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- 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.
- “It’s just a reflection of America”: The experiences of Black students with racism in the residence halls at a historically White institutionLane, Tonisha B.; Morgan, Kali; Clarke, LaFrance Jr.; Hutchful, Jimmy; Adams, Venice (2022-01-12)The purpose of this phenomenological study was to explore the role of campus housing in being spaces of injustice for Black students at one Floridian, urban, research university. Using critical race theory (CRT) as a theoretical framework, we analyzed focus group interview data of 28 self-identified Black collegians. From this analysis, three themes emerged: (a) navigating everyday racism with White roommates, (b) counterstories of Black resident advisors (RA), and (c) living-learning communities as microsystems of racial oppression. Based on these findings, we argue that if institutions are to become the beacon for diversity, equity, and inclusion that they purport to be, they need to be more intentional about how they add(red)ress racism in campus spaces. This vision is particularly critical for residence halls, which should be a place of respite for students.