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Evsc 416-002: Environmental Toxicology, Pradyot Patnaik

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 125-102: General Chemistry I, Daniel Radoff

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 491-813: Independent Study, Alisa Krishtal

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 236-004: Physical Chemistry For Chemical Engineers, Alisa Krishtal

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 244-102: Organic Chemistry Ii, A Castro

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 124-004: General Chemistry Lab, Pin Gu

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 124-006: General Chemistry Lab, Pin Gu

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 125-004: General Chemistry I, Kathleen Gilbert

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Evsc 325-002: Energy And Environment, Michael Bonchonsky

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Evsc 125-002: Fundamentals Of Environmental Science, Michael Bonchonsky

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 235-002: Physical Chemistry Ii, Lev Krasnoperov

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 126a-002: General Chemistry Lab Ii, A Castro

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 245-002: Organic Chemistry For Chemical Engineers, Yuanwei Zhang

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 125-002: General Chemistry I, Alexander Butherus

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Chem 244a-006: Organic Chemistry Ii Lab, Ngozi Onyia

Chemistry, Environmental and Forensic Science Syllabi

No abstract provided.

Revoicing In Undergraduate Physics Education: A Case Study, Elizabeth Noël Olson

All Graduate Theses, Dissertations, and Other Capstone Projects

When an instructor repeats or "revoices" the words or ideas that a student has just said, what is the instructor's goal? What results can this tactic bring? In order to lay the groundwork for a broader investigation of these questions, video recordings were viewed of one-on-one interviews of students populating a discussion-based modern physics-like course taken by non-physics science, technology, engineering, and mathematics (STEM) majors at a medium-sized public university. This work focuses on a one particular interview which reveals several functions of this revoicing technique. For the interview in question, revoicing instances were identified and put into three inflection …

Engagement And Stem Degree Completion: An Analysis Of The Relationship Between Time-To-Completion And Engagement And Pre-College Variables, Karina (Harstad) Clennon

All Graduate Theses, Dissertations, and Other Capstone Projects

This quantitative analysis explored measures influencing time to STEM-degree-completion in a correlational, non-experimental analysis of archival data (N = 745). FGCS represent a significant portion of individuals pursuing a post-secondary degree in the United States however, FGCS are less likely to persist to graduation as compared to their continuing-generation peers. FGCS are entering colleges and universities declaring STEM majors yet, are changing their major and or leaving college without a four-year degree (Chen, 2013). FGCS, who identify as female, face additional barriers, whether perceived or actual, in the pursuit of earning a STEM degree. FGCS choose to pursue STEM majors, …

Investigating How Faculty Social Networks And Peer Influence Relate To Knowledge And Use Of Evidence-Based Teaching Practices, A. K. Lane, J. Skvoretz, J. P. Ziker, Brian A. Couch, B. Earl, J. E. Lewis, J. D. Mcalpin, L. B. Prevost, S. E. Shadle, Marilyn Stains

School of Biological Sciences: Faculty Publications

Background: Calls for science education reform have been made for decades in the USA. The recent call to produce one million new science, technology, engineering, and math (STEM) graduates over 10 years highlights the need to employ evidence-based instructional practices (EBIPs) in undergraduate STEM classes to create engaging and effective learning environments. EBIPs are teaching strategies that have been empirically demonstrated to positively impact student learning, attitudes, and achievement in STEM disciplines. However, the mechanisms and processes by which faculty learn about and choose to implement EBIPs remain unclear. To explore this problem area, we used social network analysis to …

The Use And Effect Of Smartphones In Students’ Learning Activities: Evidence From The University Of Ghana, Legon, Noah Darko-Adjei

Library Philosophy and Practice (e-journal)

The use of a smartphone is gradually becoming a compelling learning tool used to enhance teaching and learning in distance education. Its usage ensures flexible course delivery, makes it possible for learners to access online learning platforms, access course resources and interact digitally. The purpose of this study was to examine the use and effects of the smartphone as a learning tool in distance education at the University of Ghana. The study was based on the Technology Acceptance Model (TAM) and included 294 total respondents. The survey research design and questionnaires were employed for the study. The major objectives of …

A Low-Intensity, Hybrid Design Between A "Traditional" And A "Course-Based" Research Experience Yields Positive Outcomes For Science Undergraduate Freshmen And Shows Potential For Large-Scale Application, Thushani Rodrigo-Peiris, Lin Xiang, Vincent M. Cassone

Biology Faculty Publications

Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the “STEMCats Research Experience” (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. It was designed as a hybrid of features from apprenticeship-based traditional undergraduate research experience and course-based undergraduate research experience designs, considering five factors: 1) an authentic research experience, 2) …

Arrows In Biology: Lack Of Clarity And Consistency Points To Confusion For Learners, Leslie Kate Wright, Jordan J. Cardenas, Phyllis Liang, Dina L. Newman

Articles

In this article, we begin to unpack the phenomenon of representational competence by ex¬ploring how arrow symbols are used in introductory biology textbook figures. Out of 1214 figures in an introductory biology textbook, 632 (52%) of them contained arrows that were used to represent many different concepts or processes. Analysis of these figures revealed little correlation between arrow style and meaning. A more focused study of 86 figures containing 230 arrows from a second textbook showed the same pattern of inconsistency. Interviews with undergraduates confirmed that arrows in selected textbook figures were confusing and did not readily convey the information …

Qed: The Research Annual Of The Uta Honors College (2018), Misbah Ahmed, Jeremy Dubhrós, Genichiro Fujioka, Gregory Luke, Samantha Oliphint, Valerie Rose Bilton, Alyssa Bragg, Darshan Chalise, Divya Chalise, Sanjari Chelawat, Lauren Crane, Iretomiwa Esho, Islam Hammad, Phyllis Mae Helms, Alyssa Hernandez, Mostofa Hisham, Valery Lofton, Virginia Morris, Jonathan Nufable, Cristian Almendariz, Nicholas Byrnes, Daniela Chavez Garcia, Sanjari Chelawat, Stephanie Dolenz, Arnav Garg, Prasoon Gautam, Wade Girton, Kalen Goss Manshack, Jared Hanes, Ian Harris, Nawal Joulani, Alexandra E. Kessler, Hrishabh Khakurel, Tiffany Kim, Nicholas Lira, Marissa Lopez, Vaishanavi Mirapurkar, Chidalu Mozie, Murtaza Mucklai, Ariel O’Brien, Leonee Onyekwere, Ashley Quimod, Mohammad Rashik, Raegan P. Rust, Tanmay Sardesai, Chanel Sassoon, Swangya Saurav, Romeeka Arfeen Siddiqui, Trevor Stull, Jaycee Weber

2018 Fall Honors Capstone Projects - Archive

The Honors College of the University of Texas at Arlington is a purposefully diverse community of student scholars in all majors dedicated to student success. The mission of the College is simple: to offer high achieving students an extraordinary undergraduate education through special academic programs and opportunities for research, study abroad, and leadership. The Honors curriculum fits with all majors, and complements and advances the goals of student's academic disciplines.

The Role Of Teaching Presence On Academic Achievement In Fully Online Asynchronous And Hybrid Undergraduate Mathematics Courses, Shaghayegh Azadi Setayesh

Theses and Dissertations

This study was designed to investigate how mathematics student perceptions of teaching presence differ by course delivery mode and student achievement. Online learning has had a steady growth in higher education, and mathematics courses are also offered in fully online and hybrid modes, but the research on online mathematics learning and academic achievement is limited. In order to contribute to the body of research in this field, the focus of this study was on teaching presence and academic achievement in two delivery modes: fully online asynchronous, and hybrid.

The Community of Inquiry was the theoretical framework of this study, where …

Fall 2018 Student Showcase For Research And Creative Inquiry Program, Digital Commons

Fall Showcase for Research and Creative Inquiry

No abstract provided.

2018-2019 Catalog, College Of The Holy Cross

Course Catalogs

This catalog lists available courses for the 2018-2019 academic year. The College Catalog is a document of record issued in September 2019. The Catalog contains current information regarding the College calendar, admissions, degree requirements, fees, regulations and course offerings.

Ce 350-001: Transportation Engineering, Branislav Dimitrijevic

Civil and Environmental Engineering Syllabi

No abstract provided.

Ce 350-101: Transportation Engineering, Joyoung Lee

Civil and Environmental Engineering Syllabi

No abstract provided.

Ce 410-101: Construction Scheduling And Estimating, Muhammad Elgammal

Civil and Environmental Engineering Syllabi

No abstract provided.

Ce 431-001: Construction Materials Laboratory, Walter Konon

Civil and Environmental Engineering Syllabi

No abstract provided.

Ce 414-101: Engineered Construction, Chrissa Roessner

Civil and Environmental Engineering Syllabi

No abstract provided.