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

Paper ID #22104From Gateway to ’Pathway’: Mentoring-the-Mentors to provide Academicand Motivational Support for Struggling STEM MajorsDr. Nancy Romance , Florida Atlantic University Dr. Romance is Professor of Science Education in the College of Education at Florida Atlantic Univer- sity (FAU) and a graduate faculty member in both the College of Engineering and Computer Science and the College of Science at FAU.Her research interests address meaningful learning in complex STEM do- mains, applying a learning sciences lens in addressing issues ranging from building elementary teachers knowledge and skill in teaching

Conference Session

The Use of Games and Unique Textbooks in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J. Reid, Ohio Northern University

Tagged Divisions

Mathematics

problems involving the engineering design process, criticaland creative thinking, and technology applications (such as JMP, Pspice, TI Calculator software,CAS) are planned for inclusion.The textbook offers an authentic opportunity to tie content to the Next Generation ScienceStandards and Common Core standards in Mathematics. Authentic examples provide a realisticcontext in, for example, "Defining and Delimiting Engineering Problems" (NGSS) and "Modelwith mathematics," from the Standards of Mathematical Practice in the Common Core,Mathematics standards 3,4.Reflection on Mathematics Textbooks Before DevelopmentTextbooks have been the common tools for communicating mathematics to students alongsidethe demonstration of practice problems on the board

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gavin Duffy, Ohio State University; Sheryl A. Sorby, Ohio State University; Austin Mack, Ohio State University; Brian Bowe, Dublin Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mathematics

. Journal ofEducational Psychology, 93(3), 604.Sorby, S. A. (2001). Improving the Spatial Skills of Engineering Students: Impact onGraphics Performance and Retention. Engineering Design Graphics Journal, 65(3), 31–36.Sorby, S. A. (2009). Educational Research in Developing 3-D Spatial Skills for EngineeringStudents. International Journal of Science Education, 31(3), 459–480.https://doi.org/10.1080/09500690802595839Sorby, S. A., Casey, B., Veurink, N., & Dulaney, A. (2013). The role of spatial training inimproving spatial and calculus performance in engineering students. Learning & IndividualDifferences, 26, 20–29. https://doi.org/10.1016/j.lindif.2013.03.010Sorby, S. A., & Veurink, N. (2010). Long-term Results from Spatial Skills

Conference Session

Mathematics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Jean Lapaix, Florida Atlantic University; Charles Perry Weinthal; Don Ploger, Florida Atlantic University; Malissa Augustin, Florida Atlantic University; Santiago Aguerrevere

Tagged Divisions

Mathematics

cost effective solutions. In a following semester, Seventeen ninth grade pre-engineering students worked in teams to build their own low cost robots (an improved version),program them and use them to draw various geometric shapes1 - 3. This course was designed toenhance their interest in engineering and math, while providing a social context ofempowerment, competition, and cooperation. The results indicate that these students benefitedfrom the use of robots. Two papers document the research results of student interviews toevaluate the effectiveness of this course 4, 5. This will be described further below.In the 2103 ASEE conference paper1, a two-boat problem was examined to demonstrate howrobots can be used for solving complex math problems

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Mathematics

(AAPT) where he is currently a member of the Committee on Research in Physics Education (RIPE) and elected member of Leadership Organizing Physics Education Research Council (PERLOC).Prof. Maria Elena Truyol, Universidad Andr´es Bello, Santiago, Chile Mar´ıa Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andr´es Bello (UNAB). She graduated as physics teacher (for middle and high school), physics (M.Sc.) and Ph.D. in Physics at Universidad Nacional de C´ordoba, Argentina. In 2013 she obtained a three-year postdoctoral position at the Universidade de Sao Paulo, Brazil. Her focus is set on educational research, physics education, problem-solving, design of instructional material and teacher

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

identifiesthrough examples the areas where mathematical rigor is necessary. Then it presents the emphasison select topics and the advantages and drawbacks of specific pedagogy. Finally, a blended andextended approach is suggested as a hopeful remedy for better absorption of mathematicalconcepts. The steps proposed must start from the freshman level and reinforced through thesenior level, and measured outcomes must be realizable before graduation from the BS program.ApproachESCC provides an approach to gather examination data as a direct evidence of learning usingcarefully designed conceptual questions. Together with this, we collect inputs from facultyadvisors and teaching assistants to provide further proofs of identifying difficult conceptual areasfrom a

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

thebarriers) based upon available information and machine technology and common principles ofcognitive science improved student learning in an undergraduate electrical and computerengineering class (p. 331). They used this evidence to argue for instructional innovations thatare generalizable rather than discipline specific, scalable rather than comprehensive, and easy toimplement rather than resource-intensive (p. 332). While Seymour25 acknowledged that evidence of improved student learning (e.g., Butler 4et al. ) is commonly considered a “necessary condition” for transfer of research-basedinstructional innovations to practice in STEM, she suggested that this evidence may not, of itself,be “sufficient” when considering the adoption

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bailey Braaten, The Ohio State University; Arnulfo Perez, The Ohio State University

Tagged Divisions

Mathematics

part of a larger NSF-funded STEM + Computing project, participating teachersexplored a pilot unit that uses engineering and computer science to infuse computational thinkinginto the teaching of linear functions in secondary algebra. Using a design-based researchframework that intertwines innovative learning environments and the development of theories oflearning, the research team engaged teachers as learners, classroom leaders, and collaborators ininquiry [3] [4]. This collaborative approach heightens the relevance of the designed interventionto teachers’ practice while also yielding key insights for research. In the case of the teacher institute, focusing on dispositions provided an anchor thathelped teachers navigate the ambiguity of

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maizey Benner, Purdue University; Daniel M. Ferguson, Purdue University; Matthew W. Ohland, Purdue University; Behzad Beigpourian, Purdue University

Tagged Divisions

Mathematics

teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Mr. Behzad Beigpourian, Purdue University Behzad Beigpourian is a Ph.D. student and Research Assistant in Engineering Education at Purdue Uni- versity. He earned his master’s in Structural Engineering from Shahid Chamran University in Iran, and his bachelor’s in Civil Technical Teacher from Shahid Rajaee Teacher Training

Conference Session

Mathematics: Recruitment and Retention

Collection

2009 Annual Conference & Exposition

Authors

Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida; Cherie Geiger, University of Central Florida; Scott Hagen, University of Central Florida; Chris Parkinson, University of Central Florida; Alison Morrison-Shetlar, University of Central Florida; Tace Crouse, University of Central Florida; Paula Krist, University of Central Florida; Pat Lancey, University of Central Florida; Melissa Dagley-Falls, University of Central Florida; Pat Ramsey, University of Central Florida; Dahlia Forde, University of Central Florida; Anna Koufakou, University of Central Florida

Tagged Divisions

Mathematics

assessment.Melissa Dagley-Falls, University of Central Florida Melissa Dagley-Falls received a BSBA in Management and a MBA from East Tennessee State University of Johnson City, TN, in 1991 and 1993, respectively. She joined the University of Central Florida in 2001 where she worked until 2003 for the Office of Transfer Services. In 2003, Melissa joined the College of Engineering and Computer Science where she has served as the Director of Academic Affairs and advisor to both undergraduate and graduate students within the college. Ms. Dagley-Falls research interests lie in the areas of student access to education, sense of community, retention, and persistence to graduation for students in science

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

). Dr. Akcay Ozkan’s research interests include Online Teaching of Mathematics. She has completed several workshops on online teaching since 2016. She mentors fac- ulty members as they develop their online or partially online courses and assesses their courses with the Quality Matters Rubric. She has served in the eLearning Committee of the college in chair and secretary positions. She is a member of the Math Department’s Best Practices in Teaching and Learning Committee since 2017, and served in chair and secretary positions.Dr. Dona Boccio, City University of New York, Queensborough Community College Dr. Dona Boccio has a Ph.D. in Mathematics from the City University of New York Graduate Center, and an M.S. in

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia; Gianluca Guadagni, University of Virginia; Stacie N. Pisano, University of Virginia, School of Engineering and Applied Science; Bernard Fulgham, University of Virginia; Monika Abramenko, University of Virginia; Diana D Morris, University of Virginia

Tagged Divisions

Mathematics

develop the confidence in their own ability to do mathematics and to make mathematics a joyful and successful experience.Dr. Gianluca Guadagni, University of Virginia PhD in Mathematics University of Virginia Lecturer, Applied Mathematics, Department of Engineering and Society, School of Engineering and Ap- plied Sciences, University of Virginia.Stacie N. Pisano, University of Virginia, School of Engineering and Applied Science After receiving a Master of Science in Electrical Engineering from Stanford University, Stacie Pisano worked as an Electrical Engineer and Technical Manager at AT&T and Lucent Technologies Bell Labo- ratories for 16 years, designing and developing telecommunications equipment for the

Conference Session

Using Computers, Software, and Writing to Improve Mathematical Understanding

Collection

2012 ASEE Annual Conference & Exposition

Authors

N. Jean Hodges, Virginia Commonwealth University, Qatar

Tagged Divisions

Mathematics

Bloom‟s Taxonomy of the Cognitive Domain revised by Anderson in 2001) andwell serves the purposes of this research because design students must learn to evaluate clients‟needs and wants as well as to make judgments that will influence their creative products.Huitt goes on to relate critical thinking to the affective and macro/micro cognitive strategies butextends it to include behavioral strategies as well. (See Huitt‟s diagram, “Model of CriticalThinking & Its Modification,” and corresponding discussion in Appendix A.) This extensionenables him to suggest teaching strategies for developing critical thinking behaviors becauseeach component of the model must proceed successfully to complete critical thinking, and thesedifferent components

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Jerry Dwyer, George Washington University; Sonya E. Sherrod, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Paper ID #16121Exploration of Hands-On/Minds-On Learning in an Active STEM OutreachProgramAimee Cloutier, Texas Tech University Aimee Cloutier is a Ph.D. student studying Mechanical Engineering at Texas Tech University. She earned her B.S. in Mechanical Engineering from Texas Tech in 2012. Her research interests include biomechan- ics, rehabilitation engineering, prosthetic limb design, and STEM education.Dr. Jerry Dwyer, George Washington University Dr. Jerry Dwyer is a professor in the Department of Mathematics and Director of the STEM Academy at George Washington University. He worked for many years in computational

Conference Session

Mathematics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Paper ID #21065How to Make Engineering Statistics More Appealing to Millennial StudentsDr. Robert G. Batson P.E., University of Alabama Bob Batson is a professor of construction engineering at The University of Alabama. His Ph.D. train- ing was in operations research, and he has developed expertise in applied statistics over the past thirty years. He currently teaches the required courses in project management, safety engineering, engineering management, and engineering statistics within the undergraduate programs of the Civil, Construction, and Environmental Engineering Department, and graduate courses in operations

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

Mathematics

and social cultures among the various STEM disciplines will undermine a ‘onesize fits all’ retention plan. Based upon departmental needs analyses and published research onpossible ‘fits’ from successful STEM initiatives at other institutions, we designed PRIMES toblend two general strands that would support these anticipated outcomes: 1. Transform Teaching and Learning: Improved retention as a result of expanding our undergraduate teaching assistance (UTA) programs and institutionalizing a formal UTA training pedagogy. A working knowledge in best practices will enable them to be both effective and engaging in the laboratory and/or classroom. 2. Increase Faculty and Student Interactions: Improved retention as a

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew H. Phillips, Ohio State University

Tagged Divisions

Mathematics

Paper ID #23944Technology’s Role in Student Understanding of Mathematics in Modern Un-dergraduate Engineering CoursesAndrew Phillips, The Ohio State University Andrew H. Phillips graduated summa cum laude from The Ohio State University in May 2016 with a B.S. in Electrical and Computer Engineering and with Honors Research Distinction. He is currently fin- ishing his M.S. in Electrical and Computer Engineering, and then he will pursue a Ph.D. in Engineering Education. His engineering education interests include first-year engineering, active learning, learning theory, and teaching design, programming, and mathematics. As a

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shirley B. Pomeranz, The University of Tulsa; Peyton James Cook Ph.D., The University of Tulsa

Tagged Divisions

Mathematics

. For those with a good background in differential calculus, and the desire for atheoretical orientation, Calculus IIB is recommended. Calculus IIIA and section two of Calculus IIIBare for freshmen with strong preparation in both integral and differential mathematics. The mostdedicated and experienced can take Calculus IC. Their courses are impressive on paper butineffectual in practice. The A-sequence is designed to teach applied mathematics; it suffers from students taking thecourse description too literally. Freshmen, particularly engineers in Calculus A have virtually nointerest in mathematics per se; they view calculus as a tool for use in the physical or socialsciences and desire only to learn how to use it. Yet the A-sequence employs

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

develop a lifelong appreciation for and awareness of the mathematicsthey will encounter and use, even if subconsciously, every day in professional practice. Thepaper concludes with a summary of student recognition of the impact of the interventions in theirlives.IntroductionEngineering students begin working with simple mathematical models in their first math andscience courses. As they progress in school, the models become more involved, as does themathematics. By the time a student graduates and enters engineering practice, they should beexperts in, or at the very least comfortable with, the development of mathematical models andcapable of solving many physical problems. Wankat and Oreovicz suggest that obtaining‘expert’ status takes a decade

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Kathrine E. Johnson; Janet Callahan, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Foundation.References1. Bullock, D., & Callahan, J., & Shadle, S. E. (2015, June), “Coherent Calculus Course Design: Creating FacultyBuy-in for Student Success,” Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle,Washington. 10.18260/p.23694. https://peer.asee.org/236942. Callahan, J., & Schrader, C., & Ahlgren, A., & Bullock, D., & Ban, Y. (2009, June), The Implementation Of AnOnline Mathematics Placement Exam And Its Effects On Student Success In Precalculus And Calculus Paperpresented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/55413. Klingbeil, N. W., & Bourne, A. (2013, June), A National Model for Engineering Mathematics Education:Longitudinal Impact at Wright State