College of Liberal Arts and Human Sciences (CLAHS)
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The College of Liberal Arts and Human Sciences includes the arts, humanities, social and human sciences, and education. The College nurtures intellect and spirit, enlightens decision-making, inspires positive change, and improves the quality of life for people of all ages.
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Browsing College of Liberal Arts and Human Sciences (CLAHS) by Subject "09 Engineering"
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- Comparison of machine learning algorithms for emulation of a gridded hydrological model given spatially explicit inputsLim, Theodore C.; Wang, Kaidi (Elsevier, 2022-02-01)This study compares the performance of several machine learning algorithms in reproducing the spatial and temporal outputs of the process-based, hydrological model, ParFlow.CLM. Emulators or surrogate models are often used to reduce complexity and simulation times of complex models, and have typically been applied to evaluate parameter sensitivity or for model parameter tuning, without explicit treatment of variation resulting from spatially explicit inputs to the model. Here we present a case study in which we evaluate candidate machine learning algorithms for suitability emulating model outputs given spatially explicit inputs. We find that among random forest, gaussian process, k-nearest neighbors, and deep neural networks, the random forest algorithm performs the best on small training sets, is not as sensitive to hyperparameters chosen for the machine learning model, and can be trained quickly. Although deep neural networks were hypothesized to be able to better capture the potential nonlinear interactions in ParFlow.CLM, they also required more training data and much more refined tuning of hyperparameters to achieve the potential benefits of the algorithm.
- Exploring Authenticity Through an Engineering-Based Context in a Project-Based Learning Mathematics ActivityBowen, Bradley D.; Peterson, Bryanne (Purdue University, 2019-01-01)As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.
- First mathematics course in college and graduating in engineering: Dispelling the myth that beginning in higher-level mathematics courses is always a good thingWilkins, Jesse L. M.; Bowen, Bradley D.; Mullins, Sara Brooke (ASEE, 2021-07-03)Background: Graduation rates in engineering programs continue to be a concern in higher education. Prior research has documented an association between students' experiences in first-year mathematics courses and graduation rates, but the influences of the mathematics courses completed and the grades earned are not fully understood. Purpose: The purpose of this study was to investigate the relationship among the first undergraduate mathematics course a student completes, the grade they earn in this course, and the likelihood of graduating with a degree in engineering within six years. Method: The study involved 1504 students from five consecutive cohorts of first-year students enrolled in an engineering degree program at a medium-sized Midwestern public university. Logistic regression was used to model the interrelationship between course and grade in predicting the relative likelihood of graduation for students enrolled in 16 different mathematics courses. Results: Overall, students who take Calculus I or a more advanced mathematics course as their first mathematic course and who are more successful in their first mathematics course are more likely to graduate with a degree in engineering. However, considering grade and course together, some groups of students who are more successful in lower-level mathematics courses are as likely to graduate as students who are less successful in upper-level mathematics courses. Conclusions: Evidence from this study helps to dispel the myth that beginning with higher-level mathematics courses is the optimal course-taking strategy when pursuing an engineering degree. Findings have implications for student advising, curriculum and instruction, high school course-taking, and broadening participation in engineering.
- Human Breast Milk 3’-Sialyllactose Positively Associates with Language Development During InfancyCho, Seoyoon; Zhu, Ziliang; Li, Tengfei; Baluyot, Kristine; Howell, Brittany R.; Hazlett, Heather; Elison, Jed; Hauser, Jonas; Sprenger, Norbert; Wu, Di; Lin, Weili (2021)Background: Genetic polymorphisms leading to variations in human milk oligosaccharide (HMO) composition have been reported. Alpha-Tetrasaccharide (A-tetra), an HMO, has been shown to only be present (>limit of detection; A-tetra+) in the human milk (HM) of women with blood type A, suggesting genetic origins determining the presence or absence (A-tetra-) of A-tetra in HM. Objectives: This study aimed to determine whether associations exist between HMO concentrations and cognitive development, and whether the associations vary between A-tetra+ and A-tetra- groups in children (<25 months old). Methods: We enrolled typically developing children (2–25 months old; mean, 10 months old) who were at least partially breastfed at the study visit. The Mullen Scales of Early Learning (MSEL) were used as the primary outcome measure to assess early cognitive development. Linear mixed effects models were employed by stratifying children based on A-tetra levels (A-tetra+ or A-tetra- ) to assess associations between age-removed HMO concentrations and both MSEL composite scores and the 5 subdomain scores. Results: A total of 99 mother-child dyads and 183HMsamples were included (A-tetra+: 57 samples, 33 dyads; A-tetra-: 126 samples, 66 dyads). No significant association was observed between HMOs and MSEL when all samples were analyzed together. The composite score and 3’-sialyllactose (3’-SL) levels were positively associated [P = 0.002; effect size (EF), 13.12; 95% CI, 5.36–20.80] in the Atetra + group. This association was driven by the receptive (adjusted P = 0.015; EF, 9.95; 95% CI, 3.91–15.99) and expressive (adjusted P = 0.048; EF, 7.53; 95% CI, 2.51–13.79) language subdomain scores. Furthermore, there was an interaction between 3’-SL and age for receptive language (adjusted P = 0.03; EF, -14.93; 95% CI, - 25.29 to -4.24). Conclusions: Our study reports the association of 3’-SL and cognition, particularly language functions, in typically developing children who received HM containing detectable A-tetra during infancy.