Frameworks to Develop Integrated STEM Curricula

Research-based frameworks can help K-12 schools develop integrated STEM curricula. Two frameworks are presented that describe the characteristics of effective integrated STEM lessons and effective engineering education. The second framework is a modification of the first. Modifications were made to align the framework to a school that was new to integrated STEM. The frameworks have promise for K-12 schools who wish to develop and implement an integrated STEM curriculum that may have different levels of experience and different types of support

The Multiple Usages of Thinking With Algebra

Thinking With Algebra (TWA) is a National Science Foundation Project (DUE 2021414) to develop a post-secondary curriculum for intermediate algebra. TWA focuses on six elements that align with building algebraic fluency with conceptual understanding, a mixed review approach, small-group work, and whole-class discussion (Feikes, et al., 2021). Using an equity lens (Oppland-Cordell et al., 2023), TWA is designed for students, including underrepresented students, who need additional mathematical supports at the college level. Seventeen college math instructors attended a workshop on the lessons and pedagogy in order to use TWA in their college courses. Feedback from instructors participating in the TWA first-year faculty workshop indicated that the curriculum was used in many different ways to help prepare students for college algebra and other STEM courses

Students\u27 Perspectives of Thinking With Algebra

Thinking With Algebra (TWA) is a curriculum development project for college students needing introductory/intermediate algebra. Unique guiding principles of the project are a focus on algebraic structure, mixed review, equity, and a classroom approach emphasizing small-group work and whole-class discussion (Feikes et al., 2022). Results are derived from a survey given to one class of fifteen students taking an intermediate algebra summer course. The paper shares both Likert and open-ended responses. Data demonstrates that the students believed that the TWA curriculum was beneficial

Applying a Sociopolitical Equity Framework to a Developmental Algebra Curriculum

The Thinking With Algebra (TWA) curriculum, a National Science Foundation Project (DUE 2021414), applies a sociopolitical equity framework (Gutiérrez, 2012) to strengthen student participants’ mathematics achievement outcomes and mathematics identity development. Instructor and student data indicate improvements in these two dimensions. This project also expands knowledge about creating equitable math learning environments that support underrepresented students’ mathematical success

Characteristics of two outstanding elementary teachers of mathematics: Implications for teacher education

This study identifies characteristics of two “outstanding” elementary teachers of mathematics who were different in style and who taught in different settings. The intent is to determine what characteristics make these different teachers outstanding in hopes of helping preservice teachers improve their teaching of mathematics. Preliminary findings indicate that both teachers were (1) focused on children’s learning of mathematics; (2) focused on the mathematical solution methods used by students; (3) believed that all of their students could learn mathematics; (4) were enthusiastic and dedicated to the profession of teaching; and (5) cared deeply about their students and emphasized the necessity of building relationships with them

Replication of a Tutor-Training Method for Improving Interaction Between Writing Tutors and Stem Students

The improvement of tutor training programs can impact the important work of writing centers. Tutors often feel less comfortable tutoring in genres different from their own discipline. A previous study introduced an assignment-specific tutor training model to improve writing center tutoring sessions between engineering students and writing tutors. The results of the previous study indicated a valuable addition to the resources available for engineering students. This model has now been replicated at two universities to assess the potential for wider dissemination. Preliminary data analysis suggests a relationship between initial tutor rating of student work, student perceptions of tutoring, and tutor perception of student engagement in the tutorial. Plans for future research include continued replication and expansion to test larger sample sizes, analysis of impact within and adaptations for other STEM areas, and continued study of the impact on tutoring team projects

Characteristics of two outstanding elementary teachers of mathematics: Implications for teacher education

This study identifies characteristics of two “outstanding” elementary teachers of mathematics who were different in style and who taught in different settings. The intent is to determine what characteristics make these different teachers outstanding in hopes of helping preservice teachers improve their teaching of mathematics. Preliminary findings indicate that both teachers were (1) focused on children’s learning of mathematics; (2) focused on the mathematical solution methods used by students; (3) believed that all of their students could learn mathematics; (4) were enthusiastic and dedicated to the profession of teaching; and (5) cared deeply about their students and emphasized the necessity of building relationships with them

Streptococcus agalactiae infection in zebrafish larvae

Streptococcus agalactiae (Group B Streptococcus, GBS) is an encapsulated, Gram-positive bacterium that is a leading cause of neonatal pneumonia, sepsis and meningitis, and an emerging aquaculture pathogen. The zebrafish (Danio rerio) is a genetically tractable model vertebrate that has been used to analyze the pathogenesis of both aquatic and human bacterial pathogens. We have developed a larval zebrafish model of GBS infection to study bacterial and host factors that contribute to disease progression. GBS infection resulted in dose dependent larval death, and GBS serotype III, ST-17 strain was observed as the most virulent. Virulence was dependent on the presence of the GBS capsule, surface anchored lipoteichoic acid (LTA) and toxin production, as infection with GBS mutants lacking these factors resulted in little to no mortality. Additionally, interleukin-1β il1b and CXCL-8 (cxcl8a) were significantly induced following GBS infection compared to controls. We also visualized GBS outside the brain vasculature, suggesting GBS penetration into the brain during the course of infection. Our data demonstrate that zebrafish larvae are a valuable model organism to study GBS pathogenesis