Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luke A. Duncan, Clemson University; Karen A. High, Clemson University; D. Matthew Boyer, Clemson University; Liz McKinley, Clemson University

Tagged Divisions

Mathematics

/11, researchindicated students were severely at risk for Post-Traumatic Stress Disorder and other anxietydisorders after terrorist attacks [2], [3] and argued for broadening access to mental healthservices. Studies conducted in the context of Hurricane Katrina revealed school systems’ lack ofpreparedness in supporting the needs of students in implementing disaster-focused programs [4],[5]. The studies recommended strengthening communication lines between administration, staff,and parents along with improving emergency preparedness plans to provide for large-scaledisasters. Studies conducted to examine the impact of the 2009 H1N1 pandemic on educationfocused on the difficulties and effectiveness of school closures in preventing the spread of

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Machen, University of Colorado Boulder; Wysheka Austin, Clemson University; Matthew K. Voigt, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

pool with limited prior exposure in dealing with racial microaggressions. There were a variety of actions faculty would take to address the microaggression. Tentimes, faculty members said they would discuss classroom norms, and nine times, theycondemned the comment made in the chat. On four occurrences, faculty members noted thevalue diversity brings to the classroom environment; three times, they said they would pause toaddress the comment or would plan to address it in a future class; and, twice, faculty memberssaid they would affirm how Shawna belongs in the class and would invite students to talk tothem one-on-one at a later time. These efforts suggest that most faculty members wanted to callattention to the microaggression and

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

education from a cross-curricular perspective.MethodsTeacher Instruments and AnalysisIn order to determine if AMP! achieved the goals of increasing teacher content knowledge,increasing student engagement and academic success, as well as creating supportive teachercadres, multiple levels of assessment were utilized. The evaluation plan included qualitative andquantitative assessments to determine whether teacher changes occurred and, when possible, thelevel of statistical significance of those reported changes. The instruments used included theMathematics Teaching Efficacy Belief Instrument (MTEBI) [42], a Leadership Survey createdin-house, and a Needs Assessment survey also created by the team. AMP! teachers completedthe three surveys before and

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Samantha Eddi Scarpinella , Quinnipiac University; Michael Giannone, Quinnipiac University

Tagged Divisions

Mathematics

East Hartford, CT as well as Crash Safety located in East Hampton, CT. Both of these experiences has helped him strengthen his knowledge in data analytics and optimization. One of Michael’s biggest interests in Ergonomics and Human Factors which he plans to purse later in his career. American c Society for Engineering Education, 2021 Analysis of STEM Students’ Ability to Respond Algebra, Derivative, and Limit Questions for Graphing a Function 1 Emre Tokgöz, 1Samantha Scarpinella, 1Michael Giannone 1 Emre.Tokgoz@qu.edu, 1 Samantha.Scarpinella@qu.edu

Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Salvador Mayoral, California State University, Fullerton; Antoinette Sherrise Linton, California State University, Fullerton; Hassan Yousefi, California State University, Fullerton; Jidong Huang, California State University, Fullerton

Tagged Divisions

Mathematics

rate for this course is 36%. In response tothis repetition rate, engineering design as an epistemic practice was introduced. Epistemicpractices are vital to student success when learning discipline-specific skills and knowledge [3-5]. Epistemic practices are systems of processes for generating and evaluating knowledge used todevelop epistemological understandings. In this case, an engineering design framework serves asan epistemic practice to better understand calculus concepts [4]. The ability to generate, evaluatecalculus knowledge and then plan an approach to use engineering to solve calculus problems aretwo major categories of developing epistemic understanding.To engage students in engineering design as they learned calculus, calculus

Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zeynep Akcay Ozkan, City University of New York, Queensborough Community College; Dona Boccio, City University of New York, Queensborough Community College ; Dugwon Seo, City University of New York, Queensborough Community College ; Sirin Budak, Univeristy of Wisconsin-Stevens Point

Tagged Divisions

Mathematics

and instructors have been largely dissatisfied with thismandatory change [9] and have expressed preference in face-to-face learning [10]. Deliveringthe course content to students in a virtual environment is not easy [5]. However, assessingstudent learning when teaching online is even more difficult and requires detailed planning [11].The existence of plentiful online resources makes it very difficult to assess student knowledge,especially for the current curriculum. Among the changes suggested to adapt to the new normal,revision of curriculum has been brought up [12]. In this article, we concentrate on students’improper use of smart phone applications which can solve mathematical problems. Our aim is tocontribute in restructuring College

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Tara Hornor, The Citadel; William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel

Tagged Divisions

Mathematics

Dept. Head, D. Graham Copeland Professor of Civil Engineering and Director of Construction Engineering at The Citadel in Charleston, SC. His academic experience includes: trans- portation infrastructure planning and design, infrastructure resilience, traffic operations, highway safety, and geographic information systems. His research interests include: constructing spatial databases for better management of transportation infrastructure, improving transportation design, operation, safety and construction, understanding long-term effects of urban development patterns, and advancing active living within the built environment for improved public health. He teaches courses in interchange design, transportation

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Blair J. McDonald P.E., Western Illinois University; Susan C. Brooks, Western Illinois University - Quad Cities

Tagged Divisions

Mathematics

, commented “I really enjoyed thisclass, and [Calculus] has been my favorite series of classes here at WIU.” This student’scomment illustrates that he/she does not view mathematics as a ‘necessary evil’ dictated by adegree plan; rather, this student recognizes its worth and expresses his/her appreciation for thethree-semester sequence. Students also recognize the value of understanding the ‘why’ behindthe procedures for solving calculus problems. In the Calculus I course evaluations in the fall of2019, one student wrote, “She is always able to provide an explanation of why things in Calculusmust be done a certain way, which really helps to further my understanding.” By encouragingstudents to focus not only on the ‘how’ but also the ‘why’, they begin