design course that actively engages students in real-world problem solving. We will discuss the expected outcomes of such interdisciplinary STEM experiences which is the development of 21st century STEM reasoning. Examples of using authentic teaching strategies to promote complex systems reasoning, model-based reasoning, computational reasoning, engineering design-based reasoning, and quantitative reasoning will be shared with participants.

Technology In Statistics Education: Where Have We Been? Where Are We? Where Are We Going?, Patricia B. Humphrey

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Three of the revised GAISE guidelines for statistics education are:

1a. Teach statistics as an investigative process of problem-solving and decision-making

2. Integrate real data with context and purpose.

5. Use technology to explore concepts and analyze data.

In the beginning, there was no technology (well, there were slide rules…); students were “forced” to add columns of data to compute means (data might be presented in sorted order to find a median). Calculating means and standard deviations literally “by hand” was time- and labor-intensive (and prone to error). This gave rise to “statistics” that are no longer in vogue (midrange …

Lessons Learned In An Internship Program To Recruit Pre-Service Teachers, Tim Howard, Deborah Gober, Kimberly Shaw, Cindy Ticknor

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The Columbus Region Academy of Future Teachers of STEM (CRAFT-STEM) utilizes an internship program for university freshmen and sophomores and a STEM camp for pre-college students to encourage the interns to consider careers in teaching. Interns assist with camp activities and other projects, supported by funding from the National Science Foundation’s Robert Noyce Teacher Scholarship Program (award #1136356). As part of an ongoing research project, we examine four years’ worth of data to identify strengths and weaknesses of the experience, and propose adaptations based on these findings.

Using Risk And Intervention To Increase Student Success, Carrie Carmack

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The purpose of this presentation is to describe a method for identifying students at risk of earning a D, F, or withdrawing from a course by placing them into a Risk Category (Low Risk, Moderate Risk, or High Risk) based on a pre-assessment. Once a student has been categorized, intervention can begin for those that need it, based on their level of need. We will look at the data that has been collected and discuss which on-campus resources are most effective for each Risk Category and how faculty can begin intervention within the first week of classes. Evidence shows that …

Cultivating A Community Of Stem Polymaths At Ung, Sarah Formica, Royce Dansby-Sparks, Margaret Smith, Gregg Velatini

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The University of North Georgia (UNG), Dahlonega, suffers from high attrition of STEM majors and low STEM graduation rates. In response to this challenge, a transdisciplinary (TD) team of UNG STEM faculty – from biology, chemistry, mathematics, and physics - has designed and developed hands-on laboratory experiments that employ empirical, interpretive, critical, and transdisciplinary research methodologies. The TD laboratory curriculum exposes undergraduate STEM students to cutting-edge techniques and new scientific frontiers, which will foster creativity and passion about scientific research, help undergraduates develop skills in analytical thinking and experimental design, and improve their technological fluency. In turn, this will improve …

Interdisciplinary Stem Teaching & Learning Conference Program [2016], Interdisciplinary Stem Teaching & Learning Conference

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Conference Program for the 2016 Interdisciplinary STEM Teashing & Learning Conference

Effectiveness Of A Supplemental Instruction Program In A Statistics Course, Emily Baum

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

At most universities, an introductory statistics course is required for the majority of the students before they begin their specific major classes. Roughly 25% of undergraduate students at a given university will take a statistics class during a single academic year. Of these students, several will fail to retain the information, making future classes more difficult, or fail to successfully pass the course, increasing the likelihood a student will not graduate on time. Providing academic support through the implementation of a Supplemental Instruction (SI) Program gives students the opportunity to receive free, out-of-class help focused on student achievement in this …

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The Research Express, Georgia Southern University

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Topological Contact Dynamics Iii: Uniqueness Of The Topological Hamiltonian And C0-Rigidity Of The Geodesic Flow, Stefan Müller, Peter Spaeth

Mathematical Sciences: Faculty Publications

We prove that a topological contact isotopy uniquely defines a topological contact Hamiltonian. Combined with previous results from [MS11], this generalizes the classical one-to-one correspondence between smooth contact isotopies and their generating smooth contact Hamiltonians and conformal factors to the group of topological contact dynamical systems. Applications of this generalized correspondence include C0 -rigidity of smooth contact Hamiltonians, a transformation law for topological contact dynamical systems, and C0 -rigidity of the geodesic flows of Riemannian manifolds.

Directed Proper Connection Of Graphs, Colton Magnant, Patrick R. Morley, Sarabeth A. Porter, Pouria Salehi Nowbandegani, Hua Wang

Mathematical Sciences: Faculty Publications

An edge-colored directed graph is called properly connected if, between every pair of vertices, there is a properly colored directed path. We study some conditions on directed graphs which guarantee the existence of a coloring that is properly connected. We also study conditions on a colored directed graph which guarantee that the coloring is properly connected.

University Honors Program News, Georgia Southern University

Honors College: News & Publications (2008-2020)

• Adventures in Independent Journal Publishing
• Alumni Update: Andres Montes
• Focused on the Target
• Math, Measles, and a Computer Simulation
• Winning an Award, Earning a Job

Chemistry And Biochemistry News, Georgia Southern University

Biochemistry, Chemistry & Physics: News & Publications (2012-2023)

• Brawns of Brainy Polymers
• You Can't Always Eat What You Want
• Biomaterials Serves as Inspiration for the Youth
• BSL-2 Lab Unique to GSU Is Up and Running
• Polymer Coatings Program at GSU Is Opening Doors
• Professor Wins Prestigious Rising Star Award

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My News (2014-2020)

• Georgia Southern ROTC wins third MacArthur Award
• Caplinger wins national First­Year Experience award
• Georgia Southern hosts civil rights activist Joanne Bland
• Peace recognized for work in biostatistics and ICSA
• Georgia Southern doctor testifies before Congress
• Georgia Southern celebrates Arbor Day

Chemistry And Biochemistry News, Georgia Southern University

Biochemistry, Chemistry & Physics: News & Publications (2012-2023)

• GSU Student Takes First Place for Research

Newsroom, Georgia Southern University

Newsroom (2006-2023)

• Georgia Southern University celebrates Arbor Day