Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Hui Ma, University of Virginia; Lindsay Wheeler, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Mathematics

participant in the course.Below we describe the course and modifications we have made through our second iteration.Pilot ULA course The class provides tools and support for UTAs to reflect on the several aspectsof their activity, from the most effective teaching practices, such as student-centered and inquirybased, to relevant educational methods, grading techniques, and including tips to improveinterpersonal skills. Topics covered include: Constructivism, Motivation, Problem solving,Engaging with Groups, Grading and Feedback, and Metacognition (see Appendix A for fullcourse syllabus)These topics are organized around three main modules during the semester. The first one is basedon understanding the learning process as an elaborated process where

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy Romance, Florida Atlantic University; Ali Zilouchian, Florida Atlantic University; Michael Vitale, East Carolina University; Lisa Greenberg, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Each CourseFaculty were divided into three math focus groups (leaving College Algebra for the end) wherethey specifically addressed main learning outcomes for the course, the core ideas upon whicheach course is grounded, and the supporting concepts that make up the core idea(s). Thisapproach builds upon a theoretical framework resulting from the work of numerous groups (i.e.,Mathematical Association of America - [MAA]) and individuals, such as Bransford et al., (2000)who, in his National Research Council commissioned book, How People Learn, providedrecommendations based on extensive work addressing learning and teaching in mathematics.Guiding their discussions were a series of questions such as (a) does the course outline reflect thedesired

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Christy Brown; D. Andrew Brown, Clemson University; Kristin Kelly Frady, Clemson University; Patrick Bass, The Citadel; Michael A. Matthews P.E., University of South Carolina; Thomas T Peters, South Carolina's Coalition for Mathematics & Science; Robert J. Rabb P.E., The Citadel; Ikhalfani Solan; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

author(s) and do not necessarily reflect the views of the National Science Foundation.We also wish to acknowledge the assistance of the Institutional Research Officers at each campusin gathering the data used in this analysis.References [1] X. Chen and M. Soldner, STEM Attrition: College Students’ Paths Into and Out of STEM Fields (Statistical Analysis Report), ser. National Center for Educational Statistics (NCSE) Statistical Analysis Reports. U.S. Department of Education, 2013. [2] J. Levin and J. H. Wyckof, “Predictors of persistence and success in an engineering program,” NACADA Journal, vol. 15, no. 1, pp. 15–21, 1995. [3] J. Middleton, S. Krause, S. Maass, K. Beeley, J. Collofello, and R. Culbertson, “Early course and grade

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Hazal Ceyhan, Ankara University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

: Responses reflected only one analytical property on the correct interval of independent intervals.The responses in this category indicate mistakes in application of two or more analytical properties in two ormore intervals.Inter-level: Participants were able to apply one or more analytical properties on the correct interval, which mayconsist of the combination of independent intervals; however, the combination of these intervals does not formthe entire domain. The responses in this category indicate application mistakes in only one analytical property ona certain interval.Trans-level: The participants in this category made no mistake in the application of the analytical propertiesthroughout the entire domain of the question. For example, a