Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119910
John Burke, B. Wagner
Modern social media frequenters traditionally surround themselves around specific topics or interests, like a television show or sport, which breeds interaction with the people who you have mutual interests with. This is prevalent in social networks like Facebook where users like certain pages that are oriented around a topic, or Twitter users that tag their tweets using hashtags to illustrate a subject, and users of Reddit do the a similar thing with topic-specific sub-categories called subreddits. There are almost 400,000 subreddits which cover almost any category leading Reddit to label itself the "front page of the internet". Our interest in Reddit inclines us to ask: RQ1: Do popular comments, submissions, and subreddits have centrality measures proportional to their karma? RQ2: Does content defined as popular according to Reddit tend to cluster and fall in the same area in the network as other popular content? We expected to find that karma is directly proportional to centrality measures and that all popular content nodes will fall in the same general area as each other. If content is popular in a social network, it tends to have great influence which allows us to predict this.
{"title":"RedNet, a different perspective of Reddit","authors":"John Burke, B. Wagner","doi":"10.1109/ISECON.2015.7119910","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119910","url":null,"abstract":"Modern social media frequenters traditionally surround themselves around specific topics or interests, like a television show or sport, which breeds interaction with the people who you have mutual interests with. This is prevalent in social networks like Facebook where users like certain pages that are oriented around a topic, or Twitter users that tag their tweets using hashtags to illustrate a subject, and users of Reddit do the a similar thing with topic-specific sub-categories called subreddits. There are almost 400,000 subreddits which cover almost any category leading Reddit to label itself the \"front page of the internet\". Our interest in Reddit inclines us to ask: RQ1: Do popular comments, submissions, and subreddits have centrality measures proportional to their karma? RQ2: Does content defined as popular according to Reddit tend to cluster and fall in the same area in the network as other popular content? We expected to find that karma is directly proportional to centrality measures and that all popular content nodes will fall in the same general area as each other. If content is popular in a social network, it tends to have great influence which allows us to predict this.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116807542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119913
Yousuf Shah, Ibraheem Rehman, Cheryl Limer, Zach Eaton, Carol Reynolds, Alan Troidl, Kristie A. McHugh, Hiroki Sayama, G. Ichinose
The authors reported whether there is a positive correlation between the numbers of symptoms and genes shared by a pair of diseases. A new network depicting disease-symptom relationships was introduced and analyzed by comparing it to Goh et al.'s network depicting disease-gene relationships. The two networks had very different structures, and there was essentially no correlation between genetic and symptomatic similarities between diseases. The methodology and findings may inform medical researchers and practitioners about sets of confusing diseases that require particular attention in diagnosis and treatment.
{"title":"Comparing two human disease networks: Gene-based and symptom-based perspectives","authors":"Yousuf Shah, Ibraheem Rehman, Cheryl Limer, Zach Eaton, Carol Reynolds, Alan Troidl, Kristie A. McHugh, Hiroki Sayama, G. Ichinose","doi":"10.1109/ISECON.2015.7119913","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119913","url":null,"abstract":"The authors reported whether there is a positive correlation between the numbers of symptoms and genes shared by a pair of diseases. A new network depicting disease-symptom relationships was introduced and analyzed by comparing it to Goh et al.'s network depicting disease-gene relationships. The two networks had very different structures, and there was essentially no correlation between genetic and symptomatic similarities between diseases. The methodology and findings may inform medical researchers and practitioners about sets of confusing diseases that require particular attention in diagnosis and treatment.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126199266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119927
Arvind Vijayakumar
In this paper, I describe the Othello AI project completed during the 2014 summer Leap program at Carnegie Mellon University. I will first look at the basic components of two-player game AI. I will then look at basic properties of Othello AI design in the context of the project. Then I will examine the development of the Othello bot from the earliest to the latest versions. The performance of the bot relevant to humans and other bots will be analyzed and discussed. Finally I will look at future possible improvements to MyPlayer, the Othello Artificial Intelligence bot.
{"title":"Developing an artificial intelligence bot for Othello","authors":"Arvind Vijayakumar","doi":"10.1109/ISECON.2015.7119927","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119927","url":null,"abstract":"In this paper, I describe the Othello AI project completed during the 2014 summer Leap program at Carnegie Mellon University. I will first look at the basic components of two-player game AI. I will then look at basic properties of Othello AI design in the context of the project. Then I will examine the development of the Othello bot from the earliest to the latest versions. The performance of the bot relevant to humans and other bots will be analyzed and discussed. Finally I will look at future possible improvements to MyPlayer, the Othello Artificial Intelligence bot.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115428686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119898
Shweta Jain
Undergraduates are influenced by modern technology such as smart-phone apps, social networks and the Internet. Technology is perceived to be “cool” and students are often interested in gaining expertise in them. However, most of them lack access to the tools/knowledge needed for a developer level involvement and several lack the opportunity to experience the research that creates the “cool stuff” of the future. This research project aims at providing both the tools and the opportunity to undergraduates at a minority serving institution. Through two phases: training and research that spanned from July to December 2014, several undergraduates were engaged in cutting edge Internet and mobile networks research. The training and research objective were to develop android based applications for the MobilityFirst future Internet architecture. The training phase consisted of two 8-week long workshops. The first workshop was to discuss current research in Future Internet Architecture while the second provided training in JAVA programming language and Android application development. In the research phase, nine students participated in developing geo-social network applications that generated content and shared locally in a geographic region. These applications used Wi-Fi Direct and/or MobilityFirst future Internet architecture for communication without the need for wide-area network connectivity.
{"title":"Engaging undergraduates in research that speaks their language","authors":"Shweta Jain","doi":"10.1109/ISECON.2015.7119898","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119898","url":null,"abstract":"Undergraduates are influenced by modern technology such as smart-phone apps, social networks and the Internet. Technology is perceived to be “cool” and students are often interested in gaining expertise in them. However, most of them lack access to the tools/knowledge needed for a developer level involvement and several lack the opportunity to experience the research that creates the “cool stuff” of the future. This research project aims at providing both the tools and the opportunity to undergraduates at a minority serving institution. Through two phases: training and research that spanned from July to December 2014, several undergraduates were engaged in cutting edge Internet and mobile networks research. The training and research objective were to develop android based applications for the MobilityFirst future Internet architecture. The training phase consisted of two 8-week long workshops. The first workshop was to discuss current research in Future Internet Architecture while the second provided training in JAVA programming language and Android application development. In the research phase, nine students participated in developing geo-social network applications that generated content and shared locally in a geographic region. These applications used Wi-Fi Direct and/or MobilityFirst future Internet architecture for communication without the need for wide-area network connectivity.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116436098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119944
F. J. Figliano, Gina J. Mariano
This document outlines a qualitative study with the aim of fostering the transfer of Science, Technology, Engineering, and Math (STEM) content while working through engineering design problems. Teaching for transfer offers a vehicle to foster the transfer of STEM content through the abstraction of knowledge in each individual discipline. Many theoretical approaches to explaining knowledge transfer are rooted in a belief that knowledge becomes generalizable through its abstraction. This study used a case study design. Student participants in this study were engaged in pre-engineering design-based activities and ranged from freshman to seniors. This study also took place in a low-income school district that has a high minority population. This group of students allowed for a unique lens, which looked at under-represented groups and their experience with engineering design. Data were collected through the use of a design log. Student work was aligned with teaching for transfer lessons to identify whether the instruction was fostering the transfer of STEM content. Preliminary findings indicate that when students are overtly made aware of STEM content connections they understand how each discipline can work together to solve a real world problem. Findings such as these have broad applications for curriculum development in the future. If teachers have the tools to teach for transfer and train students how to transfer knowledge they will be better equipped to solve more complex engineering design problems as they get older.
{"title":"Teaching for transfer through engineering design","authors":"F. J. Figliano, Gina J. Mariano","doi":"10.1109/ISECON.2015.7119944","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119944","url":null,"abstract":"This document outlines a qualitative study with the aim of fostering the transfer of Science, Technology, Engineering, and Math (STEM) content while working through engineering design problems. Teaching for transfer offers a vehicle to foster the transfer of STEM content through the abstraction of knowledge in each individual discipline. Many theoretical approaches to explaining knowledge transfer are rooted in a belief that knowledge becomes generalizable through its abstraction. This study used a case study design. Student participants in this study were engaged in pre-engineering design-based activities and ranged from freshman to seniors. This study also took place in a low-income school district that has a high minority population. This group of students allowed for a unique lens, which looked at under-represented groups and their experience with engineering design. Data were collected through the use of a design log. Student work was aligned with teaching for transfer lessons to identify whether the instruction was fostering the transfer of STEM content. Preliminary findings indicate that when students are overtly made aware of STEM content connections they understand how each discipline can work together to solve a real world problem. Findings such as these have broad applications for curriculum development in the future. If teachers have the tools to teach for transfer and train students how to transfer knowledge they will be better equipped to solve more complex engineering design problems as they get older.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129668063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119945
Raphael Diluzio, C. Congdon
In this project, we develop and deliver a workshop to teach undergraduate Science, Technology, Engineering and Mathematics (STEM) faculty the creative thinking process and help them to develop modules for their classes. Leaning on ideas back to Plato's Theaetetus, we divide the creative process into seven discrete stages, and have developed exercises to help STEM faculty to explore and internalize these concepts. While we believe that many scientists invoke the creative process in their work regularly, we also believe that learning the creative process and practicing creative-process thinking can help STEM faculty and students to invoke this process more fluidly, expediently, and effectively. Initial feedback from the workshop indicates that the nine faculty who participated in the workshop report an increased understanding of the creative thinking process and increased comfort level with incorporating these ideas into their classes, among other things.
{"title":"Infusing the creative-thinking process into undergraduate STEM education: An overview","authors":"Raphael Diluzio, C. Congdon","doi":"10.1109/ISECON.2015.7119945","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119945","url":null,"abstract":"In this project, we develop and deliver a workshop to teach undergraduate Science, Technology, Engineering and Mathematics (STEM) faculty the creative thinking process and help them to develop modules for their classes. Leaning on ideas back to Plato's Theaetetus, we divide the creative process into seven discrete stages, and have developed exercises to help STEM faculty to explore and internalize these concepts. While we believe that many scientists invoke the creative process in their work regularly, we also believe that learning the creative process and practicing creative-process thinking can help STEM faculty and students to invoke this process more fluidly, expediently, and effectively. Initial feedback from the workshop indicates that the nine faculty who participated in the workshop report an increased understanding of the creative thinking process and increased comfort level with incorporating these ideas into their classes, among other things.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125367728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119940
Sahaj Garg
As the movement to expand education in STEM fields grows, there must be a commensurate expansion of extra-curricular opportunities for STEM related fields. STEM extra-curricular activities inherently have a larger effect in increasing the amount of STEM graduates than additional focus in the classroom because they help students develop interests and allow them to gain the experience that is necessary for careers. In order to give students the opportunity to pursue their interests outside the classroom, the IEEE STEM club of Bridgewater-Raritan High School, known as iSTEM, was established. This club gives students the opportunity to pursue their interest in four major ways: by inviting guest speakers, by encouraging student research, presentations and entrepreneurship, by creating hands-on projects, and by offering competitions. A combination of these four will increase interest in STEM, a growing field. There is currently a lack of state level organizations and national organizations to bring together STEM clubs similar to the way Future Business Leaders of America brings together business clubs nationwide. To fill this void, we have created NJ iSTEM, a statewide organization that allows schools across the state to meet up in events such as a hackathon and a state conference. Although we have not yet created a nationwide organization, this is a future option open to exploration.
{"title":"Expanding high school STEM literacy through extra-curricular activities","authors":"Sahaj Garg","doi":"10.1109/ISECON.2015.7119940","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119940","url":null,"abstract":"As the movement to expand education in STEM fields grows, there must be a commensurate expansion of extra-curricular opportunities for STEM related fields. STEM extra-curricular activities inherently have a larger effect in increasing the amount of STEM graduates than additional focus in the classroom because they help students develop interests and allow them to gain the experience that is necessary for careers. In order to give students the opportunity to pursue their interests outside the classroom, the IEEE STEM club of Bridgewater-Raritan High School, known as iSTEM, was established. This club gives students the opportunity to pursue their interest in four major ways: by inviting guest speakers, by encouraging student research, presentations and entrepreneurship, by creating hands-on projects, and by offering competitions. A combination of these four will increase interest in STEM, a growing field. There is currently a lack of state level organizations and national organizations to bring together STEM clubs similar to the way Future Business Leaders of America brings together business clubs nationwide. To fill this void, we have created NJ iSTEM, a statewide organization that allows schools across the state to meet up in events such as a hackathon and a state conference. Although we have not yet created a nationwide organization, this is a future option open to exploration.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132762818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119904
Lisbeth Uribe, Amy Eguchi
Children, even as they are learning to take their first steps are already developing a more intimate relationship with technology that we ever did. Sadly, their relationship with technology is primarily based around consumption, not creation and invention. The educational robotics curriculum for grades 2, 3 and 4 at The School at Columbia is designed to shift this paradigm by giving students access to tools that inspire them to program and invent, becoming tool builders and not merely tool users. With robotics, new skills and concepts are tangible. Children are eager to dive into these new technologies and embrace the challenge of making real what they have imagined. Robotics gives students the opportunity to find new ways to work together, express themselves, problem-solve and think innovatively. Working with and learning from one another is critical to building new knowledge and understanding.
{"title":"4th Graders creating robots with sensors","authors":"Lisbeth Uribe, Amy Eguchi","doi":"10.1109/ISECON.2015.7119904","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119904","url":null,"abstract":"Children, even as they are learning to take their first steps are already developing a more intimate relationship with technology that we ever did. Sadly, their relationship with technology is primarily based around consumption, not creation and invention. The educational robotics curriculum for grades 2, 3 and 4 at The School at Columbia is designed to shift this paradigm by giving students access to tools that inspire them to program and invent, becoming tool builders and not merely tool users. With robotics, new skills and concepts are tangible. Children are eager to dive into these new technologies and embrace the challenge of making real what they have imagined. Robotics gives students the opportunity to find new ways to work together, express themselves, problem-solve and think innovatively. Working with and learning from one another is critical to building new knowledge and understanding.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133281465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119924
Wanqing You, K. Qian, D. Lo, P. Bhattacharya, Wei Chen, Tamara Rogers, Johng-Chern Chern, Junfeng Yao
It is of vital importance to provide mobile computing and security education to students in the computing fields. As the mobile applications become increasingly popular and inexpensive ways for people to communicate, share information and take advantage of convenient functionality in people's daily lives, they also regularly attract the interests of malicious attackers. Malware and spyware that may damage smart phones or steal sensitive information are also growing in every aspect of people's lives. Another concern lies in insecure mobile application development. This kind of programming makes mobile devices more vulnerable. For example, some insecure exposures of the APIs or the abuse of some components while developing apps will make the applications suffer from potential threats. Although many academic institutions have started to or planned to offer mobile computing courses, there is a shortage of hands-on lab modules and resources that can be integrated into multiple existing computing courses. In this paper, we present our development on mobile computing and security hands-on Labs and share our experiences in teaching courses on mobile computing and security with students' learning feedback using Android mobile devices.
{"title":"Promoting mobile computing and security learning using mobile devices","authors":"Wanqing You, K. Qian, D. Lo, P. Bhattacharya, Wei Chen, Tamara Rogers, Johng-Chern Chern, Junfeng Yao","doi":"10.1109/ISECON.2015.7119924","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119924","url":null,"abstract":"It is of vital importance to provide mobile computing and security education to students in the computing fields. As the mobile applications become increasingly popular and inexpensive ways for people to communicate, share information and take advantage of convenient functionality in people's daily lives, they also regularly attract the interests of malicious attackers. Malware and spyware that may damage smart phones or steal sensitive information are also growing in every aspect of people's lives. Another concern lies in insecure mobile application development. This kind of programming makes mobile devices more vulnerable. For example, some insecure exposures of the APIs or the abuse of some components while developing apps will make the applications suffer from potential threats. Although many academic institutions have started to or planned to offer mobile computing courses, there is a shortage of hands-on lab modules and resources that can be integrated into multiple existing computing courses. In this paper, we present our development on mobile computing and security hands-on Labs and share our experiences in teaching courses on mobile computing and security with students' learning feedback using Android mobile devices.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134470836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119932
Marj Droppa, W. Lu, Shari L. Bemis, Liette B. Ocker, Mark Miller
In this integrated STEM learning module we developed a data collection tool and used innovative analysis methods to investigate the relationship between academic achievement and risky wellness behaviors among college students. Exploratory factor analysis (EFA) was performed using data from college students (n = 1,499) at a large north-central university. Advanced machine learning analysis techniques found a strong connection between student wellness behavior and academic achievement and that this relationship can be predicted using wellness behavior data. The real world research project in this study integrated educational activities among Mathematics, Computer Science, and Health Science creating an interdisciplinary learning experience within Science, Technology, Engineering and Mathematics (STEM).
{"title":"Integrated STEM learning within health science, mathematics and computer science","authors":"Marj Droppa, W. Lu, Shari L. Bemis, Liette B. Ocker, Mark Miller","doi":"10.1109/ISECON.2015.7119932","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119932","url":null,"abstract":"In this integrated STEM learning module we developed a data collection tool and used innovative analysis methods to investigate the relationship between academic achievement and risky wellness behaviors among college students. Exploratory factor analysis (EFA) was performed using data from college students (n = 1,499) at a large north-central university. Advanced machine learning analysis techniques found a strong connection between student wellness behavior and academic achievement and that this relationship can be predicted using wellness behavior data. The real world research project in this study integrated educational activities among Mathematics, Computer Science, and Health Science creating an interdisciplinary learning experience within Science, Technology, Engineering and Mathematics (STEM).","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122092494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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