Nsec 2017 National Conference
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- Bu səhifədəki naviqasiya:
- Concurrent Session III Abstracts
- Only Round
NSEC 2017 National Conference
Saturday, June 24, 2017, at 9:50 AM
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A Unique STEM Initiative: Research Experiences for Secondary Math and Science Teachers (RET) Paired with Classroom Support from Senior Undergraduate Engineering Students Time: Saturday, June 24, 2017 at 9:50 AM
Speakers: Debora Liberi, University of Cincinnati Additional Authors: Anant Kukreti, University of Cincinnati Abstract: This presentation centers on a unique STEM initiative created by pairing of two STEM programs, Research Experiences for Teachers (RET funded by NSF grant # EEC-1404766) and Choose Ohio First Scholarship Program (COFSP funded by OBR-COFSP grant: COF08-23.) RET provides secondary math and science teachers the opportunity to conduct research with engineers and incorporate effective instructional practices in their classrooms. COFSP provides scholarships to senior engineering students who spend 6 hours/week with RET Teachers in the classroom with students. Together, these two programs yield positive results that also meet these goals: 1) promoting STEM outreach and education activities grades 7-12 through undergraduate, 2) providing a rich collaborative environment among University of Cincinnati’s (UC) Colleges of Engineering & Applied Science (CEAS), local school districts, and practicing engineers and education specialists and 3) showcasing the best practices in STEM education, with the opportunity to promote STEM careers.
Location: Queen Anne Parlor Speakers: Overtoun Jenda and Brittany McCullough, Auburn University Additional Authors: Abstract: The Alabama Alliance for Students with Disabilities in STEM (AASD-STEM) is an evidence-based bridge model to prepare and retain students with disabilities at the college level. Funded by a National Science Foundation (NSF) grant, the program functions as an alliance between five Alabama institutions of higher education. The goals of the alliance are to increase the quality and quantity of students with disabilities completing associate, baccalaureate, and graduate degrees in STEM; increase the number of students with disabilities in STEM entering the STEM workforce; and increasing the number of high school students with disabilities entering college. Attendees at this session will be presented with lessons learned regarding recruiting students with disabilities and developing partnerships with both on- and off-campus units to better serve these students, along with evaluation methods and strategies for building and expanding such an alliance. NSEC 2017 National Conference
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Systemic Transformation of Education through Evidence-based Reform (STEER) Only Round: Friday, June 23, 2017 at 10:50 AM Speakers: Gerry Meisels, University of South Florida Additional Authors: Abstract: STEER seeks to create a culture that reflects a strong balance between teaching and research, and values both. STEER promotes the adoption of evidence-based teaching practices in all science, technology, engineering and mathematics (STEM) courses, especially in the large-enrollment gateway courses. To facilitate systemic change, the University of South Florida (USF) and Hillsborough Community College (HCC) are partnering to offer professional development for faculty and strengthening coordinated student advising, because the number of STEM community college students transferring to USF exceeds the number who began their studies at USF. STEER's comprehensive approach also addresses other factors that may influence students' academic experiences, such as graduate teaching assistant (GTA) training, student advising, course alignment, institutional policies related to teaching, and physical infrastructure such as classroom configuration. This effort is supported in part by the National Science Foundation, grant number DUE1525574.
Speakers: William Martin, North Dakota State University Additional Authors: Friedrich Littmann, North Dakota State University, Josef Dorfmeister, North Dakota State University, and Draga Vidakovic, Georgia State University Abstract: PRIUM is a collaborative project involving the mathematics departments at North Dakota State University and Georgia State University funded by the NSF (. We are implementing a proof assessment framework developed at Rutgers that encourages mathematics faculty to assess how undergraduate mathematics majors develop their ability to understand, use and write proofs. Each semester assessments are developed and implemented by our faculty at three points: as Introduction to Proof course pre- and post-assessments and during the final mathematics major Capstone course. By developing the assessments and reflecting on student performance, faculty think about how their instruction throughout the undergraduate program promotes the desired ability of students to reason mathematically by graduation. Proof and reasoning are central to conceptual understanding of mathematics, so this program supports evidence-based reflection by all mathematics faculty about important curriculum and pedagogy. (NSF 1624906 and 1624970)
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