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

participant in the course.Below we describe the course and modifications we have made through our second iteration.Pilot ULA course The class provides tools and support for UTAs to reflect on the several aspectsof their activity, from the most effective teaching practices, such as student-centered and inquirybased, to relevant educational methods, grading techniques, and including tips to improveinterpersonal skills. Topics covered include: Constructivism, Motivation, Problem solving,Engaging with Groups, Grading and Feedback, and Metacognition (see Appendix A for fullcourse syllabus)These topics are organized around three main modules during the semester. The first one is basedon understanding the learning process as an elaborated process where

Conference Session

Mathematics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leszek Gawarecki, Kettering University; Yaomin Dong, Kettering University; Gina Rablau, Kettering

Tagged Divisions

Mathematics

Faculty, and Campus Environment. In our work we targeted the theme of AcademicChallenge, which includes four engagement indicators: Higher-Order Learning, Reflective andIntegrative Learning, Learning Strategies, and Quantitative Reasoning. We attempted to improvein our students taking calculus courses the Higher-Order Learning component: Applying facts,theories, or methods to practical problems or new situations, the Reflective and IntegratingLearning component: Combining ideas from different courses when completing assignments,and the Quantitative Reasoning component: Reaching conclusions based on own analysis ofnumerical information.Following the revised Boom’s taxonomy of educational objectives, we targeted levels three –Applying, and four

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

dynamics course [4], and student preconceptions in anintroductory transportation engineering course [5], among other applications.In a pilot project [1], students were asked to develop a concept map on the first day of class inresponse to the prompt, “What is engineering” (Figure 1 shows the assignment) and were askedto construct a new map using the same prompt on the last day of class. The authors then used acommon rubric focused on desired student learning outcomes to evaluate changes between theinitial and final concept maps and created radar plots to display the results. Both authors werestruck by differences in what we had expected to see and what students actually reported, as wellas by how strongly students reflected some of what we tried

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy Romance, Florida Atlantic University; Ali Zilouchian, Florida Atlantic University; Michael Vitale, East Carolina University; Lisa Greenberg, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Each CourseFaculty were divided into three math focus groups (leaving College Algebra for the end) wherethey specifically addressed main learning outcomes for the course, the core ideas upon whicheach course is grounded, and the supporting concepts that make up the core idea(s). Thisapproach builds upon a theoretical framework resulting from the work of numerous groups (i.e.,Mathematical Association of America - [MAA]) and individuals, such as Bransford et al., (2000)who, in his National Research Council commissioned book, How People Learn, providedrecommendations based on extensive work addressing learning and teaching in mathematics.Guiding their discussions were a series of questions such as (a) does the course outline reflect thedesired

Conference Session

Mathematics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

! ! ! !function centered around x=1 and x=2 respectively. Some of the participating students respond by thinking thatthe “difference” stated in the question is the mathematical difference.Written responses of research participants 1, 4, 8, 13, 14, 16, and 17 given in Figures 3-9 reflected themathematical difference between the given two series approximations. During the interviews the participants wereshown Equation (1) given in Section 1 when f(x) = ex. Participants 1, 4, and 14 could not remember the locationaldifference between the two Taylor series approximations given in the question whereas participants 8, 16, and 17were able recognize the locational difference between the two terms and explain how they differ in center.Participant 13 tried to

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

most ofthe mental processes students mentioned were exclusively happening in the mind, others wereuniquely different, for example drawing in air. In the case of John, his response reflects somesort of imagination or visualization (drawing from his own words), “I tried to visualize the partsbeing moved away from each other and what they would look like after they had moved apart.”Cindy on the other hand, took a more physical approach as indicated in her response, “Mystrategy for choosing the answer to each problem was drawing it out in the air with my hand andtrying to imagine myself looking down on it in order to figure it out.” Her approach involvedusing a physical process of drawing in the air to help her imagine what she expected to see in

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Christy Brown; D. Andrew Brown, Clemson University; Kristin Kelly Frady, Clemson University; Patrick Bass, The Citadel; Michael A. Matthews P.E., University of South Carolina; Thomas T Peters, South Carolina's Coalition for Mathematics & Science; Robert J. Rabb P.E., The Citadel; Ikhalfani Solan; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

author(s) and do not necessarily reflect the views of the National Science Foundation.We also wish to acknowledge the assistance of the Institutional Research Officers at each campusin gathering the data used in this analysis.References [1] X. Chen and M. Soldner, STEM Attrition: College Students’ Paths Into and Out of STEM Fields (Statistical Analysis Report), ser. National Center for Educational Statistics (NCSE) Statistical Analysis Reports. U.S. Department of Education, 2013. [2] J. Levin and J. H. Wyckof, “Predictors of persistence and success in an engineering program,” NACADA Journal, vol. 15, no. 1, pp. 15–21, 1995. [3] J. Middleton, S. Krause, S. Maass, K. Beeley, J. Collofello, and R. Culbertson, “Early course and grade

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lynn Albers, Campbell University

Tagged Divisions

Mathematics

improvement.The author is not certain why the average in 2016 was so low however, the loss of half ofthe students from the fall to the spring semester might indicate that their were manystudents who were undecided and therefore, uncommitted.In 2017, we hired a teaching assistant who held a minimum of five office hours per week.This student had taken the course in 2016 and had performed very well. The 2017students related well to him and found him extremely helpful as reflected in the increasefrom 3.3 to 4.3 on question five.MATLAB was well received until the chapter and assignment on functions. Only one ortwo students from the 2017 class had prior programming experience so learning theconcept of a function, calling a function, and returning results to

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Hazal Ceyhan, Ankara University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

: Responses reflected only one analytical property on the correct interval of independent intervals.The responses in this category indicate mistakes in application of two or more analytical properties in two ormore intervals.Inter-level: Participants were able to apply one or more analytical properties on the correct interval, which mayconsist of the combination of independent intervals; however, the combination of these intervals does not formthe entire domain. The responses in this category indicate application mistakes in only one analytical property ona certain interval.Trans-level: The participants in this category made no mistake in the application of the analytical propertiesthroughout the entire domain of the question. For example, a

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

similar teaching styles.In Fall 2016, during the first stages of the re-design, two junior faculty members were added, and everyone waslearning and sharing experiences. All four were in general agreement about all class activities and assessments (thathad not been modified), however, were adjusting to the changed format as well as building the class activities onlya few days ahead. There was not much time for reflection during the semester.In Fall 2017, a junior faculty member replaced one of the original instructors on the DE team. In the summer of2017, the three junior faculty members attended a 2-day institute on active learning. The institute challenged themto explore new learning spaces and to strive for more student-student collaboration