Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Kerrigan, Rutgers University; Lydia Prendergast, Rutgers University; Jillian A.S. Mellen, Rutgers University; Geraldine L. Cochran; Antonio D. Silva

Tagged Topics

Diversity

Tagged Divisions

Mathematics

class review/Q&A online Station #1 Station #2 online quiz quiz Three-station 10 min 10 min 40 min 40 min 40 min 10 min class review/Q&A online Station #1 Station #2 Station #3 online quiz (workshop) quizFigure 3. Class timeline (150 minutes)Learning Assistant Classroom SupportAn important part of the rotating station design was the availability of an undergraduate LearningAssistant (LA) provided by the University. Undergraduate students who qualify to become anLA have earned an A or B+ in the course they are an LA for, successfully

Conference Session

Mathematics Division Technical Session 1: Best Practices in Engineering Math Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

Tagged Divisions

Mathematics

assessments," Teacher Education and Special Education, vol. 29, pp. 261-274, 2006.[4] Q. Hang and K. Rabren, "An Examination of Co-Teaching: Perspectives and Efficacy Indicators," Remedial and Special Education, vol. 30, no. 5, pp. 259-268, 2009.[5] T. Moorehead and K. Grillo, "Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science and Mathematics," Teaching Exceptional Children, vol. 45, no. 4, pp. 50-57, 2013.[6] J. D. Orlander, M. Gupta, B. G. Fincke, M. E. Manning and W. Hershman, "Co‐ teaching: a faculty development strategy," Medical Education, vol. 34, no. 4, pp. 257- 265, 2000.[7] C. Rasmussen and J. Ellis, "Who is Switching out of Calculus and Why?," in Proceedings of the 37th Conference of

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Kirstie A. Plantenberg, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

Mathematics

questions are summarized in Figures 8 through 13. The responseshighlight the impact of the course. Here are some of the conclusions that can be drawn from thedata: • ENGR1234 has a stronger impact on student performance in Physics I (Mechanics) than in Physics II (Electricity and Magnetism) • ENGR1234 has a very strong positive impact on student performance in Statics and Dynamics • ENGR1234 seems to have a strong positive influence on students’ ability to perform well in other Mathematics courses • As per the response to Q#6 ENGR1234 was a valuable addition to the curriculum and students feel the course is helping them a lot STRONGLY DISAGREE 1 DISAGREE 2 NEUTRAL