Board 250: Electrical and Computer Engineering Canvas Applications to Improve Fundamental Math Skills in Pre-Calculus Math

Monika Neda; Jacimaria Ramos Batista; Jorge Fonseca Cacho; Vanessa W. Vongkulluksn; Mei Yang

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Permanent URL: https://strategy.asee.org/46822

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Paper Authors

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Monika Neda University of Nevada, Las Vegas

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Monika Neda is a Professor in Department of Mathematical Sciences at University of Nevada Las Vegas (UNLV) and the Associate Dean for Research in College of Sciences at UNLV. Monika received her Ph.D. in mathematics at University of Pittsburgh and her expertise is in computational fluid dynamics with recent years involvement in STEM education. In addition to research, she is involved in several programs helping women and underrepresented students in their journey in STEM disciplines.

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Jacimaria Ramos Batista University of Nevada, Las Vegas

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Jorge Fonseca Cacho University of Nevada, Las Vegas

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Jorge Fonseca is an Assistant Professor in the Department of Computer Science at the Howard R. Hughes College of Engineering, University of Nevada, Las Vegas. His research includes OCR Post Processing using Machine Learning, Reproducible Research, Augmented and Virtual Reality, and Data Analytics on Alzheimer's Disease and other Neurodegenerative disorders. In addition to research, he is involved in several education grants promoting success of Latinx and other underrepresented students in STEM disciplines.

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Vanessa W. Vongkulluksn Ph.D. University of Nevada, Las Vegas

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Dr. Vongkulluksn is an Assistant Professor in the Educational Psychology program at University of Nevada Las Vegas. She received her Ph.D. in Educational Psychology from the Rossier School of Education, University of Southern California. Her research examines student engagement as situated in specific learning contexts. She specializes in cognitive engagement in STEM learning, particularly in technology-integrated learning environments and for traditionally underserved students.

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Mei Yang University of Nevada, Las Vegas

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Dr. Mei Yang is a full professor and the graduate coordinator at the Department of Electrical and Computer Engineering, University of Nevada, Las Vegas. Her research interests include computer architecture, interconnection networks, machine learning, embedded systems, and engineering education.

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Abstract

Mathematics is the common language across STEM fields. Thus, math proficiency can become a barrier for students entering college and those aspiring to earn STEM degrees. Given the importance of math preparation, postsecondary institutions typically vet the math skills of incoming students and assign those who score below a designated cut-point on a standardized exam to remediation. In the past decade, higher education has had to acknowledge that the current modes to deliver remediation coursework may be, at best, inconsequential and, at worst, actually detrimental to attainment. The importance of math preparation to earning a STEM degree heightens the need for effective remediation reform. In addition, placement in lower-level math can delay time to degree which creates additional financial burden and may result in departure from STEM degrees. Therefore, interventions that bridge the gap between high school preparation and STEM degrees within the first years of college are critical to retaining students in STEM specially underrepresented students who typically attend high schools where advanced math courses and more experienced teachers are sporadic. There is a need to devise innovative math remediation methods that are more engaging, effective, and less costly to students. In this National Science Foundation funded project, engineering and math faculty from a large R1 university (XXX) and a community college in the Southwest (YYY) are collaborating to develop engaging methods to teach students the fundamentals of pre-calculus math. Because students typically mention that math is abstract and they cannot see its application, in this research, we developed two Canvas Applications focusing on electrical and computer engineering, “Thru the Wall” and “Break the Circuit” to help students learn elementary functions, such as linear and quadratic functions. The Canvas applications are animated and use placed-based and culturally-responsive pedagogy with the large metropolitan city and its surroundings as basis. This approach should let students view themselves as capable and confident members of the STEM community at XXX and YYY. The effectiveness of these Canvas applications is being evaluated as supplemental exercises in the current co-requisite model used by XXX and YYY for precalculus math. This research was funded by the National Science Foundation, Grant # xxxxxx

Citation
Format

Neda, M., & Batista, J. R., & Fonseca Cacho, J., & Vongkulluksn, V. W., & Yang, M. (2024, June), Board 250: Electrical and Computer Engineering Canvas Applications to Improve Fundamental Math Skills in Pre-Calculus Math Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/46822

TY - CPAPER
AB - Mathematics is the common language across STEM fields. Thus, math proficiency can become a barrier for students entering college and those aspiring to earn STEM degrees. Given the importance of math preparation, postsecondary institutions typically vet the math skills of incoming students and assign those who score below a designated cut-point on a standardized exam to remediation. In the past decade, higher education has had to acknowledge that the current modes to deliver remediation coursework may be, at best, inconsequential and, at worst, actually detrimental to attainment. The importance of math preparation to earning a STEM degree heightens the need for effective remediation reform. In addition, placement in lower-level math can delay time to degree which creates additional financial burden and may result in departure from STEM degrees. Therefore, interventions that bridge the gap between high school preparation and STEM degrees within the first years of college are critical to retaining students in STEM specially underrepresented students who typically attend high schools where advanced math courses and more experienced teachers are sporadic.
There is a need to devise innovative math remediation methods that are more engaging, effective, and less costly to students. In this National Science Foundation funded project, engineering and math faculty from a large R1 university (XXX) and a community college in the Southwest (YYY) are collaborating to develop engaging methods to teach students the fundamentals of pre-calculus math. Because students typically mention that math is abstract and they cannot see its application, in this research, we developed two Canvas Applications focusing on electrical and computer engineering, “Thru the Wall” and “Break the Circuit” to help students learn elementary functions, such as linear and quadratic functions. The Canvas applications are animated and use placed-based and culturally-responsive pedagogy with the large metropolitan city and its surroundings as basis. This approach should let students view themselves as capable and confident members of the STEM community at XXX and YYY. The effectiveness of these Canvas applications is being evaluated as supplemental exercises in the current co-requisite model used by XXX and YYY for precalculus math.
This research was funded by the National Science Foundation, Grant # xxxxxx

AU - Monika Neda
AU - Jacimaria Ramos Batista
AU - Jorge Fonseca Cacho
AU - Vanessa W. Vongkulluksn Ph.D.
AU - Mei Yang
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 250: Electrical and Computer Engineering Canvas Applications to Improve Fundamental Math Skills in Pre-Calculus Math
UR - https://strategy.asee.org/46822
ER -