Conference Session

Techniques in Improving Mathematics Education in STEM Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Ethan V. Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

Tagged Divisions

Mathematics

AC 2012-2983: ANALYSIS OF THE IMPACT OF FORMAL PEER-LEDSTUDY GROUPS ON FIRST-YEAR STUDENT MATH PERFORMANCEDr. John R. Reisel, University of Wisconsin, Milwaukee John R. Reisel is an Associate Professor of mechanical engineering at the University of Wisconsin, Mil- waukee (UWM.) He serves as Associate Director of the Center for Alternative Fuels, and Co-director of the Energy Conversion Efficiency Lab. In addition to research into engineering education, his research ef- forts focus on combustion and energy utilization. Reisel was a 2005 recipient of the UWM Distinguished Undergraduate Teaching Award, the 2000 UWM-College of Engineering and Applied Science Outstand- ing Teaching Award, and a 1998 recipient of the SAE

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

. c American Society for Engineering Education, 2017 The impact of flipped Math course on Peer LearnersWhy we wanted to changePassive learning was not working anymore in class; students were missing lectures at a higherrate, their attention level in class was decreasing proportionally to the availability of externalresources, such as Youtube videos, on line lectures etc.Our feeling, as instructors, was that the deluge of material outside class was diminishing thevalue of lecture-time as the unique time to get an understanding of the material, and many of ourstudents were falling to the temptation of procrastinating their study: “I’ll google it, and studylater this afternoon”.The diffusion of new tools such as laptops and cell phones

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

occur in preparation for teaching, such as the mentormust review the material and this review may help the mentor grasp it more deeply. This processmay lead the mentor to seek out examples to help explain the material [6]. Another studyobserved that peer mentoring increased mentor self-esteem and motivation to learn [7].Furthermore, other studies have shown that peer mentors not only gain knowledge in the topic,but also improve their communication/teamwork/leadership skills, and develop empathy towardsat-risk students [8-10]. Given the potential benefits of peer mentoring, we were interested instudying the impacts of the experience on ExCEL scholars’ math self-efficacy and leadershipdevelopment.Math Self-EfficacySelf-efficacy is one’s own

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

/11, researchindicated students were severely at risk for Post-Traumatic Stress Disorder and other anxietydisorders after terrorist attacks [2], [3] and argued for broadening access to mental healthservices. Studies conducted in the context of Hurricane Katrina revealed school systems’ lack ofpreparedness in supporting the needs of students in implementing disaster-focused programs [4],[5]. The studies recommended strengthening communication lines between administration, staff,and parents along with improving emergency preparedness plans to provide for large-scaledisasters. Studies conducted to examine the impact of the 2009 H1N1 pandemic on educationfocused on the difficulties and effectiveness of school closures in preventing the spread of

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

University where she was a professor for 24 years and served as the Director of Student Services as well as the Women in Engineering Coordinator. She received her B.S. in chemical engineering from University of Michigan in 1985 and she received her M.S. in 1988 and her Ph.D. in 1991 in chemical engineering both from Pennsylvania State University. Dr. Karen’s educational emphasis includes: critical thinking, enhancing mathematics, engineering entrepreneurship in education, communication skills, K-12 engineering education, and promoting women in engineering. Her technical work and research focuses on sustainable chemical process design, computer aided design, mixed integer nonlinear programing, and multicriteria decision

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Bruno Osorno, California State University-Northridge

Tagged Divisions

Mathematics

theapplication of mathematics. At California State University we have experienced, recently, anegative shift of mathematical interest and therefore a lack of progress in theunderstanding of basic concepts that require a strong mathematical background. Thisproblem stems from the lack of mathematical skills and studying habits. One way to solvethis problem is to engage our students into the application of mathematics with simple, yet,powerful problems. An assessment of such engagement occurs every week with a quiz thatspans the material covered during the previous week and tests some of the mathematicaland engineering skills. This paper attempts to show the results of such assessment and theoutcome of a class in which such approach was tasted. During this

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

Paper ID #34376Role With It: Examining the Impact of Instructor Role Models inIntroductory Mathematics Courses on Student ExperiencesTyler James Sullivan, Clemson University I am a PhD student in the Engineering and Science Education Department at Clemson University with a background in Mathematical Sciences.Dr. Matthew K. Voigt, Clemson University Matthew (he,him,his) is an Assistant Professor of Engineering and Science Education at Clemson Uni- versity. His research interests center around issues of equity, access, and power structures occurring in undergraduate STEM programs with a focus on introductory mathematics

Conference Session

Computers and Software in Teaching Mathemathetics

Collection

2009 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University

Tagged Divisions

Mathematics

shows that millennials are not readers, they are majorcommunicators and expect to be able to communicate on the go, whenever and wherever theyare. They expect services that can be “time and place shifted” to meet their schedules and needs.Millennials, in the area of personality, are more warm, outgoing and socially bold than theirpredecessors. These differences suggest that traditional static, non-interactive, text-basedapproaches to presenting information to these students are not likely to be the most effective wayto reach and engage this generation. Web-based technologies, however, are attractive tools forreaching and engaging students. Many web-based products and approaches have the capabilityto personalize learning, to offer services

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul J. Kauffmann, East Carolina University; Sviatoslav Archava, East Carolina University; Ricky T. Castles, East Carolina University; Heather L. Ries, East Carolina University; Stephanie T. Sullivan, East Carolina University; Karen A. De Urquidi, East Carolina University

Tagged Divisions

Mathematics

Page 22.702.1 c American Society for Engineering Education, 2011 Factors Impacting Performance in Pre CalculusAbstractEfforts to increase the STEM workforce have often focused on the K-12 area to address interestand major selection. A neglected area involves examination of the success factors for studentswho have selected a STEM major but do not arrive in the university setting with strong androbust mathematics background. As a result, many of these students are placed in pre calculus inanticipation that this will allow them to build their mathematics skills in preparation for successin calculus. Unfortunately, although many of these students appear to be motivated for andcapable of pre calculus

Conference Session

Mathematics Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Vandenbussche, Southern Polytechnic State University; William George Griffiths IV, Southern Polytechnic State University; Christina R Scherrer, Southern Polytechnic State University

Tagged Divisions

Mathematics

Computer Education, Vol. 44, No. 1, pp. 53-63 (Winter 2010). 6. M. Butler, and R. Zerr, ―The Use of Online Homework Systems to Enhance Out-of-Class Student Engagement,‖ The International Journal for Technology in Mathematics Education, Vol.12, No.2, pp. 51- 58 (2005). 7. B. Gutarts and F. Bains, ―Does Mandatory Homework Have a Positive Effect on Student Achievement for College Students Studying Calculus?‖ Mathematics and Computer Education, Vol. 44, No. 3, pp. 232- 244 (Fall 2010). 8. S. Hauk and A. Segalla, ―Student Perceptions of the Web-Based Homework Program WeBWorK in Moderate Enrollment College Algebra Classes,‖ The Journal of Computers in Mathematics and Science Teaching, Vol

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norha M. Villegas, Universidad Icesi, Colombia - University of Victoria, Canada; Stephanie Celis Gallego, Universidad Icesi; Ivonne María Suárez, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Angelica Burbano, Universidad Icesi; Alvaro Pachon, Universidad Icesi; Diego Antonio Bohorquez, Universidad Icesi; Lina Marcela Quintero P.E., Universidad Icesi; Isabel Echeverri, Universidad Icesi; Lady K. Castillo; Cesár Augusto Cuartas Rodríguez, Universidad Icesi

Tagged Divisions

Mathematics

needs. For instance, component A1for the TG outperformed the CG by more than 50% (77.78% vs. 21.74%). The observeridentified that this is because students felt more supported by their professor, which was theresult of the new structure of the pedagogical activities and the new physical space (classroom).B: EngagementTable 5 presents most relevant quality evidence on what respects to student engagement in bothgroups. Table 5 – Detail of students’ and observer’s perception about the impact on the learning environment - engagement Student Perceptions Student Perceptions Treatment Group (TG) Control Group (CG) The

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

Tagged Topics

Diversity

Tagged Divisions

Mathematics

clubs and one-dayengineering programs. There is some evidence of the success of these programs. STEM outreachefforts toward female students are common at Texas Tech University; however, there have beenfewer efforts to target their male counterparts who have been underrepresented in the STEMdisciplines, and it was decided that this program should focus on that male population. Aparticular objective of the program was to provide a hands-on learning environment thatencouraged minds-on engagement. Many programs adopt hands-on approaches but may lack thedeep engagement that promotes conceptual understanding. A further challenge is to provide anentertaining environment while retaining extensive content.During Active STEM, program participants learned

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

engagement first to bestmotivate students and a theory approach to solve problems second [21]. The success of team-based learning depends on the ability to demonstrate complex tasks [22].AMP! is designed to improve student engagement and achievement in STEM subjects bytraining teachers to guide students in making connections between applied mathematics andinquiry science through active, creative, and rigorous learning experiences. This approach isbased on the knowledge that linking mathematics and science throughout teaching progressionscreates an atmosphere where these disciplines connect more effectively [23]. Thus, regularcollaboration between teachers is needed and has shown to have a positive impact on studentachievement [24]. This

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

increasing student achievement when creatingthe National Science Education Standards. “Inquiry is essential to learning. When engaging ininquiry, students describe objects and events, ask questions, construct explanations, test thoseexplanations against current scientific knowledge, and communicate their ideas to others” (p.2)3.Inquiry has commonly been defined as based on the theory of constructivism where studentsdevelop knowledge through experiences or learn by doing4,5 6, 7. The purpose of this paper is toexamine what traditional and inquiry practice look like in a classroom setting in which aninquiry-based mathematics curriculum is first being introduced. The intention here is not toprove that one approach is better than the other in terms of

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathaniel Rossi, Arizona State University; Adam R. Carberry, Arizona State University; Scott Adamson, Chandler-Gilbert Community College

Tagged Topics

Diversity

Tagged Divisions

Mathematics

doing and why it so you need to give guidelines on how to interact if benefits them. Develop facilitation skills. you know if they're not used to it. And so I do give Good problems help with classroom them guidelines and remind them about that.” management. ~Professor MakinsonManage Instructors should provide encouragement “Yeah, so I have to do a lot of building up, tostudent to positively impact student confidence in encourage them to actually engage and to try to doemotions solving problems and level of comfort with something and to work and to listen to one another an active learning

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

Rajendran Swamidurai, Alabama State University ; Cadavious M. Jones; Carl Pettis; Uma Kannan

Tagged Topics

Diversity

Tagged Divisions

Mathematics

UG Linear Algebra CourseTo facilitate the Big Data infusion and active learning in the linear algebra course, we employeda two-part module. The first part focused on theoretical and conceptual ideas behind the methodsunder discussion and the second part had hands-on experimentation using real-world data. Thestudents are advised to use both R and Python general-purpose programming languages tocomplete their projects. The students can also use MATLAB programming to perform theirproject as well as MS Excel.The initial set of topics in which we integrated big data analysis methods were chosen using twocriteria: suitability of material for pedagogical integration of big data methods and impact on allcomputing and Mathematics majors. Instructors

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Kenneth David Domingue, Western Michigan University ; Sarah Gray Hagen, Western Michigan University; Rebecca A. Scheffers, Western Michigan University; Lenore Yaeger; Katherine Fox, Western Michigan University

Tagged Divisions

Mathematics

taking skills.Anecdotal evidence suggests that these students, who share a spring learning community set ofclasses that includes the same section of Pre-Calculus, form study groups as a direct result of thecelebration banquet.Future WorkSince the CEAS-EXEP Cohort program, ENGR 1002, and the FYE 2100 supplemental textbookStudying Engineering are relatively recent initiatives, we will continue to collect studentperformance and retention data. We will survey the parents of students who took Algebra II at acommunity college on the impact of the letter that we sent to them. Another future work involvesa more formal assessment of the $1,000 scholarships, including a projection of the costs requiredto sustain the scholarship program.In Fall 2015, our

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannah L. Crandall, Washington State University; Kristin Lesseig, Washington State University

Tagged Divisions

Mathematics

thirds ofwhom found examples moderately to highly relevant. Finally, half of non-engineering majors 6reported on relevance of software examples, with the majority of those characterizing them asmoderately to highly relevant.To contextualize these responses further, it is necessary to notice: (1) many students reported noengagement with software in math contexts and thus had no reason to report on the level ofrelevance of examples; (2) we cannot infer the disciplinary relevance of math course computingexperiences of 28% of the students, who reported engagement but failed to report relevance; and(3) there is not a direct connection between the level of

Conference Session

Mathematics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Society for Quality, and a PE in quality engineering in the State of California. c American Society for Engineering Education, 2018 How to Make Engineering Statistics More Appealing to Millennial StudentsAbstractA one-semester calculus-based course in Engineering Statistics is taught in almost allengineering colleges, and is viewed as a “tools” course versus courses focused on engineeringconcepts and principles. Most current engineering faculty members were undergrads in 1970-2010 and graduate students 1975-2015. We argue that the way many of us learned probabilityand statistics, even as graduate students, does not support engagement and appeal to Millennialstudents. The

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

his peers: “I do like the way they have the tables set up, I think it builds kind of like a community with your table type of thing… I do like the people at my table. That's kind of nice. I made friends.”- Ben (Traditional, Interview 1, Cluster 2)This was in contrast to the large computer lab set-up, which presented some challenges forOlivia: “If you just look at the computer screen, it's like you're only there by yourself, so you might feel a little bit more isolated from the class because not everyone's looking at the same screen.” -Olivia (Large active, Interview 1, Cluster 1)These different classroom layouts also created differences in students’ proximity to theinstructor, which had an impact on

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Lloyd Hieb, University of Louisville; William B. Corley, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics

, the flippedclassroom model is still not clearly defined, and its virtues are often based on anecdotal evidenceand student survey results 1. Though small, there is a growing body of scholarship on flippedclassroom model.The basic approach of the flipped classroom model is easy to understand and communicate: in aflipped class – what students traditionally do inside the classroom they do outside the classroomand what students traditionally do outside the classroom they do inside the classroom 5.However, there remain inconsistencies in what various publications consider to be a flippedclass. In fact, many of the papers on flipped classrooms fail to provide significant details aboutthe in-class activities that make up the flipped class. Often

Conference Session

Mathematics Division Technical Session 2: Poster Presentations

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

MiKyla Jean Harjamaki, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Krista Schumacher, University of St. Thomas; Abby Bensen, University of St. Thomas; Emma Michelle Monson, University of St. Thomas

Tagged Divisions

Mathematics

. The use of manipulatives and visual aids are helpful in keepingstudents engaged and working with the same math concepts, only in a different way. This canencourage learning through play or learning through experimentation, leading students to findnew ways that they will choose to learn at a young age, as well as in later years [5].Example One: The One Moment “The One Moment” is a music video featuring a series of events, including exploding saltcontainers, a flipbook, and dropping paint-filled balls. These events were filmed in one takelasting 4.2 seconds. This footage was then slowed down to create a music video that lastsapproximately four minutes. Through careful calculations, the events occur in ways that pairwith the song playing

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Virgil U. Pierce, University of Texas, Rio Grande Valley; Javier Angel Kypuros, University of Texas, Rio Grande Valley; Shirley J. Mills, University of Texas, Rio Grande Valley

Tagged Topics

Diversity

Tagged Divisions

Mathematics

member of the Department of Organization and School Leadership and earned tenure and the rank of associate professor in 2012. In 2014 she was assigned to be the Interim Director of College Readiness Initiatives under the Vice President of Student Academic Success where she works with school districts, community colleges, Region One, and UTRGV officials to create a seamless transition for students moving from high school to higher education. c American Society for Engineering Education, 2016 2016 ASEE National Conference Small-Scale and Large-Scale Interventions to Improve [State] Student’s College Readiness

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Daines, Colorado Technical University; Tonya Troka, Colorado Technical University; John M. Santiago Jr., Colorado Technical University

Tagged Divisions

Mathematics

confident that a positive impact could be made using a similar approach in thefollow-on Trigonometry and Pre-calculus courses.A Blended Approach Because our Trigonometry and Pre-calculus Intellipath pilot would be running oncampus, academic leaders knew that a blended approach was warranted. The studentswere accustomed to a traditional, “ground” math class (a class that meets face-to-facetwice per week and has no online component), so we wanted to provide them with thebenefits of the online-based adaptive learning software as identified by Brusilovsky &Milian2 (2007) while not sacrificing the inherently rich instruction that students in highrisk courses get from face to face interaction with engaged instructors. This blendedapproach not

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Susan E. Shadle Ph.D., Boise State University

Tagged Divisions

Mathematics

facilitated by lead instructor and peer learning assistant. - Additional and more involved weekly work with written feedback.The redesigned course was effective, but it was only one section of approximately a dozen taughteach semester. Its impact on student success was therefore muted, and, because it was limited toa single faculty member, any benefits were not institutionalized. In parallel with this focus on calculus content, we had begun engaging STEM faculty to considercourse design and evidence based instructional practices. This engagement was done primarilythrough a faculty learning communities (FLCs) strategy. An FLC is a type of community ofpractice in which a group of 8-10 faculty “engage in an active, collaborative, yearlong program

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

engineering courses [14][15][16], 2) Toincrease student engagement by introducing more active-learning elements in the classroom[17],and more importantly 3) To increase students’ retention of knowledge so that they are betterprepared to move forward for their advanced courses and their engineering career [18].How were students selected?Students were eligible to take the course if they had obtained approved college credit for SingleVariable Calculus II or if they had scored 5 on the Advanced Placement Calculus BC exam. Infall 2016, 26 first-year students were self-enrolled in this class.How were common gaps identified?During the early development of the course, we surveyed our Calculus instructors and certaintopics were identified as the common gaps

Conference Session

Computers and Software in Teaching Mathematics

Collection

2010 Annual Conference & Exposition

Authors

Cynthia Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Tace Crouse, University of Central Florida; Alvaro Islas, University of Central Florida; Scott Hagen, University of Central Florida; Cherie Geiger, University of Central Florida; Melissa Dagley-Falls, University of Central Florida; Patricia Ramsey, University of Central Florida; Patrice Lancey, University of Central Florida

Tagged Divisions

Mathematics

Page 15.548.3    who are trained by the Faculty Center for Teaching and Learning at UCF. The grading follows arubric developed by the EXCEL mathematics faculty. This paper will discuss the process used to produce the educational materials (class notes,presentation slides, in-class assignments, demos) for the Apps I and II courses, and the Apps Iand II assessment results (student questionnaire and pre and post test results). Some observationswill also be made regarding the positive impact that the EXCEL program has on the retention ofits students (an increased retention percentage of up to 21% has been observed for some EXCELcohorts compared

Conference Session

Mathematics Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Kathrine E. Johnson; Janet Callahan, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Paper ID #16578Longitudinal Success of Calculus I ReformDr. Doug Bullock, Boise State University Doug Bullock is an Associate Professor of Mathematics at Boise State University. His educational re- search interests include impacts of pedagogy on STEM student success and retention.Dr. Kathrine E. JohnsonDr. Janet Callahan, Boise State University Janet Callahan is Chair of Materials Science and Engineering at Boise State University. Dr. Callahan received her Ph.D. in Materials Science, M.S. in Metallurgy, and B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include freshman

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shirley B. Pomeranz, The University of Tulsa; Peyton James Cook Ph.D., The University of Tulsa

Tagged Divisions

Mathematics

personal teaching styles.6. Student CommunityFor mathematics majors at The University of Tulsa, the Department of Mathematics has aMathematics Commons Room in which mathematics students may work and meet informally,hopefully enhancing a sense of community. Literature on mathematics opportunities and somemathematics journals are made available. There is also the traditional MATH Lab in whichadvanced undergraduates can assist calculus students in a “drop-in” setting. Columbia Universityoffers similar amenities to its students.The commons room is a relatively new feature, only in use for a couple of semesters, so data onits impact or effectiveness is not yet available. However, during the past year the author hasnoted a stronger sense of community

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

0.805 0.403 0.042 Fall 2013 74 0.730 0.405 0.040 Spring 2013 39* 0.487 0.307 0.282 Fall 2012 71 0.803 0.507 0.100* One section of the course was not offered due to unavailability of the instructor.**An additional section open to undeclared engineering majors is includedConclusions and Future DirectionsOur integrated approach showed promising results in terms of improving student performance inCalculus I and II and engaging freshmen to the engineering community and