Board 305: Improving Fundamental Mathematics Skills in Pre-Calculus Math Using Placed -Based Engineering Canvas Applications

Monika Neda; Melissa Lynn Morris; Matthew Paul Pusko; Vanessa W. Vongkulluksn; JeeHee Lee; Jacimaria Ramos Batista

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 6
DOI: 10.18260/1-2--46883
Permanent URL: https://peer.asee.org/46883
Download Count: 14

Paper Authors

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Monika Neda University of Nevada, Las Vegas

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Monika Neda is a Professor in Department of Mathematical Sciences at University of Nevada Las Vegas (UNLV) and the Associate Dean for Research in College of Sciences at UNLV. Monika received her Ph.D. in mathematics at University of Pittsburgh and her expertise is in computational fluid dynamics with recent years involvement in STEM education. In addition to research, she is involved in several programs helping women and underrepresented students in their journey in STEM disciplines.

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Melissa Lynn Morris University of Nevada, Las Vegas

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Melissa Morris is currently an Assistant Professor in Residence in the Mechanical Engineering Department at the University of Nevada, Las Vegas. She previously served as a Teaching Associate Professor for the Freshman Engineering Program, at WVU

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Matthew Paul Pusko

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Matthew is a 4th year PHD student studying nanomaterials for thermoelectric waste heat recovery in the department of mechanical engineering at the University of Nevada, Las Vegas. He also serves as part-time instructor for Engineering Dynamics and a newl

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Vanessa W. Vongkulluksn Ph.D. University of Nevada, Las Vegas

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Dr. Vongkulluksn is an Assistant Professor in the Educational Psychology program at University of Nevada Las Vegas. She received her Ph.D. in Educational Psychology from the Rossier School of Education, University of Southern California. Her research examines student engagement as situated in specific learning contexts. She specializes in cognitive engagement in STEM learning, particularly in technology-integrated learning environments and for traditionally underserved students.

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JeeHee Lee University of Nevada, Las Vegas

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Dr. Jeehee Lee is an Assistant Professor in the Department of Civil & Environmental Engineering and Construction at the University of Nevada, Las Vegas (UNLV). She has been involved in the 'Improving STEM Student Fundamental Math Skills with Railored Activity-Based Instruction' project funded by the National Science Foundation (NSF). Through her efforts, she actively works towards bridging the disparity between high school preparation and expected standards of civil engineering.

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Jacimaria Ramos Batista University of Nevada, Las Vegas

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Abstract

Recent studies have shown that the average retention rate at US engineering schools is 56%, and as much as 20% lower for underrepresented minorities. More notably, about 40% of STEM students end-up switching their majors to non-science and non-technical majors, 50% drop out of physical and biological sciences, and 60% drop out of mathematics programs. During the 2020-2021 academic year within a Southwest School District, the district from which a large R1 institution and a community college draw most of their undergraduate students, only 21% of high school students were proficient in math. These numbers were exacerbated for Latinx students who are overrepresented at Title I schools with less access to experienced math teachers and advanced math course offerings. Among barriers to STEM degrees, deficiencies in mathematical skills have been considered the major contributing factor to STEM attrition. A major step to address these challenges will be to bridge the gap between high school preparation and expected standards of engineering and science majors. The work reported here focuses on a National Science Foundation (NSF)-funded project aimed at improving fundamental math skills of pre-engineering students, at a large R1 institution, University of Nevada Las Vegas (UNLV), and at a community college in the Southwest, College of Southern Nevada (CSN). For UNLV and CSN STEM majors, addressing math proficiency gaps for high school graduates is critical. Therefore, there is a need to devise innovative math remediation methods that are more engaging, effective, and less costly to students. UNLV and CSN faculty of mathematics, engineering, education, and computer sciences have joined forces to make a difference on this front. They have developed conceptually-rich Canvas applications and associated exercises to demonstrate the application of fundamental math concepts in engineering. The Canvas applications use placed-based pedagogy and focus on a large metropolitan city in the Southwest as the place where engineering is in action with its magnificent buildings and attractions and its beautiful surrounding arid environment. Two Canvas applications, “Dig-it up” and “Ready-Set-Jump” were developed to demonstrate the application of arithmetic operations in Civil and Mechanical engineering. In addition, a set of practicing exercises were developed, using scaffolding pedagogy, to accompany the applications. The applications are being tested in the current co-requisite model used by UNLV and CSN for precalculus math to determine if these applications can assist students aspiring STEM majors with mastering fundamental math principles. This research was funded by the National Science Foundation, Grant #2225226.

Citation
Format

Neda, M., & Morris, M. L., & Pusko, M. P., & Vongkulluksn, V. W., & Lee, J., & Batista, J. R. (2024, June), Board 305: Improving Fundamental Mathematics Skills in Pre-Calculus Math Using Placed -Based Engineering Canvas Applications Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46883

TY - CPAPER
AB - Recent studies have shown that the average retention rate at US engineering schools is 56%, and as much as 20% lower for underrepresented minorities. More notably, about 40% of STEM students end-up switching their majors to non-science and non-technical majors, 50% drop out of physical and biological sciences, and 60% drop out of mathematics programs. During the 2020-2021 academic year within a Southwest School District, the district from which a large R1 institution and a community college draw most of their undergraduate students, only 21% of high school students were proficient in math. These numbers were exacerbated for Latinx students who are overrepresented at Title I schools with less access to experienced math teachers and advanced math course offerings. Among barriers to STEM degrees, deficiencies in mathematical skills have been considered the major contributing factor to STEM attrition. A major step to address these challenges will be to bridge the gap between high school preparation and expected standards of engineering and science majors. The work reported here focuses on a National Science Foundation (NSF)-funded project aimed at improving fundamental math skills of pre-engineering students, at a large R1 institution, University of Nevada Las Vegas (UNLV), and at a community college in the Southwest, College of Southern Nevada (CSN). For UNLV and CSN STEM majors, addressing math proficiency gaps for high school graduates is critical. Therefore, there is a need to devise innovative math remediation methods that are more engaging, effective, and less costly to students. UNLV and CSN faculty of mathematics, engineering, education, and computer sciences have joined forces to make a difference on this front. They have developed conceptually-rich Canvas applications and associated exercises to demonstrate the application of fundamental math concepts in engineering. The Canvas applications use placed-based pedagogy and focus on a large metropolitan city in the Southwest as the place where engineering is in action with its magnificent buildings and attractions and its beautiful surrounding arid environment. Two Canvas applications, “Dig-it up” and “Ready-Set-Jump” were developed to demonstrate the application of arithmetic operations in Civil and Mechanical engineering. In addition, a set of practicing exercises were developed, using scaffolding pedagogy, to accompany the applications. The applications are being tested in the current co-requisite model used by UNLV and CSN for precalculus math to determine if these applications can assist students aspiring STEM majors with mastering fundamental math principles.
This research was funded by the National Science Foundation, Grant #2225226.
AU - Monika Neda
AU - Melissa Lynn Morris
AU - Matthew Paul Pusko
AU - Vanessa W. Vongkulluksn Ph.D.
AU - JeeHee Lee
AU - Jacimaria Ramos Batista
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 305: Improving Fundamental Mathematics Skills in Pre-Calculus Math Using Placed -Based Engineering Canvas Applications
UR - https://peer.asee.org/46883
DO - 10.18260/1-2--46883
ER -