Displaying all 19 results
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- Mathematics Division Technical Session 2: Poster Presentations
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- Yosi Shibberu, Rose-Hulman Institute of Technology
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Paper ID #29911Mathematics Content of an Undergraduate Course on Deep LearningProf. Yosi Shibberu, Rose-Hulman Institute of Technology Dr. Yosi Shibberu is professor of mathematics at Rose-Hulman Institute of Technology. He has taught undergraduate courses on data mining, machine learning, bioinformatics and computational biology. Dr. Shibberu spent a year at Jimma University, Ethiopia, as a Fulbright Scholar and formerly held the en- dowed chair for innovation in science, engineering and mathematics education at Rose-Hulman Institute of Technology. c American Society for Engineering Education, 2020
Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program
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- Mathematics Division Technical Session 4: Assessing Success in Mathematics Education
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- Danielle Marie Fredette, Cedarville University
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Paper ID #29406Calculus Readiness and Retention Rates for Homeschooled Students in aFour Year Engineering ProgramDr. Danielle Marie Fredette, Cedarville University Danielle Fredette received her Ph.D. degree from The Ohio State University’s College of Engineering (Columbus, OH) in 2017, her M.S. also from The Ohio State Univeristy in 2016, and her B.S.E.E. from Cedarville University (Cedarville, OH) in 2012, during which time she participated in research as an intern at the Air Force Institute of Technology at Wright Patterson Air Force Base, OH, in the Radar Instrumentation Lab. While researching for her Ph.D, she was a
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- Mathematics Division Technical Session 3: Diversity in Mathematics Education
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- Shuvra Das, University of Detroit Mercy; Kirstie A. Plantenberg, University of Detroit Mercy
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.Although pre-calculus is what most students are expected to have completed, in the first two yearsdifferent advisors have allowed students with a lower level of preparedness to be in this class. Wehave since then tightened this up so that poorly prepared students are put in other mathematicsclasses prior to them taking Engr 1234. It is still too early to conclusively state if this course ishelping with retention and we will continue to monitor retention data for the next few years tomeasure the impact.References 1. Felszeghy, Stephen F. On Reforming the Teaching of Calculus to Engineering Students at CSULA, College of Engineering, Computer Science, and Technology California State University, Los Angeles, February 8, 2010. 2. Lavelle
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- Johannah L. Crandall, Washington State University; Kristin Lesseig, Washington State University
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about computing inthe context of authentic practices. Computers in Human Behavior, 61, 427-442.[3] Pennell, S., Avitabile, P. and White, J. (2009). An engineering-oriented approach to theintroductory differential equations course. PRIMUS, 19 (1), 88-99. DOI:10.1080/10511970701474111.[4] Burton, L., Falk, L. and Jarner, S. (2004). "Too Much, Too Seldom." International Journalof Mathematical Education in Science and Technology, 35, 219-226.[5] Saldaña, J. and Omasta, M. (2018). Qualitative Research: Analyzing Life. (Chapters 4 and 5:analytic coding of transcribed interviews.) Los Angeles: Sage.Appendix A: Mathematics Faculty Semi-Structured Interview ProtocolWhat mathematics courses that may support the engineering curriculum have you taught in
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- Mathematics Division Technical Session 1: Best Practices in Engineering Math Education
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- Guenter Bischof, Joanneum University of Applied Sciences; Maximilian Brauchart, Joanneum University of Applied Sciences; Patrick Jenni, Joanneum University of Applied Sciences; Jeremias Pirker, Joanneum University of Applied Sciences; Julian Sachslehner, Joanneum University of Applied Sciences; Christian J. Steinmann, Joanneum University of Applied Sciences; Tobias Markus Zörweg, Joanneum University of Applied Sciences
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technologies currently being developed hasprofound implications for engineering education. Our students have to face increasinglycomplex adaptive systems organized in recursive, nonlinear feedback loops. A morepronounced attention to nonlinear systems could thus enable our students to understand notonly the usefulness but also the limits of linearity, and facilitate the comprehension of morecomplex systems. This is especially true for mathematics, as differential equations play afundamental role in the modeling and analysis of complex systems.Courses in ordinary differential equations are part of the majority of undergraduateengineering curricula, and typically cover analytical solution methods for first-order andlinear higher-order differential
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- Mathematics Division Technical Session 1: Best Practices in Engineering Math Education
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- JaCoya Thompson, Northwestern University ; Sally P.W. Wu, Northwestern University; Jacob Mills, Evanston Township High School
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Society for Engineering Education, 2020Introduction The National Council of Teachers of Mathematics [24] Technology Principle states that“[t]echnology is essential in teaching and learning mathematics; it influences the mathematics thatis taught and enhances student learning’’ (p. 24). Indeed, prior research suggests that integratingappropriate forms of technology into mathematics classrooms supports students’ learningexperiences [9, 11, 24], enhances student attitudes towards the subject of mathematics [2, 9] andbrings real-world problems into the classroom for students to explore and solve [18, 29]. This canbe done by creating an environment that promotes understanding, rather than memorization,through visualizations [5, 24], automated
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- Mathematics Division Technical Session 1: Best Practices in Engineering Math Education
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- Nathaniel Rossi, Arizona State University; Adam R. Carberry, Arizona State University; Scott Adamson, Chandler-Gilbert Community College
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of mathematics to complex systems is also a crucial aspect of engineering asdemonstrated by the Accreditation Board for Engineering and Technology (ABET) criteria: “Anability to apply a knowledge of mathematics, science, engineering, and technology toengineering technology problems that require limited application of principles but extensivepractical knowledge.” [7] These standards demonstrate the interdisciplinary nature ofengineering and the need to conceptually understand mathematics through problem-solving.The purpose of this study is to explore and discover what elements lead to good problem-solvingtasks in an active learning mathematics focused classroom. Elements were determined usinginterviews with mathematics instructors that
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- Mathematics Division Technical Session 1: Best Practices in Engineering Math Education
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- Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield
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for the STEM Affinity Group, School of Natural Sciences and Mathematics, California State University, Bakersfield. Duties included teaching responsibilities in Undergraduate Biology. Additional duties included grant writing, manage- ment, and evaluation. RESEARCH INTERESTS: Include teaching and learning cognition skills, informal learning environ- ments and strategies, and science/technology curriculum design/implementation/evaluation. c American Society for Engineering Education, 2020 Lessons from a Lower Division Mathematics Co-Teaching SequenceAbstractStudents entering STEM programs at California State University, Bakersfield (CSUB) have alow level
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- Rebecca Ann George, University of Houston; Weihua Fan, University of Houston; Daijiazi Tang, University of Houston
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Engineering, or other collegesdemonstrated significantly different expectations on their success in Calculus. The surveyresults also indicated an interaction effect of students’ grade level of the association betweenthe colleges they are in and their expectation of their final score in the course.Keywords: Calculus, self efficacy, survey, statistical analysis I NTRODUCTIONAccording to the Insights and Recommendations from the Mathematics Association of Amer-ica (MAA), college Calculus holds a position as a “gatekeeper” to Science, Technology, En-gineering, and Mathematics (STEM) disciplines because the majority of STEM majors re-quire at least one semester of Calculus [1]. As part of this five-year study of
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- Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge
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- Emre Tokgoz, Quinnipiac University; Hasan Alp Tekalp; Elif Naz Tekalp; Berrak Seren Tekalp, Quinnipiac University
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Paper ID #29726Qualitative and Quantitative Analysis of University Students’ Ability toRelate Calculus Knowledge to Function GraphsDr. Emre Tokgoz, Quinnipiac University Emre Tokgoz is currently the Director and an Assistant Professor of Industrial Engineering at Quinnipiac University. He completed a Ph.D. in Mathematics and another Ph.D. in Industrial and Systems Engineer- ing at the University of Oklahoma. His pedagogical research interest includes technology and calculus education of STEM majors. He worked on several IRB approved pedagogical studies to observe under- graduate and graduate mathematics and engineering
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- Mathematics Division Technical Session 2: Poster Presentations
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- Anibal Sosa, Universidad Icesi, Colombia; Norha M. Villegas, Universidad Icesi, Colombia; Stephanie Celis Gallego, Universidad Icesi, Colombia; Diego Antonio Bohórquez, Universidad Icesi, Colombia
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Paper ID #28781On the effectiveness of designing didactical situations targeting Rˆn toteach the concept of subspace in linear algebraDr. Anibal Sosa, Universidad Icesi Mathematician with a PhD in Computational Sciences from UTEP, and works as an Assistant Professor for the Dept. of Information Technology and Communications at Universidad Icesi (Colombia).Dr. Norha M. Villegas, Universidad Icesi, Colombia Norha M- Villegas is an Associate Professor in the Department of Information and Communication Tech- nologies, Director of the Software Systems Engineering Bachelor Program at Universidad Icesi, Cali, Colombia, an Adjunct
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- Alexander Henderson, San Jose State University ; Alexander Garcia, San Jose State University
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Society for Engineering Education, 2020 Improving STEM Education by Analyzing the Design of a BottleAbstractSTEM education for students is an essential aspect of today’s education since it leads to greaterdevelopment in the modern world and more technological achievements. Achieving this sort ofeducation can be done by performing an engineering analysis to determine the volume content ofa wine bottle. The project conducted here was to determine the volume of a wine bottle bymeasuring it at various points and using mathematics to perform this real-world analysis. Itsobjective is not only to reflect on what was done but to introduce it as a STEM-related project toencourage new growth within the STEM fields. There was also extended reasoning
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- Mathematics Division Technical Session 2: Poster Presentations
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- MiKyla Jean Harjamaki, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Krista Schumacher, University of St. Thomas; Abby Bensen, University of St. Thomas; Emma Michelle Monson, University of St. Thomas
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, activities, and educator support materials are designed for middle school and high schoolstudents and are tested in the classroom by teachers that work closely with the Sandbox teamduring the early stages of curriculum development. This paper will discuss the strategies used forrevealing the mathematical principles behind the engineering feats shown in the music videosand show how STEAM (science, technology, engineering, art, and math) concepts can be taughtin ways that promote real-world application of concepts and increase student engagement withmathematics and engineering.Who is OK Go? OK Go is a Grammy Award-winning rock band known for its elaborate music videos thatincorporate math, science, and art in exciting ways. Past videos have
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- Jeffrey Lloyd Hieb, University of Louisville; Campbell R. Bego, University of Louisville
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engineering mathematics courses and continuing his dissertation research in cyber security for industrial control systems. In his teaching, Dr. Hieb focuses on innovative and effective use of tablets, digital ink, and other technology and is currently investigating the use of the flipped classroom model and collaborative learning. His research in cyber security for industrial control systems is focused on high assurance field devices using microkernel architectures.Dr. Campbell R Bego, University of Louisville An instructor and postdoctoral researcher in engineering education, Campbell R. Bego, PhD, PE, is inter- ested in improving STEM student learning and gaining understanding of STEM-specific learning mech- anisms
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- Lee Singleton, Whatcom Community College; Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University
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”Collaborative Research: Improving Representational Competence by Engaging with Physical Modeling in Foundational STEM Courses”.Eric Davishahl, Whatcom Community College Eric Davishahl is assistant professor and engineering program coordinator at Whatcom Community Col- lege. His teaching and research interests include developing, implementing and assessing active learning instructional strategies and auto-graded online homework. Eric has been a member of ASEE since 2001. He currently serves as awards chair of the Pacific Northwest Section and was the recipient of the 2008 Section Outstanding Teaching Award.Todd Haskell, Western Washington University Todd Haskell is a cognitive scientist interested in learning and the
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- Daniel Raviv, Florida Atlantic University; Daniel Ryan Barb, Florida Atlantic University
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-holder of a Guinness World Record. His new book is titled: ”Everyone Loves Speed Bumps, Don’t You? A Guide to Innovative Thinking.” Dr. Daniel Raviv received his Ph.D. degree from Case Western Reserve University in 1987 and M.Sc. and B.Sc. degrees from the Technion, Israel Institute of Technology in 1982 and 1980, respectively.Mr. Daniel Ryan Barb, Florida Atlantic University Daniel Barb is an undergraduate student studying Mechanical Engineering at Florida Atlantic Univer- sity. He spent six years in the United States Navy working in a nuclear power plant aboard a fast attack submarine. c American Society for Engineering Education, 2020 A Visual and Engaging Approach
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- Daniel Raviv, Florida Atlantic University
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a Guinness World Record. His new book is titled: ”Everyone Loves Speed Bumps, Don’t You? A Guide to Innovative Thinking.” Dr. Daniel Raviv received his Ph.D. degree from Case Western Reserve University in 1987 and M.Sc. and B.Sc. degrees from the Technion, Israel Institute of Technology in 1982 and 1980, respectively. American c Society for Engineering Education, 2020 Using Experiences for Explaining the Concept of Discontinuity Daniel Raviv College of Engineering and Computer Science Florida Atlantic University Email: ravivd@fau.edu
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- Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University
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Paper ID #30878Towards creating motivationally supportive course structures forintroductory calculusDr. Paran Rebekah Norton, Clemson University Paran Norton is a lecturer in the School of Mathematical and Statistical Sciences at Clemson Univer- sity. She received her B.S. degree in Mathematics from the University of North Georgia in 2013, her M.S. degree in Mathematical Sciences from Clemson University in 2015, and her Ph.D. in Engineering and Science Education from Clemson University in 2020. She has taught introductory mathematics and statistics courses at Clemson University. Her primary research focuses on improving
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- Rajendran Swamidurai, Alabama State University ; Cadavious M. Jones; Carl Pettis; Uma Kannan
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Paper ID #31635Applications of Linear Algebra applied to Big Data AnalyticsDr. Rajendran Swamidurai, Alabama State University Dr. Rajendran Swamidurai is an Associate Professor of Computer Science at Alabama State University. He received his BE in 1992 and ME in 1998 from the University of Madras, and PhD in Computer Science and Software Engineering from Auburn University in 2009. He is an IEEE senior Member.Dr. Cadavious M Jones, Dr. Cadavious M. Jones is an Associate Professor of Mathematics at Alabama State University. He received his BS in 2006 and MS in 2008 from Alabama State University, and PhD in Mathematics