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 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Hui Ma, University of Virginia; Lindsay Wheeler, University of Virginia

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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

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

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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

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

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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

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sandra Nite, Texas A&M University; G. Donald Allen, Texas A&M University; Ali Bicer, Texas A&M University; Jim Morgan, Charles Sturt University; Vanessa Mae Warren, Texas A&M University; Luciana Barroso, Texas A&M University

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Diversity

Tagged Divisions

Mathematics

Camp Assistant Director for two years. In addition, he taught students in the camp as well as assisting with teacher professional development. His honors include the Lechner Scholarship and the College of Education Graduate Strategic Support Scholarship. As a graduate student, he distin- guished himself through his extensive publications on STEM teaching and learning and has participated in the writing of several grant proposals. He presented his research at several educational research con- ferences including AERA, NCTM, and SERA as well as having papers in proceedings of FIE and AAEE in engineering education. He earned several publications including journal articles, book chapters, and conference proceedings. He

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

cohort, andhear again about ALEKS™ in several differentways. This includes hearing about it during theopening greeting to STEM students given by aSTEM academic leader, usually a Dean, in aslide. It also includes having a poster presentin the room, e.g. see Figure 1; through thewearing of “Ask me about ALEKS™” buttonsworn by peer advisors during orientation andby having fliers available on a table duringpreregistration. Following summer orientation,approximately one week later, a second emailis sent reminding students of the opportunity;this email garners the most responses withmany students electing to receive licenses oneto two weeks following STEM summerorientation. In addition, advisors who interactwith students also receive fliers and

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

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Diversity

Tagged Divisions

Mathematics

them to teach mathematics for conceptual understanding. She currently coaches graduate students in the College of Education at Texas Tech University in their dissertation research and writing. c American Society for Engineering Education, 2016 Exploration of Hands-on/Minds-on Learning in an Active STEM Outreach ProgramAbstractThe importance of encouraging interest in science, technology, engineering, andmathematics (STEM) in students from underrepresented groups is well recognized.Summer outreach programs are a common means of accomplishing this goal, butbalancing program content between information and entertainment can be a challengingissue. Typically, programs include hands-on

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

; Clark et al., 1999; Mercer et al., 2011;Torres et al., 2010; Bair & Steele, 2010; Salvatore & Shelton, 2007). In addition to the adverseeffects on cognition, students of color who are the targets of repeated microaggressions struggleto persist in STEM majors at higher rates than White peers due to a lack of belonging (Johnson etal., 2007; Reid & Radhakrishnan, 2003). Critical race theory (CRT), therefore, is an appropriatetheoretical lens to examine the effects of racial microaggressions. CRT posits that racism isendemic and pervasive throughout American institutions, and education is no exception (DuBois,1920; DuBois, 2004; Gillborn, 2008; Solorzano, 2020). Using a CRT framework in this study,we hope to illuminate how racism may