1 Critical Thinking in STEM Through Liberal Arts Paradigms: Transference of Skills Nathan K. Mitchell Division of Social Sciences & College of Engineering Prairie View A&M University Aburi Anil Kumar Department of Electrical Engineering Prairie View A&M Universiy AbstractThis paper addresses the well-known need for critical thinking in the sciences and engineering. Insome areas, standard
at5. Moses, R. P., & Cobb, C. (2001). Organizing algebra: The need to voice a demand. Social Policy, 31(4), 4-12.6. Bodovski, K., & Youn, M. J. (2012). Students’ mathematics learning from kindergarten through 8th grade. International Journal of Sociology of Education, 1(2), 97-122.7. Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014). Race and teacher evaluations as predictors of algebra placement. Journal for Research in Mathematics Education, 45(3), 288-311.8. Morton, K., & Riegle-Crumb, C. (2019). Who gets in? Examining inequality in eighth-grade algebra. Journal for Research in Mathematics Education, 50(5), 529-554.9. Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N
hasimpacted their time as undergraduate engineering students. IntroductionUndergraduate engineering students are some of the busiest students on a college campus withhomework, labs, professional organizations, and social organizations all demanding a significantportion of their time. Traditional extracurricular or co-curricular undergraduate activities related toresearch place added effort and time burdens on students beyond their already busy schedules, andoften those activities expect significant involvement from those students throughout a semester oracademic year. We understand that the time students have is precious and plays a critical role inshaping their experiences as growing adults along with their
. Katira is the Director of the UNM Community Engagement Center (CEC). For the past 25years she has been organizing with community leaders through CEC, where she nurtures theanti-racist leadership development of local youth around education, health and immigrationjustice. She is on several governing boards, including Dorn Charter Community School, NMDream Team and NM Asian Family Center. Kiran is a national trainer in undoing racism, withthe People’s Institute for Survival and Beyond and has taught university courses on anti-racisteducation, peace and justice, and critical multicultural education.TARIQ KHRAISHIDr. Khraishi currently serves as a Professor of Mechanical Engineering at the University of NewMexico. His general research interests are
. ACM, 2019.[17] V. Rajanna, F. Alamudun, D. Goldberg, and T. Hammond, “Let me relax: Toward automated sedentary state recognition and ubiquitous mental wellness solutions,” in MobiHealth 2015 - 5th EAI International Conference on Wireless Mobile Communication and Healthcare - Transforming healthcare through innovations in mobile and wireless technologies, London, Great Britain, October 14-16, 2015.[18] V. Rajanna, R. Lara Garduno, D. Jyoti Behera, K. Madanagopal, D. Goldberg, and T. Hammond, “Step up life: A context aware health assistant,” in Proceedings of the Third ACM SIGSPATIAL International Workshop on the Use of GIS in Public Health. Dallas, Texas, USA: ACM, November 4-7, 2014, pp. 21–30, iSBN: 978-1-4503-3136-4
Medicine and Biology Society (Cat. No. 00CH37143) (Vol. 3, pp. 2259-2262). IEEE.17. DiSalvi, L.R. and Kondraske, G.V., 2021. Speed-Accuracy Trade-Offs and General Systems Performance Theory: Novel Application to Fitts’ Law and Beyond. In 37th International Symposium on Aviation Psychology (p. 214).18. Kondraske, G.V. and Stewart, R.M., 2006, January. Quantitative characterization of disease severity in diseases with complex symptom profiles. In 2006 International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 3966-3969). IEEE.19. Saganis, X., Goreczny, A. J., Kondraske, G., Berman, M., Comnick, I., Allen, T., & Nussbaum, P. D. (2021). Test– retest reliability of RC21X: a web-based cognitive and
557 Solve problems in a group during class. 548 512 Discuss concepts with classmates during class. 490 0 100 200 300 400 500 600 700 800 900 Figure 4. Interactive instructional activity and relationship to distractionRQ2: Which unique aspects of instruction distract the students the most?For research question 2, we focused on analyzing all the items and found the important items thatcontribute to distraction when observing all instructional activities through XGBoost's featureimportance values. We then compare it with the