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Both Sides of the Equation: Learner and Teacher

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Collection

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

FPD VII: Research on First-year Programs Part II

Tagged Division

First-Year Programs

Page Count

23

Page Numbers

25.267.1 - 25.267.23

Permanent URL

https://peer.asee.org/21025

Download Count

30

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Paper Authors

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Janet Callahan Boise State University Orcid 16x16 orcid.org/0000-0001-6665-1584

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Janet Callahan is the Associate Dean for Academic Affairs at the College of Engineering at Boise State University and a professor in the Materials Science and Engineering Department. Callahan received her Ph.D. in materials science, her M.S. in metallurgy and her B.S. in chemical engineering from the University of Connecticut. Her educational research interests include freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors.

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Doug Bullock Boise State University

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Doug Bullock is Chair and Associate Professor of mathematics at Boise State University. His research interests are in low dimensional topology, representation theory, quantum topology, and STEM education at the post-secondary level.

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Seung Youn Chyung Boise State University

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Seung Youn (Yonnie) Chyung is a professor in the Department of Instructional and Performance Technology in the College of Engineering at Boise State University. She received her doctorate of education degree in instructional technology from Texas Tech University and teaches graduate-level courses on evaluation methodology.

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Abstract

Both Sides of the Equation: Learner and TeacherAn engineering learner’s perspective and math teacher’s perspective are presented through a setof pedagogical observations interwoven with relevant learning theory. Topics presented includehow individual student backgrounds, confidence levels, calculator skillsets, teacher’sassumptions and student interactions affect student learning. This set of observations arises froma first-semester calculus course taught to approximately 35 students. The observations arise fromtwo perspectives. First, from the perspective of an engineering professor who is retakingcalculus.The engineering professor’s reflections combine the perspectives of an adult learnerwith experienced educator having a strong background on STEM retention. Second, amathematics professor’s perspective on the influence of this experience on the class, his teachingand future plans is presented in a counterpoint manner.

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