Displaying results 1 - 30 of 46 in total
- Conference Session
- Innovative Instructional Strategies
- Collection
- 2009 Annual Conference & Exposition
- Authors
- John Schmeelk, Virginia Commonwealth University Qatar Branch; Jean Hodges, Virginia Commonwealth University Qatar Branch
- Tagged Divisions
- Mathematics
AC 2009-115: WRITING TECHNIQUES FOR IMPLEMENTINGPROJECT-DIRECTED MATHEMATICSJohn Schmeelk, Virginia Commonwealth University Qatar Branch John Schmeelk, Virginia Commonwealth University, Qatar Branch Campus Dr. John Schmeelk is a Professor of Mathematics at Virginia Commonwealth University, Doha Qatar Branch, where he is engaged in applied mathematics, generalized functions, image processing and educational pedagogy. He received his PhD from George Washington University in Washington, D.C. He was awarded many summer faculty grants to go to Fort Rucker, Alabama implementing procedures utilizing generalized functions. He has been an invited speaker to conferences in Australia
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Gianluca Guadagni, University of Virginia; Bernard Fulgham, University of Virginia
- Tagged Divisions
- Mathematics
Paper ID #19737The Impact of a Flipped Math Course on Peer LearnersDr. 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.Dr. Bernard Fulgham, University of Virginia Bernard Fulgham received his PhD in Mathematics in 2002, writing his thesis in the field of non-associative algebras with advisor Kevin McCrimmon. He began teaching Applied Mathematics at the University of Virginia in August 2004 and became a full-time Lecturer in 2006
Integrated Mathematics Enrichment, Peer Mentoring, Tutoring, and Freshmen Course for Student Success
- Conference Session
- First-Year Programs: Mathematics in the First Year
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Cem Karacal, Southern Illinois University, Edwardsville; Ma Zenia N. Agustin, Southern Illinois University, Edwardsville; George Pelekanos, Southern Illinois University, Edwardsville
- Tagged Divisions
- First-Year Programs, Mathematics
Paper ID #26265Integrated Mathematics Enrichment, Peer Mentoring, Tutoring, and Fresh-men Course for Student SuccessDr. Cem Karacal, Southern Illinois University, Edwardsville Dr. Cem Karacal is a Professor of Industrial Engineering and Dean of the School of Engineering at Southern Illinois University Edwardsville. He obtained his Ph.D. and M.S. degrees from Oklahoma State University in 1991 and 1986, respectively. His received his B.Sc. degree from Middle East Technical University, Ankara, Turkey in 1982. He has experience in industry and academia. His main research and teaching interest areas are simulation modeling
- Conference Session
- Using Computers, Software, and Writing to Improve Mathematical Understanding
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Jorge A. Samayoa, Galileo University and Purdue University; Carlos Humberto Zelada, Galileo University
- Tagged Divisions
- Mathematics
Beaumont 9 and Reinhold 8 . Page 25.1430.2Tonkin 11 suggests that the use of wikis in education should fall into one of these four categories: 1. Single-user. This allows individual students to write and edit their own thoughts. 2. Lab book. This enables students to peer review notes kept online by adding, for example, comments or annotations to existing lecture notes or seminar discussions. 3. Collaborative writing. This can be used by a team for joint research such as a group project, essay or presentation. 4. Creating a topical knowledge repository for a module cohort. Through collaborative entries, students create
- 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
engineering, highway design. engineering management, geographic information systems, and land surveying. He has served in numerous leadership positions in ITE, ASCE and TRB. American c Society for Engineering Education, 2021 Impact of Calculus Peer Mentoring on Leadership Development and Math Self-EfficacyIntroductionPilot ExCEL Calculus SequenceWe have recently piloted a three-semester Calculus experience for scholars in the Excellence inCivil Engineering Leadership (ExCEL) program, which is sponsored through a National ScienceFoundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grant. The goal of the ExCEL
- Conference Session
- Innovative Instructional Strategies
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Martha Allen, Georgia College & State University; Amy Kelley, Georgia College & State University
- Tagged Divisions
- Mathematics
attitudes. Based on student opinion surveys and informal interviews,students have responded favorably to the interactive worksheets, modified homework, thescrambled proofs, collaborative assignments, and some of the writing activities. Based on testperformance, the definition quizzes and definition scrambles have been effective in improving thestudents’ basic linear algebra terminology.The modified lecture with activities format has evolved through the continuous process ofiterative course development. The current implementation is shaped, in part, by the authors’reflections on previous class activities, assignments, class examples, test results, student feedback,and peer reviews. Each time we have taught the class, we have changed the format
- Conference Session
- Mathematics in Transition
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Sandra Linder, Math Out of the Box; Donna Gunderson, Math Out of the Box/Clemson University
- Tagged Divisions
- Mathematics
development model where they wereimmersed in tasks in which the facilitator supported an inquiry-based learning environment. The professional development model consisted of two full days of inquiry experience anda half-day at the end of implementation dedicated to reflection of practice. The first day ofprofessional development focused mainly on Algebra concepts and was given prior toimplementing any of the Math Out of the Box lessons. After teachers implemented the tenlessons relating to Algebra, they returned for the second day of professional development dealingprimarily with data concepts. Teachers were also given the opportunity to reflect on the Algebralessons and discuss issues relating to implementation with their peers. Topics such as
- 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
business market. After moving to Charlottesville, VA, she had the opportunity to teach Multivariable Calculus for UVA SEAS, and she was hooked. She has been teaching Applied Math from that point on and enjoying every minute.Dr. Bernard Fulgham, University of Virginia Bernard Fulgham received his PhD in Mathematics in 2002, writing his thesis in the field of non-associative algebras with advisor Kevin McCrimmon. He began teaching Applied Mathematics at the University of Virginia in August 2004 and became a full-time Lecturer in 2006.Mrs. Monika Abramenko, University of Virginia I studied math in Frankfurt and finished with the German ”Diplom” in Mathematics in 1993. For several years I worked at a bank in Germany. In
- Conference Session
- Project and Model-Based Mathematics
- Collection
- 2007 Annual Conference & Exposition
- Authors
- John Schmeelk, Virginia Commonwealth University; Jean Hodges, Virginia Commonwealth University Qatar
- Tagged Divisions
- Mathematics
AC 2007-274: PROJECT-DIRECTED MATHEMATICSJohn Schmeelk, Virginia Commonwealth University Dr. John Schmeelk is a Professor of mathematics at Virginia Commonwealth University in Richmond, Virginia, where he is engaged in applied mathematical research in distribution theory. He is currently teaching mathematics at VCUQatar campus in Doha, Qatar. He received his PhD from George Washington University in Washington, D.C. He has been an invited speaker to conferences in Australia, China, Brazil, Bulgaria, India and many other countries.Jean Hodges, Virginia Commonwealth University Qatar Since Fall 2004, Jean Hodges has been an Assistant Professor of Writing and Writing Center Instructor at Virginia
- Conference Session
- Mathematics Division Technical Session 4
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Murray Teitell, DeVry University, Long Beach; William S. Sullivan, DeVry University, Long Beach
- Tagged Divisions
- Mathematics
Mission (M)Senior Society (So)Project Public Need (P)Figure 2: Metrics and Nomenclature for Successful Senior Project As shown in Table 2, sources of measurements can be team members, professors, peers andexternal sources. Each source employs the fixed metrics according to a template and follows theprotocol to estimate the score. Page 23.1108.5Table 2: Multiple Sources of MeasurementsMeasure Source Method TypeFixed Metrics Team Members Scoring Template EstimateFixed Metrics Professor(s) Scoring Template
- Conference Session
- Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University
- Tagged Divisions
- Mathematics
research projects. He has collaborated extensively with colleagues across the University on the design, analysis, and presentation of data from both surveys and experiments. He is a co-author on peer-reviewed publications and a co-PI on funded research projects each year. He teaches both undergraduate and graduate level courses in statistical methods, regression analysis, statistical research design, and data analysis. American c Society for Engineering Education, 2020 Towards Creating Motivationally Supportive Course Structures for Introductory CalculusAbstractThis paper reports the qualitative phase of a sequential explanatory mixed
Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program
- Conference Session
- Mathematics Division Technical Session 4: Assessing Success in Mathematics Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Danielle Marie Fredette, Cedarville University
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics
unusually large population of students who were homeschooledwhen they graduated from high school (about 1/5 of students university wide and 1/4 of studentscurrently enrolled in the School of Engineering and Computer Science). In this paper, I investigatethe retention rate and calculus readiness for homeschooled students entering the School ofEngineering and Computer Science as compared with their non-homeschooled peers.In this study, I hypothesized that homeschooled students might have a different likelihood tosucceed in engineering school compared to their non-homeschooled peers. The results of the datastudy support this hypothesis and suggest that homeschooled students are more likely than othersto succeed in engineering school, with retention in
- Conference Session
- Mathematics Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Stacie Pisano, University of Virginia; Hui Ma, University of Virginia; Bernard Fulgham, University of Virginia; Gianluca Guadagni, University of Virginia; Diana D Morris, University of Virginia; Monika Abramenko, University of Virginia
- Tagged Divisions
- Mathematics
minute.Dr. Hui Ma, University of Virginia Hui Ma received her Ph.D. in applied mathematics from the University of Alabama at Birmingham in 2012. In her current role as an APMA faculty member at UVA, she teaches applied math courses to engineering students. Her goals in teaching are to help students develop the confidence in their own ability to do mathematics and to make mathematics a joyful and successful experience.Prof. Bernard Fulgham, University of Virginia Bernard Fulgham received his PhD in Mathematics in 2002, writing his thesis in the field of non-associative algebras with advisor Kevin McCrimmon. He began teaching Applied Mathematics at the University of Virginia in August 2004 and became an assistant
- Conference Session
- Use of Technology in Teaching Mathematics
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Melinda Z. Kalainoff, U.S. Military Academy; Dawn E. Riegner, U.S. Military Academy; Matthew Deloia, U.S. Military Academy; Russ Lachance, U.S. Military Academy; Andrew Biaglow, U.S. Military Academy
- Tagged Divisions
- Mathematics
test sections seem to beperforming the same as or slightly above their peers in the standard sections.Introduction General chemistry is an important foundational course for engineering studies.This is particularly true for chemical, environmental, and mechanical engineering, but alldisciplines rely on general chemistry to varying degrees. Certainly, all four-yearengineering programs begin with general chemistry in the freshman year. An importantarea of study within general chemistry focuses on the concept of chemical equilibrium.Weak aqueous acids and bases, precipitation equilibria, and gas-phase equilibria arestandard topics. Students are taught to calculate equilibrium concentrations given totalconcentrations and equilibrium
- Conference Session
- Approaches to Mathematics Curriculum to Include Projects and Technologies
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Charles C.Y. Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group
- Tagged Divisions
- Mathematics
responsibilities in Undergraduate Biology, Graduate Level Science Curriculum, Philosophy, and Issues; Elementary and Secondary Science Methods; Student Teacher Supervision, and Educational Tech- nology. Additional duties included grant writing, management, and evaluation; and university committees. RESEARCH INTERESTS: Include teaching and learning cognition skills, informal learning environ- ments and strategies, and curriculum design. Page 24.35.1 c American Society for Engineering Education, 2014 A Comprehensive Approach on Delivering Calculus to Engineering
- 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
UTAs activity has evolved; in several cases they aresuperseding Graduate Teaching Assistants. First year students relate more with second yearstudents than with graduate students, seen as much older than their peers. Time UTAs spendtutoring students is now greater than it used to be at the beginning of the program. Some of themeven hold regular office hours for specific tasks, for instance Matlab or R.Now that their role is more relevant, their inexperience can have a greater impact on the class. Inaddition we are recruiting many more UTAs, and we cannot expect from all of them the sameexceptional response we had from the few.Literature ReviewAccording to the National Center for Educational Statistics, nearly half of undergraduate STEMmajors
- Conference Session
- Issues and Answers in Mathematics Education
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Paul Chanley, North Essex Community College; Michael E. Pelletier, Northern Essex Community College; Linda A. Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College
- Tagged Divisions
- Mathematics
a degree program.The genesis of SI at NECC began in fall of 2008 with Northeastern University's invitation toattend an SI workshop. SI provides peer-facilitated study sessions led by competentundergraduate SI leaders who attend scheduled classes with students and then help the studentsto practice and discuss course materials in a series of review sessions. Sessions are open to allstudents who are enrolled in the course and want to improve their understanding of the material,as well as improve their grades. In the fall of 2008, two of the four co-authors of this paper, withfinancial support from Northeastern University's STEP UP National Science Foundation grant,attended a workshop on SI held at Boston University.After completing the one-day
- Conference Session
- Integrating Math, Science, & Engineering
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Bruno Osorno, California State University-Northridge
- Tagged Divisions
- Mathematics
8 average value 6 Series1 4 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 question number Figure5. Academic skills resultsBelow we have included the survey given to the students at the end of the semester. Survey of Academic Skills2 ECE412 Power ElectronicsPlease write a number inside the box for each question. Please use the scale from 0 to 10
- Conference Session
- Changing the Classroom Environment in Mathematics Education
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Rebecca Bourn, Tribeca Flashpoint Media Arts Academy; Sarah C. Baxter, University of South Carolina
- Tagged Divisions
- Mathematics
encouraged toperform estimations and must begin to evaluate what they need to know in the context of theapplication. In response to the driving question, students are prompted to start askingconceptually-based questions that motivate subsequent active learning modules. Thus the goal ofthe EFFECTs framework is to create an integrative, rather than additive, module based approach.The most non-traditional component of this teaching (student centered learning) model is areflective writing assignment that usually occurs after each module in the form of a journal entryand which is featured as a significant component of the final report. These reflections, incombination with the decision worksheet, are a critical part of the process. With the
- Conference Session
- Mathematics Division Technical Session 2: Poster Presentations
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Anibal Sosa, Universidad Icesi, Colombia; Norha M. Villegas, Universidad Icesi, Colombia; Stephanie Celis Gallego, Universidad Icesi, Colombia; Diego Antonio Bohórquez, Universidad Icesi, Colombia
- Tagged Divisions
- Mathematics
oftraditional textbooks, although the latter were allowed to be used. Through short tasks thatwere designed to be initiated and terminated during in-classroom sessions, mostly to beworked in peers, we cover three general moments in the designed learning experience: ashort introduction, a discussion and a closure argument with general feedback by the end ofeach assignment.Each guide has different learning objectives: 1. Guide one: a. To distinguish sets that may or may not be subspaces of 𝑅𝑅 2 or 𝑅𝑅 3 , using GeoGebra for visualization. b. To construct linear combinations in 𝑅𝑅 2 and 𝑅𝑅 3 and identify the geometrical locus they define. c. To determine which vectors belong to the span of S for
- Conference Session
- Mathematics Division Technical Session 4
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University
- Tagged Divisions
- Mathematics
qualitative in nature, and our chosen research methods reflectthat. Rather than conduct a quasi-experimental design with a selection of GTAs participating incase analysis and others not, we instead used mixed qualitative and quantitative methods tocollect and analyze data solely from participants who experienced the use of case analysis in theirfirst semester of graduate school. This paper focuses in particular on two quantitative measures(survey data and student performance) and on two qualitative measures (case discussion recordsand reflective writings). We give a summary of the data within each of those four categoriesseparately. However, the nature of the research questions is such that a more significant analysisinvolves integration of those
- 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
solution or explanation despite evidence of its unsuitability for a situation. Learner may express concern to peers and/or facilitators over the lack of clarity in a task and the need for a step-by-step procedure.High Tolerance for A learner with high tolerance of Learner clarifies what is known and unknown andAmbiguity ambiguity demonstrates a willingness to shows interest in exploring uncertain elements
- Conference Session
- Mathematics Division Technical Session 3: Diversity in Mathematics Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Kathleen Marie Fick, Methodist University; Denise H. Bauer, Methodist University
- Tagged Divisions
- Mathematics
differentiates the course from the traditionally taught MAT 1130Precalculus I course. The main differences include the added lab hour for the brief review of thefoundational and fundamental College Algebra concepts and the implementation of activities asboth group work and/or board work. These activities had students up, moving, conversing, andworking together to complete tasks within the classroom and lab. Figure 2 provides an exampleof the simple additional reading/writing questions attached to particular content quiz questions. Table 2: Pedagogical Differences of MAT 1130 Precalculus I and the newly created MAT 1125 Integrated Precalculus IMAT 1130: Precalculus MAT 1125: (NEW COURSE
- Conference Session
- Mathematics Division Technical Session 3
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Campbell R Bego P.E., University of Louisville; Patricia A. Ralston, University of Louisville; Angela Thompson P.E., University of Louisville; Adrienne Parsons, University of Louisville; Gale J. Crush, University of Louisville, Speed Scientific School
- Tagged Divisions
- Mathematics
skills were assessed with in-class quizzes and exams. The material was divided into 7units, and each unit was covered in roughly two weeks. A unit quiz was given one week, and a unit exam the nextweek, so that there was a quiz or exam every week. Each of the seven units had 8-11 unit objectives and 15-20homework problems. Homework was collected each week on the day of the quiz or exam.Classes were held in a large auditorium, and DyKnow was used to deliver the basic course notes to students.DyKnow is an interactive classroom management software. In DyKnow, instructors can share content with students(sharing prepared slides and/or writing on tablets during class), and the notes are projected both to the front of theroom as well as onto students
- 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
engineering calculus course taught via synchronous broadcast at a mid-size,Western, public university. The instructional innovation required first year calculus students toparticipate in an asynchronous, online discussion forum for graded credit. Data, consisting ofwritten reflections and transcribed interviews, were gathered from three STEM faculty memberswho each played a different role in the change process: a mathematics instructor implementingthe online forum within his course; an engineering faculty peer-mentor assisting with theimplementation of the online forum; and a STEM education faculty member evaluating theimplementation and observing the process of change. Situated within the interpretive researchparadigm, this study uses exploratory
- 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
resulted in significantchanges in teacher and student outcomes.We evaluated the impact of the program on teachers through interviews, pre and post contenttests, along with surveys. Several themes were apparent in the evaluation including anappreciation for learning how grade-level science themes can provide meaningful context formathematics instruction and how peer-observation and mentoring opportunities are imperativefor teachers of all levels of experience. Participating teachers had significant gains in bothleadership assessments (total gain of 18.8%, p<0.05) and Algebra content post-tests (gain of13%, p<0.05) using the Diagnostic Mathematics Assessments for Middle School Teachers(DTAMS). They also reported growth in readiness to teach
- Conference Session
- Bridging the Gap and Freshman Programs
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Nelson Baker, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Thomas Morley, Georgia Institute of Technology; Rick Clark, Georgia Institute of Technology
- Tagged Divisions
- Mathematics
, dividing his time between the School of Mathematics, and the Center for Education, Integrating Science, Mathematics and Computing. He is the author of two books, and over 50 papers on pure and applied mathematics and education. He was recently involved in writing the new standards for Georgia's high school's Mathematics curriculum.Rick Clark, Georgia Institute of Technology Rick Clark is the Director of Undergraduate Admission at Georgia Tech. In this role, he directs the Institute’s recruitment and outreach efforts, directs the review of all undergraduate applications, and manages the admissions team. Rick works closely with Georgia Tech’s Athletic Association in review of
- 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
that students areoften required to show in their solutions is minimal. For full credit, high school students areaccustomed to simply writing their answers down in a list. In college-level math, science, andengineering courses, they quickly learn that showing their work is not just encouraged, it isrequired! Some students have never had to show any work, and they really don’t know how. Inpractice, just knowing how to find the answer is not enough. Presenting and defending a solutionrequires that the solution be supported with dialogue explaining what was done and why it wasdone. Students cannot create that dialogue without looking beyond the equations. They have tounderstand the model and the mathematics in order to explain it, and without an
- Conference Session
- Mathematics Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Rebecca George, University of Houston
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics
well as the type of math coursestaken during the student’s first year. Chen [5] discovered that taking a lighter course load withless challenging math courses while having a poor performance in those courses lead to ahigh chance of switching out of STEM. Another noteworthy result from this study: All other factors being equal, bachelor’s degree STEM entrants who first attended public 4-year institutions had a higher probability of leaving STEM by switching majors than those who started at private nonprofit 4-year institutions. Bachelor’s degree STEM entrants who were male or who came from low-income backgrounds had a higher probability of leaving STEM by dropping out of college than their peers who were female or came from
- Conference Session
- Mathematics Division Technical Session 4
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics
daily Homework-12% assignments (short Free response Attendance- 3%(2003-2005) quizzes, assigned Final Exam- 25%Calculus 5th Edition problems, short(Stewart 2002) writing assignments, No additional problem passing conditions presentations, or projects)SCALE-UP (2006-2013)The SCALE-UP (student centered activities for large enrollment undergraduate programs)instructional model was implemented in Fall 2006. This method encourages active learning andminimizes lecture time in the classroom. Beichner et al. (2007