Models in Algebra and Rhetoric: A New Approach to Integrating Writing and Mathematics in a WAC Learning Community

2003 ◽  
Vol 6 (3) ◽  
pp. 74-88
Author(s):  
Ronals J. Heckelman ◽  
Will-Matthis Dunn III
Keyword(s):  
Learning Community ◽  
New Approach ◽  
And Mathematics

STEM Learning Communities

2013 ◽  
pp. 57-74
Author(s):  
Bernadette Kelley ◽  
Lisa McClelland
Keyword(s):  
Student Achievement ◽  
Learning Communities ◽  
Learning Community ◽  
Academic Progress ◽  
Holistic Approach ◽  
Retention Rates ◽  
Stem Learning ◽  
Community Learning ◽  
And Mathematics

This chapter presents a case study involving the fictional Coastal University’s move to the next level of Science, Technology, Engineering, and Mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student using a learning community. Learning communities are designed to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. This case discusses the various components that were utilized to enhance the learning community including cluster courses, seminars, branch activities, academic progress assessments, and meetings. The challenges with the implementation of the learning community and the engagement in interdisciplinary activities will be discussed as will recommendations for the future.

Developing a Multisemester Interwoven Dynamic Systems Project to Foster Learning and Retention of STEM Material

2004 ◽  
Author(s):  
Peter Avitabile ◽  
Stephen Pennell ◽  
John White
Keyword(s):  
Dynamic Systems ◽  
Basic Material ◽  
Mathematical Methods ◽  
Introductory Courses ◽  
New Approach ◽  
Science Technology ◽  
Educational Career ◽  
And Mathematics ◽  
Relationship Of ◽  
The Relationship

Students generally do not understand how basic STEM (Science, Technology, Engineering and Mathematics) material fits into all of their engineering courses. Basic material is presented in introductory courses but the relationship of the material to subsequent courses is unclear to the student since the practical relevance of the material is not necessarily presented. Students generally hit the “reset button” after each course not realizing the importance of basic STEM material. The capstone experience is supposed to “tie all the pieces together” but this occurs too late in the student’s educational career. A new multisemester interwoven dynamic systems project has been initiated to better integrate the material from differential equations, mathematical methods, laboratory measurements and dynamic systems across several semesters/courses so that the students can better understand the relationship of basic STEM material to an ongoing problem. This paper highlights the overall concept to be addressed by the new approach. The description of the project and modules under development are discussed.

scholarly journals Elementary Schools Working as Professional Learning Communities: Effects on Student Learning

2020 ◽  
Vol 13 (6) ◽  
pp. 1
Author(s):  
André Moulakdi ◽  
Yamina Bouchamma
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Student Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Control Group ◽  
Improvement Strategy ◽  
Stage Of Development ◽  
Quasi Experimental ◽  
And Mathematics

The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students’ results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students’ outcomes and collectively engage in solving the latter’s learning-related difficulties.

scholarly journals A Preliminary Investigation of Malaysian Student’s Daily Use of Mobile Devices as Potential Tools for STEM in a Local University Context

2018 ◽  
Vol 12 (2) ◽  
pp. 80
Author(s):  
Shamsul Arrieya Ariffin ◽  
Salman Firdaus Sidek ◽  
Mohd Fadhil Harfiez Mutalib
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Preliminary Investigation ◽  
New Approach ◽  
Preliminary Information ◽  
Science Technology ◽  
Educational Paradigm ◽  
And Mathematics ◽  
Descriptive Survey

<p>Mobile learning is a fairly new approach to the educational paradigm where learning is concerned.  The usage of mobile learning may also be extended to various fields including Science, Technology, Engineering, and Mathematics (STEM).   As Malaysia is lagging behind in STEM, this research is conducted to study preliminary information concerning mobile learning in a local university context, particularly, STEM. The method for this research is a descriptive survey. The results indicate that students already have some skills in using mobile phones, particularly multimedia skills, which can be applied to STEM.</p>

Art outreach toward STEAM and academic libraries

2015 ◽  
Vol 116 (11/12) ◽  
pp. 677-695 ◽  
Author(s):  
Diane Arrieta ◽  
Jacqueline Kern
Keyword(s):  
Learning Community ◽  
Academic Libraries ◽  
South Florida ◽  
Art Students ◽  
Content Type ◽  
Advance Student ◽  
Science Technology ◽  
Steam Education ◽  
The Usa ◽  
And Mathematics

Purpose – The purpose of this paper is to examine science, technology, engineering, art and mathematics (STEAM) efforts at Florida Atlantic University’s (FAU) John D. MacArthur Campus Library (JDM) to share methodologies and ideas with other academic libraries. Recently, there has been an emphasis on and push for science, technology, engineering and mathematics (STEM) education in colleges and universities across the USA as a means for training future work forces and for remaining competitive in global job markets (Land, 2013). FAU in South Florida is a big proponent of STEM and STEAM education (Florida Atlantic University, 2012; Dorothy F. Schmidt College of Arts and Letters, 2013). Design/methodology/approach – As many librarians and outreach staff strive to remain relevant to their faculty and students with changing technologies (Drewes and Hoffman, 2010), the FAU JDM outreach staff have developed several novel programs that are geared toward the STEAM initiative. Findings – The Library Outreach Committee at FAU was committed to investigating how they could advance student success through visual arts programming. How can the library help contribute to STEAM education for the students and learning community as a whole? How can the library engage art students? Can the library promote dialogue in arts to the faculty and staff, regardless of their disciplines? This article will describe and discuss the various art outreach programs that the JDM has tested and their outcomes addressing goals toward STEAM education and academic libraries. Originality/value – The objective in sharing the experiences at the JDM is to spark new and successful program ideas at other academic libraries across the country and abroad and create knowledge in this relatively new area.

scholarly journals EFEKTIVITAS IMPLEMENTASI LESSON STUDY LEARNING COMMUNITY DALAM MENINGKATKAN KUALITAS PEMBELAJARAN

2020 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Rina Wahyuni
Keyword(s):  
Data Collection ◽  
Learning Community ◽  
Learning Process ◽  
Lesson Study ◽  
Monitoring And Evaluation ◽  
Snowball Sampling ◽  
Quality Of Learning ◽  
Collection Data ◽  
And Mathematics

Abstrak: Penelitian ini dilakukan guna mendeskripsikan persepsi dosen model dalam efektivitas menerapkan lesson study learning community (LSLC), serta proses monitoring dan evaluasi dalam pelaksanaan LSLC pada proses pembelajaran. Pendekatan yang digunakan dalam penelitian ini ialah pendekatan kualitatif. Informan ditentukan dengan teknik purposive dan snowball sampling. Proses pengumpulan data dilakukan dengan observasi, wawancara serta dokumentasi. Data penelitian yang terkumpul selanjutnya dianalisis menggunakan pola interaktif Miles, Huberman, dan Saldana, meliputi: pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi LSLC sangat efektif dilakukan dalam meningkatkan kualitas pembelajaran. Hal ini dibuktikan dengan adanya kolaborasi antar dosen model dalam melaksanakan proses pembelajaran, perkembangan tingkat keprofesionalan dosen dalam melaksanakan pembelajaran mengalami peningkatan yang signifikan sehingga berdampak pada kualitas pembelajaran yang lebih optimal. Selain itu, proses monitoring dan evaluasi oleh tim pengembang LSLC pada tingkat fakultas juga menambah keefektifan LSLC dalam meningkatkan kualitas pembelajaran. Abstract: This research was conducted to describe the perception of model lecturers in the effectiveness of implementing the lesson study learning community (LSLC), as well as the monitoring and evaluation processes in implementing the LSLC in the learning process. This research using a qualitative approach. Informants were determined by purposive technique and snowball sampling. The data collection process was carried out by observation, interviews and documentation. The collected research data were then analyzed using the interactive patterns of Miles, Huberman, and Saldana, including: data collection, data condensation, data presentation, and drawing conclusions. The results showed that the implementation of LSLC was very effective in improving the quality of learning. This is evidenced by the collaboration between model lecturers in carrying out the learning process, the development of the professional level of the lecturers in implementing learning has increased significantly so that it has an impact on the quality of learning that is more optimal. In addition, the process of monitoring and evaluation by the LSLC development team at the faculty level also adds to the effectiveness of LSLC in improving the quality of learning. References: Chong, W. H., & Kong, C. A. (2012). Teacher Collaborative Learning and Teacher Self- Efficacy: The Case of Lesson Study. Journal of Experimental Education, 8(3), 263– 283. Hendayana, S. (2007). Lesson Study Suatu Strategi untuk Meningkatkan keprofesionalan Pendidik, Bandung: FPMIPA UPI dan JICA. Muntaqo & Masruroh. (2016). Lesson Study dalam Peningkatan Kualitas Pembelajaran di Madrasah Ibtidaiyah Ma’arif Kejiwan Wonosobo. Belajar: Jurnal Pendidikan Islam, 1(2), 125-144. Shahren, A., & Khalid, M. (2001). Mathematics Teachers’ Perception of Lesson Study as a Continuous Professional Development Programme. Journal of Science and Mathematics Education in Southeast Asia 2011, 34(1), Page 67 – 89. Tadanugi. (2015). Efektivitas Lesson Study dalam Pembelajaran Matematika. Jurnal KIP, 4(2), 887-894. Turmudi. (2009). Landasan Filsafat dan Teori Pembelajaran Matematika: Berparadigma Eksploratif dan Investigatif. Jakarta Leuser Cita Pustaka. Widiyanto. (2018). Revitalisasi Komunitas Pembelajaran dengan Lesson Study dalam Meningkatkan Kualitas Pembelajaran. Inopendas Jurnal Ilmiah Kependidikan, 1(1), 16-28.  

A Five Year Program of Preparation for Mathematics Teachers

1951 ◽  
Vol 44 (4) ◽  
pp. 225-229
Author(s):  
Myron F. Rosskopf
Keyword(s):  
Supply And Demand ◽  
Second World War ◽  
World War ◽  
New Approach ◽  
Qualified Teachers ◽  
Number Of Children ◽  
The Past ◽  
Post War ◽  
And Mathematics ◽  
Second World

During the past ten years there has been more than usual interest in the problem of teacher training. The shortage of teachers brought on by total mobilization for our participation in the Second World War, the flight from teaching of men and women into industry and government service in the post-war economic expansion, and the increase in the number of children entering the schools of the nation served to keep this problem constantly before those responsible for teacher education. The gap between supply and demand of qualified teachers of science and mathematics is particularly important. All reports that have appeared since 1945 stress the problem of attracting a sufficient number of students into preparing themselves for teaching science and mathematics. In addition these reports give evidence of much dissatisfaction with the present program of teacher preparation. There is need for a new approach both to courses in the sciences and mathematics and to professional courses in education.

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