19,340 research outputs found
Research and Education in Computational Science and Engineering
Over the past two decades the field of computational science and engineering
(CSE) has penetrated both basic and applied research in academia, industry, and
laboratories to advance discovery, optimize systems, support decision-makers,
and educate the scientific and engineering workforce. Informed by centuries of
theory and experiment, CSE performs computational experiments to answer
questions that neither theory nor experiment alone is equipped to answer. CSE
provides scientists and engineers of all persuasions with algorithmic
inventions and software systems that transcend disciplines and scales. Carried
on a wave of digital technology, CSE brings the power of parallelism to bear on
troves of data. Mathematics-based advanced computing has become a prevalent
means of discovery and innovation in essentially all areas of science,
engineering, technology, and society; and the CSE community is at the core of
this transformation. However, a combination of disruptive
developments---including the architectural complexity of extreme-scale
computing, the data revolution that engulfs the planet, and the specialization
required to follow the applications to new frontiers---is redefining the scope
and reach of the CSE endeavor. This report describes the rapid expansion of CSE
and the challenges to sustaining its bold advances. The report also presents
strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie
Building Middle-Level Mathematics Teachers\u27 Capacities as Teachers and Leaders: The Math in the Middle Institute Partnership
This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The pedagogy course features curriculum that enables teachers to acquire an understanding of the nature and purpose of action research, and launches teachers into planning and implementing systematic inquiry in their own mathematics classrooms around topics of their choosing. The varied abilities of teachers, as well as growth in teachers’ mathematical and pedagogical capacities, are represented by several samples of student work provided within the article. In addition, mathematical and pedagogical products of student work are also provided through the project’s URL links. Improving teacher quality is identified as a national need in mathematics education and one many universities and schools across the country are working in partnership to try to address. This article describes a professional development project aimed at improving mathematics teaching and learning in the middle grades. An overview of the project, along with a close look at several of its course offerings, are presented highlighting mathematical and pedagogical goals, challenges, and accomplishments
Embedded librarianship and problem-based learning in undergraduate mathematics courses
A pedagogical approach of problem-based learning with embedded librarianship
in several undergraduate mathematics courses is implemented in this educational
research. The students are assigned to work on several projects on various
applications of mathematical topics in daily life and submit written reports.
An embedded librarian collaborates together with the instructor and the
students to improve the students' information literacy. Initial reaction and
anecdotal evidence show that the students' information literacy and academic
performance have improved throughout the semesters.Comment: 4 pages, 2 tables, International Congress of Women Mathematicians
Presentation Book, Ewha Womans University, Seoul, South Korea, pp. 117-120,
201
Basic Skills for Complex Lives: Designs for Learning in the Community College
Outlines the Strengthening Pre-collegiate Education in Community Colleges project's activities, results, and lessons learned, including five principles for teaching underprepared students. Recommends an institution-wide focus and faculty collaboration
A Path to Alignment: Connecting K-12 and Higher Education via the Common Core and the Degree Qualifications Profile
The Common Core State Standards (CCSS), which aim to assure competency in English/language arts and mathematics through the K-12 curriculum, define necessary but not sufficient preparedness for success in college. The Degree Qualifications Profile (DQP), which describes what a college degree should signify, regardless of major, offers useful but not sufficient guidance to high school students preparing for college study. A coordinated strategy to prepare students to succeed in college would align these two undertakings and thus bridge an unfortunate and harmful cultural chasm between the K-12 world and that of higher education. Chasms call for bridges, and the bridge proposed by this white paper could create a vital thoroughfare. The white paper begins with a description of the CCSS and an assessment of their significance. A following analysis then explains why the CCSS, while necessary, are not sufficient as a platform for college success. A corresponding explanation of the DQP clarifies the prompts that led to its development, describes its structure, and offers some guidance for interpreting the outcomes that it defines. Again, a following analysis considers the potential of the DQP and the limitations that must be addressed if that potential is to be more fully realized. The heart of the white paper lies in sections 5 and 6, which provide a crosswalk between the CCSS and the DQP. These sections show how alignments and differences between the two may point to a comprehensive preparedness strategy. They also offer a proposal for a multifaceted strategy to realize the potential synergy of the CCSS and the DQP for the benefit of high school and college educators and their students -- and the nation
Predicting time to graduation at a large enrollment American university
The time it takes a student to graduate with a university degree is mitigated
by a variety of factors such as their background, the academic performance at
university, and their integration into the social communities of the university
they attend. Different universities have different populations, student
services, instruction styles, and degree programs, however, they all collect
institutional data. This study presents data for 160,933 students attending a
large American research university. The data includes performance, enrollment,
demographics, and preparation features. Discrete time hazard models for the
time-to-graduation are presented in the context of Tinto's Theory of Drop Out.
Additionally, a novel machine learning method: gradient boosted trees, is
applied and compared to the typical maximum likelihood method. We demonstrate
that enrollment factors (such as changing a major) lead to greater increases in
model predictive performance of when a student graduates than performance
factors (such as grades) or preparation (such as high school GPA).Comment: 28 pages, 11 figure
Multinational perspectives on information technology from academia and industry
As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025
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