Displaying all 12 results
- 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
and inclusionin STEM. The 14 instructors (see table 1) who participated represent a range of institutional roles(e.g., adjunct instructors, professors, and a department chair) and personal identities (e.g.,women, people of color, multilingual, first-generation college graduates). Efforts such as this PLC occupy a unique and underexplored research area supporting STEMfaculty to develop critical awareness to address inclusion and inequity. The field of STEM isparticularly unique regarding efforts to support diversity and inclusion because of the historicalmarginalization of women and people of color in particular (National Science Foundation, 2019;2020). In large part, the historical underrepresentation and marginalization of individuals is
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics
and was categorized as FGCS or Non-FGCS. After removing individuals who did not consent and those under the age of 18, data from19,191 students and 437 instructors remained. Data for instructors and students were matchedusing R software version 4.0.3 (R core team, 2019), resulting in 17,912 survey responses fromstudents, as seen in Table 1.Table 1 Count of survey responses broken down by the gender, race, sexuality, and First-Generation CollegeStudent status of the student and instructor. Matched Social Student Instructor survey Grouping Size for MRM Marker responses
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics
into the Engineering Analysis sequence of courses (Calculus I, II, and IIIfor engineering students) using Learning Catalytics. We are also improving our implementation methodabove and beyond this first iteration. IntroductionDespite a continued focus on course improvement initiated with the calculus reform movement 30 yearsago [1], first year calculus courses continue to be challenging for STEM majors. Our engineering collegecontinues to work diligently to improve retention of freshmen students, paying particular attention to at-risk students, and we have found that math performance is closely related to retention [2]. The calculuscourses for engineering students are taught within our engineering
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Luke A. Duncan, Clemson University; Karen A. High, Clemson University; Kaileigh A. Byrne, Clemson University; Rachel Nicole White, Clemson University
- Tagged Divisions
- Mathematics
sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student Services-Oklahoma State University, 4) Coordinator of the Women in Engineering Program-Oklahoma State University, and 5) Director of the Oklahoma State University Measurement and Control Engineering Center-Oklahoma State University.Dr. Kaileigh A. Byrne, Clemson University Dr
- 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
revision of College Algebra topics for Engineering students, but our strategy canbe applied to revise other mathematics topics for any major.Keywords: Online teaching, Phone applications, college algebra, instruction strategies,assessment methodsIntroductionThe unavoidable transition to online education due to COVID-19 pandemic has impactedinstruction at all grades and in all subject areas [1]–[3]. Some of these impacts are expected tofade out when the pandemic is over and normalcy is restored. However, it is also expected thatthere are going to be long term impacts of this online instruction period in higher education.Challenges with this rapid transition to online teaching of mathematics have been discussedextensively worldwide [4]–[8]. Students
- 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
courses and professional practice. Seminar deliverables,including a culminative project, were included as part of the course grade. Students weresupported throughout the course with an academic coach and supplemental instructor. ExCELscholars, with a range of math preparedness, all received the “C” or higher required to progressto Calculus II and a group GPA of 3.33, as compared to 2.17 for mainstream Calculus I sections[1].During their freshmen year, ExCEL scholars completed Calculus II over two semesters toprovide flexibility to adapt to the rigorous of engineering courses in a military collegeenvironment. Similar to Calculus I, course structure included face-to-face and onlinecomponents, as well as a parallel civil engineering seminar. Also
- 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
of consistent work assembling increasingly complicated models toaccumulate that level of knowledge [1]. Math, science, and engineering courses are wheretomorrow's experts begin their development.Calculus and differential equations are standard prerequisite courses in engineeringprograms. Significant time, typically fifteen semester credit hours, is dedicated to teachingmathematics to engineers, but how is this math really used? In the spring of 2019, Dr. Brooks, acalculus professor, enrolled in Dr. McDonald’s engineering statics class. She wanted to see howthe math she taught in Calculus I, a prerequisite to the statics course, was employed. Theresulting experience was enlightening for both professors, the authors of this paper. Math
- Conference Session
- Mathematics Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Emre Tokgoz, Quinnipiac University; Elif Naz Tekalp; Hasan Alp Tekalp
- Tagged Divisions
- Mathematics
Society for Engineering Education, 2021Undergraduate STEM Students’ Comprehension of Function Series and RelatedCalculus Concepts 1 Emre Tokgöz, 1Berrak S. Tekalp, 1Elif. N. Tekalp, and 2Hasan A. Tekalp 1 Emre.Tokgoz@qu.edu, 1Elif.Tekalp@qu.edu, 1Berrak.Tekalp@qu.edu, 2Hasan.Tekalp@qu.edu 1 Industrial Engineering, School of Engineering, Quinnipiac University, Hamden, CT, 06518 2 Mechanical Engineering, School of Engineering, Quinnipiac University, Hamden, CT, 06518Action-Process-Object-Schema (APOS) is a constructivist methodology that relies on learners’ ability to constructand reconstruct certain mental structures 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
). It is interesting tonote that this correlates to participating teachers’ students having an average score in the “MeetsExpectations” category while the comparison group fell in the “Approaches Expectations”category as defined by the Texas Education Agency (TEA). This report will provide a practicalgroundwork for crafting cross-curricular professional development opportunities that lead toincreased teacher self-efficacy and student achievement on standardized mathematicsassessments.IntroductionMathematics courses have been described as a gatekeeper for student achievement for decades[1]. Although some contest that performance in these courses is merely an indicator of studentsuccess and not a contributing factor, many studies point to the
- 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
- Luke A. Duncan, Clemson University; Karen A. High, Clemson University; D. Matthew Boyer, Clemson University; Liz McKinley, Clemson University
- Tagged Divisions
- Mathematics
research focuses on sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student Services-Oklahoma State University, 4) Coordinator of the Women in Engineering Program-Oklahoma State University, and 5) Director of the Oklahoma State University Measurement and Control Engineering Center-Oklahoma State University.Dr. D. Matthew Boyer
- 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
form of a design constraint or performance metric. The five moduletopics include continuity, smoothness, local maxima and minima, inflection points, and areaunder the curve. Students are expected to refine their models in each module, resulting in theprevious design's iteration to satisfy a new set of requirements. This paper presents the projectorganization, assessment methods, and student feedback. This work is part of a multiple-yearcourse intervention and professional development NSF project to increase the success ofunderrepresented and women students in engineering.IntroductionThe attrition rates among STEM (Science, Technology, Engineering, and Mathematics)disciplines are among the highest of any academic discipline [1, 2]. An analysis