Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119912
Somer Chipperfield, S. Kulturel-Konak, A. Konak
Professional skills are an important part of students' college education, but they are not the simplest to measure and assess. This research shows the steps that have been taken to assess students' global awareness, who are in the Science, Technology, Engineering and Mathematics (STEM) disciplines. The research focuses on creating assessment tools and rubrics that will evaluate a student's stage of competency (i.e., acclimation, competency and proficiency) in the three different components (i.e., interest, knowledge and strategic processing) based on the Model of Domain Learning (MDL) assessment framework. We first introduce global awareness competencies and learning outcomes expected from STEM students, with a special emphasis on measuring students' interest levels. After defining specific global awareness knowledge, skills, and abilities (KSA) in each learning outcome area, we define assessment items to measure them. Then, how these assessment items can be mapped into a standard assessment framework based on the MDL is discussed. In addition, we present a review of existing rubrics or assessments tools from the literature to measure global awareness along with a discussion of their strengths and weaknesses. Finally, we present our preliminary findings about students' global awareness development throughout their education.
专业技能是学生大学教育的重要组成部分，但它们并不是最容易衡量和评估的。这项研究显示了在评估科学、技术、工程和数学(STEM)学科的学生的全球意识方面所采取的步骤。本研究以领域学习模型(Model of Domain Learning, MDL)评估框架为基础，创建评估工具和标准，以评估学生在兴趣、知识和策略处理三个不同组成部分的能力阶段(即适应、能力和熟练程度)。我们首先介绍STEM学生的全球意识、能力和学习成果，特别强调衡量学生的兴趣水平。在定义了每个学习成果领域中特定的全局意识知识、技能和能力(KSA)之后，我们定义了评估项目来衡量它们。然后，讨论了如何将这些评估项目映射到基于MDL的标准评估框架中。此外，我们还回顾了文献中现有的衡量全球意识的标准或评估工具，并讨论了它们的优缺点。最后，我们提出了关于学生在整个教育过程中全球意识发展的初步发现。
{"title":"Assessing students' global awareness","authors":"Somer Chipperfield, S. Kulturel-Konak, A. Konak","doi":"10.1109/ISECON.2015.7119912","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119912","url":null,"abstract":"Professional skills are an important part of students' college education, but they are not the simplest to measure and assess. This research shows the steps that have been taken to assess students' global awareness, who are in the Science, Technology, Engineering and Mathematics (STEM) disciplines. The research focuses on creating assessment tools and rubrics that will evaluate a student's stage of competency (i.e., acclimation, competency and proficiency) in the three different components (i.e., interest, knowledge and strategic processing) based on the Model of Domain Learning (MDL) assessment framework. We first introduce global awareness competencies and learning outcomes expected from STEM students, with a special emphasis on measuring students' interest levels. After defining specific global awareness knowledge, skills, and abilities (KSA) in each learning outcome area, we define assessment items to measure them. Then, how these assessment items can be mapped into a standard assessment framework based on the MDL is discussed. In addition, we present a review of existing rubrics or assessments tools from the literature to measure global awareness along with a discussion of their strengths and weaknesses. Finally, we present our preliminary findings about students' global awareness development throughout their education.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"31 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":"115100031","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.2015.7119905
M. Chandramouli, J. Heffron
Programming skills are becoming increasingly important in both academia and industry. While this signifies numerous opportunities for students, it also inherently involves the challenge of preparing students suitably for these opportunities. Students, especially those at the beginner level, encounter difficulties when learning to program and the lack of efficient tools to overcome such difficulties can affect students' motivation. Over time, this creates to a drastic and negative impact in their attitude towards `learning programming', which is undesirable for student success in engineering education. To rectify this, a suitable approach that can motivate students needs to be developed to change students' mindset towards learning programming. To this end, to facilitate interactive and fun-filled learning, this research employs a learner-centric, user-friendly Virtual Environment (VE) to teach programming concepts. The impact of this research extends beyond engineering and technology education as this framework can serve as a tool to strengthen STEM education and enhance general programming literacy.
{"title":"A Desktop VR-based HCI framework for programming instruction","authors":"M. Chandramouli, J. Heffron","doi":"10.1109/ISECON.2015.7119905","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119905","url":null,"abstract":"Programming skills are becoming increasingly important in both academia and industry. While this signifies numerous opportunities for students, it also inherently involves the challenge of preparing students suitably for these opportunities. Students, especially those at the beginner level, encounter difficulties when learning to program and the lack of efficient tools to overcome such difficulties can affect students' motivation. Over time, this creates to a drastic and negative impact in their attitude towards `learning programming', which is undesirable for student success in engineering education. To rectify this, a suitable approach that can motivate students needs to be developed to change students' mindset towards learning programming. To this end, to facilitate interactive and fun-filled learning, this research employs a learner-centric, user-friendly Virtual Environment (VE) to teach programming concepts. The impact of this research extends beyond engineering and technology education as this framework can serve as a tool to strengthen STEM education and enhance general programming literacy.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"2 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":"130079289","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.2015.7119929
Rami J. Haddad, Y. Kalaani
This paper introduces the notion of predicting academic performance based on Computational Thinking. The integral role that Computational Thinking modalities play in engineering disciplines can serve as an accurate indicator of the student future academic success. Therefore, this study investigated the students' performance in a Computational Thinking course offered at the freshman level to predict student academic success. To achieve this goal, a two-year study of the correlation between the students' accumulative grade point averages and their grades obtained in this course was conducted. The performance of nine hundred and eighty two students in forty sections was assessed over the two-year period. It was concluded that the students' future academic performance is strongly correlated to their Computational Thinking skills assessed at the freshman level. This clearly suggests the viability of using Computational Thinking skills as a fairly accurate predictor of students' academic success. These results have also implied that the assessment of Computational Thinking can be used as an early intervention tool to improve the students' retention, progression, and graduation rates in STEM related disciplines.
{"title":"Can computational thinking predict academic performance?","authors":"Rami J. Haddad, Y. Kalaani","doi":"10.1109/ISECON.2015.7119929","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119929","url":null,"abstract":"This paper introduces the notion of predicting academic performance based on Computational Thinking. The integral role that Computational Thinking modalities play in engineering disciplines can serve as an accurate indicator of the student future academic success. Therefore, this study investigated the students' performance in a Computational Thinking course offered at the freshman level to predict student academic success. To achieve this goal, a two-year study of the correlation between the students' accumulative grade point averages and their grades obtained in this course was conducted. The performance of nine hundred and eighty two students in forty sections was assessed over the two-year period. It was concluded that the students' future academic performance is strongly correlated to their Computational Thinking skills assessed at the freshman level. This clearly suggests the viability of using Computational Thinking skills as a fairly accurate predictor of students' academic success. These results have also implied that the assessment of Computational Thinking can be used as an early intervention tool to improve the students' retention, progression, and graduation rates in STEM related disciplines.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"12 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":"132037598","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.2015.7119946
Taghreed A. Alhaddab, Suleman Alnatheer
Current Science, Technology, Engineering, and Mathematics (STEM) research has focused mainly on traditional cognitive outcomes, such as high school math and science test scores or Scholastic Aptitude Test results. Few studies have considered a social cognitive approach embedded within a career choice analysis. This research focused on students' perception of high school science levels of preparation and their math self-efficacy as means to measure the impact of social cognitive abilities on career choices. The study used a nationally representative sample taken from the National Center for Education Statistics (NCES), Educational Longitudinal Study of 2002/06 (ELS: 2002). The aim of this study was tri-fold: (a) to investigate the influence of students' perception about their high school science preparation on their postsecondary majoring, (b) how students' math self-efficacy impacted their STEM majoring odds, and (c) how the influence of such perceptions and self-efficacies differ by students' race and gender. With a sample size of (n=4449) the multilevel Logistic Regression analysis revealed interesting findings. First, math self-efficacy and high school science preparation perceptions found to be significantly impacting all participants' odds of majoring in STEM. Although all female participants' chances of majoring in STEM were affected by math self-efficacy and perceptions about high school science preparation, subgroup analysis revealed an interesting finding. Female minority students' college choice decisions (majoring in STEM or not) seem to be impacted only by their math self-efficacy. These findings indicate that increasing minorities' and female minorities' math self-efficacy through K-12 interventions would increase their chances of majoring in STEM disciplines. Similarly, enhancing minority students' science preparation during high school years may result in such a desirable outcome.
{"title":"Future scientists: How women's and minorities' math self-efficacy and science perception affect their STEM major selection","authors":"Taghreed A. Alhaddab, Suleman Alnatheer","doi":"10.1109/ISECON.2015.7119946","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119946","url":null,"abstract":"Current Science, Technology, Engineering, and Mathematics (STEM) research has focused mainly on traditional cognitive outcomes, such as high school math and science test scores or Scholastic Aptitude Test results. Few studies have considered a social cognitive approach embedded within a career choice analysis. This research focused on students' perception of high school science levels of preparation and their math self-efficacy as means to measure the impact of social cognitive abilities on career choices. The study used a nationally representative sample taken from the National Center for Education Statistics (NCES), Educational Longitudinal Study of 2002/06 (ELS: 2002). The aim of this study was tri-fold: (a) to investigate the influence of students' perception about their high school science preparation on their postsecondary majoring, (b) how students' math self-efficacy impacted their STEM majoring odds, and (c) how the influence of such perceptions and self-efficacies differ by students' race and gender. With a sample size of (n=4449) the multilevel Logistic Regression analysis revealed interesting findings. First, math self-efficacy and high school science preparation perceptions found to be significantly impacting all participants' odds of majoring in STEM. Although all female participants' chances of majoring in STEM were affected by math self-efficacy and perceptions about high school science preparation, subgroup analysis revealed an interesting finding. Female minority students' college choice decisions (majoring in STEM or not) seem to be impacted only by their math self-efficacy. These findings indicate that increasing minorities' and female minorities' math self-efficacy through K-12 interventions would increase their chances of majoring in STEM disciplines. Similarly, enhancing minority students' science preparation during high school years may result in such a desirable outcome.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"64 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":"133842321","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.2015.7119907
L. Corrales, Doreen Dacilas
The purpose of this research project was to determine the most influential delegates, states, and regions at the 1787 Constitutional Convention by looking at sources of observable influence. RQ1: Are states or regions equally represented on committees? Are committees a source of observable influence? RQ2: Does population of a state or region determine influence? RQ3: Are individual delegates, states, or regions who attended the Annapolis Convention more influential than those who didn't attend? The team hypothesized that: The states and regions would not be equally represented and that the committees would be a source of influence. A state or region with a larger population would have a higher influence score. Those who attended the Annapolis convention would have a higher influence score than those who did not.
{"title":"Influence at 1787 constitutional convention","authors":"L. Corrales, Doreen Dacilas","doi":"10.1109/ISECon.2015.7119907","DOIUrl":"https://doi.org/10.1109/ISECon.2015.7119907","url":null,"abstract":"The purpose of this research project was to determine the most influential delegates, states, and regions at the 1787 Constitutional Convention by looking at sources of observable influence. RQ1: Are states or regions equally represented on committees? Are committees a source of observable influence? RQ2: Does population of a state or region determine influence? RQ3: Are individual delegates, states, or regions who attended the Annapolis Convention more influential than those who didn't attend? The team hypothesized that: The states and regions would not be equally represented and that the committees would be a source of influence. A state or region with a larger population would have a higher influence score. Those who attended the Annapolis convention would have a higher influence score than those who did not.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"14 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":"131526162","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.2015.7119915
C. Clark, Tiffany W. Ardley, Jason T. Black
In its first year of existence, the Program of Excellence in STEM (PE-STEM) at Florida A&M University (FAMU) is designed to provide a model for increasing the recruitment, retention and graduation of STEM majors at the institution through mentoring and research involvement. In addition to also providing advisement and professional development of participants, the program focus is on area high school students and entering college freshmen with the goal to increase the participation of these students from underrepresented groups in STEM disciplines. PE-STEM uses a 3-tiered approach concentrating on recruitment, retention and graduation, including a nearly four-week long Summer Academy, as well as monthly workshops throughout the academic year. One of the aims of the interdisciplinary PE-STEM program is provide a student cohort with mentoring from faculty and undergraduate students, as well as the opportunity to participate in actual on-going research in STEM-related disciplines under the direction of faculty. These activities have been monitored over the initial year of the program to determine their actual effectiveness on the attitudes toward, participation in, and desire to pursue degrees in STEM-related fields of the participating students.
{"title":"The program of excellence in STEM: Involvement of traditionally underrepresented students in STEM education through research and mentoring at Florida A&M University","authors":"C. Clark, Tiffany W. Ardley, Jason T. Black","doi":"10.1109/ISECON.2015.7119915","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119915","url":null,"abstract":"In its first year of existence, the Program of Excellence in STEM (PE-STEM) at Florida A&M University (FAMU) is designed to provide a model for increasing the recruitment, retention and graduation of STEM majors at the institution through mentoring and research involvement. In addition to also providing advisement and professional development of participants, the program focus is on area high school students and entering college freshmen with the goal to increase the participation of these students from underrepresented groups in STEM disciplines. PE-STEM uses a 3-tiered approach concentrating on recruitment, retention and graduation, including a nearly four-week long Summer Academy, as well as monthly workshops throughout the academic year. One of the aims of the interdisciplinary PE-STEM program is provide a student cohort with mentoring from faculty and undergraduate students, as well as the opportunity to participate in actual on-going research in STEM-related disciplines under the direction of faculty. These activities have been monitored over the initial year of the program to determine their actual effectiveness on the attitudes toward, participation in, and desire to pursue degrees in STEM-related fields of the participating students.","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":"124773769","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.2015.7119931
G. Grabarnik, Serge Yaskolko
In this paper we analyze the outputs of the Placement Test for wide range of campuses and years and respective results in followed math classes both in terms of grades earned and retention rates. The paper outlines current “state of the art” in the area and introduces an extensive data collected, together with its discussion and interpretation. The paper considers an integrated approach for the whole sequence of math and science classes the student needs to take to succeed in her/his program. The paper analyzes both “typical” and “exceptional” bodies of data, separated based on two major criteria: accepting/rejecting Placement Test recommendations and consecutive performance.
{"title":"Placement test, remediation courses and their effect on students achievements and retention in math and science","authors":"G. Grabarnik, Serge Yaskolko","doi":"10.1109/ISECON.2015.7119931","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119931","url":null,"abstract":"In this paper we analyze the outputs of the Placement Test for wide range of campuses and years and respective results in followed math classes both in terms of grades earned and retention rates. The paper outlines current “state of the art” in the area and introduces an extensive data collected, together with its discussion and interpretation. The paper considers an integrated approach for the whole sequence of math and science classes the student needs to take to succeed in her/his program. The paper analyzes both “typical” and “exceptional” bodies of data, separated based on two major criteria: accepting/rejecting Placement Test recommendations and consecutive performance.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"104 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":"133300898","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.2015.7119928
M. Issapour, Angela M. Kelly
This pilot study explores the relationship between engineering technology students' performance in their first engineering class and their SAT score, interest in science, and gender. This study is based upon data collected from an introductory electric circuits theory class in fall of 2013. The students' SAT scores (both composite and math and verbal as separate items) were obtained and their interest in science was measured by their selection of high school science electives beyond what was required for graduation - both Living Environment and Earth Science are high school courses that typically fulfill the NYS Regents requirements. It is particularly interesting to note whether the students took Physics and/ or Chemistry in high school. The two dominant factors discovered in this study indicate that students' SAT scores, particularly SAT Math, along with their performance in optional extra science classes, namely, Physics and Chemistry, explained approximately 80% of the variance of the engineering and technology students' grades in their introductory course. The broader impact of this study for the engineering education community is to help gain a better understanding of factors in high school preparation or background that may affect their performance as freshmen in the engineering technology curriculum. The results of this study may be used to assist enrollment management, recruitment, and course scheduling at the college level. These results may also be used by high school counselors to advise students interested in pursuing engineering and technology careers. This study will inform efforts to improve retention in engineering technology majors.
{"title":"How student gender, SAT score, and interest in science relates to performance in introductory engineering technology coursework","authors":"M. Issapour, Angela M. Kelly","doi":"10.1109/ISECON.2015.7119928","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119928","url":null,"abstract":"This pilot study explores the relationship between engineering technology students' performance in their first engineering class and their SAT score, interest in science, and gender. This study is based upon data collected from an introductory electric circuits theory class in fall of 2013. The students' SAT scores (both composite and math and verbal as separate items) were obtained and their interest in science was measured by their selection of high school science electives beyond what was required for graduation - both Living Environment and Earth Science are high school courses that typically fulfill the NYS Regents requirements. It is particularly interesting to note whether the students took Physics and/ or Chemistry in high school. The two dominant factors discovered in this study indicate that students' SAT scores, particularly SAT Math, along with their performance in optional extra science classes, namely, Physics and Chemistry, explained approximately 80% of the variance of the engineering and technology students' grades in their introductory course. The broader impact of this study for the engineering education community is to help gain a better understanding of factors in high school preparation or background that may affect their performance as freshmen in the engineering technology curriculum. The results of this study may be used to assist enrollment management, recruitment, and course scheduling at the college level. These results may also be used by high school counselors to advise students interested in pursuing engineering and technology careers. This study will inform efforts to improve retention in engineering technology majors.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"42 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":"134237214","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.2015.7119903
Andrew Huang
Computer programs, constructed to facilitate the development of the technological world, are created with different objectives for different target platforms. As a result, different languages may exhibit significantly different run times when performing specific tasks. In a world where computer programming is instrumental in STEM education, computer languages are often utilized to perform mathematical calculations in classrooms. In this experiment, I compared different run time speeds for Python, C, and Java on Cygwin, Linux, and MacAir to compare the languages' run times. The purpose of this research paper and poster is to demonstrate, test, analyze, and utilize knowledge of the varying speeds of languages to promote the educational use of computer languages. This data can be applied by utilizing certain languages when paired with different platforms to enhance and accelerate student learning in the classroom.
{"title":"Comparison of programming performance: Promoting STEM and computer science education","authors":"Andrew Huang","doi":"10.1109/ISECON.2015.7119903","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119903","url":null,"abstract":"Computer programs, constructed to facilitate the development of the technological world, are created with different objectives for different target platforms. As a result, different languages may exhibit significantly different run times when performing specific tasks. In a world where computer programming is instrumental in STEM education, computer languages are often utilized to perform mathematical calculations in classrooms. In this experiment, I compared different run time speeds for Python, C, and Java on Cygwin, Linux, and MacAir to compare the languages' run times. The purpose of this research paper and poster is to demonstrate, test, analyze, and utilize knowledge of the varying speeds of languages to promote the educational use of computer languages. This data can be applied by utilizing certain languages when paired with different platforms to enhance and accelerate student learning in the classroom.","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":"114823449","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.2015.7119909
Ugwuogo Onwuka, Ivette Pineda, Tess Stepakoff
During the summer of 2013, a group of high school Juniors from Newburgh Free Academy joined the program NetSci High (2013-2014) and had the opportunity to spend ten days at Boston University to learn more about network science. While there, the students learned about what networks are, how they are used, and why they are important. Consequently, they planned to combine a shared interest of literature and network analysis to explore contemporary fiction. After much discussion and the direction from Mrs. Sheetz, their mentor from the Network Science Center at West Point, the students endeavored to develop a model for a character and plot analysis of the novel Harry Potter and the Sorcerer's Stone by J.K. Rowling. Character significance would be quantified through network metrics such as betweenness and degree centrality. Additionally, temporal and spatial visualizations of the character interactions would facilitate the analysis. The team, consisting of Ugwuogo Onwuka, Jr., Ivette Pineda, Tess Stepakoff, and indirectly Mrs. Sheetz, began in September 2013 after deciding on the popular novel. The objective of the research was to determine character centrality as well as overall network complexity in this contemporary novel.
{"title":"Quantification of character and plot in contemporary fiction","authors":"Ugwuogo Onwuka, Ivette Pineda, Tess Stepakoff","doi":"10.1109/ISECON.2015.7119909","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119909","url":null,"abstract":"During the summer of 2013, a group of high school Juniors from Newburgh Free Academy joined the program NetSci High (2013-2014) and had the opportunity to spend ten days at Boston University to learn more about network science. While there, the students learned about what networks are, how they are used, and why they are important. Consequently, they planned to combine a shared interest of literature and network analysis to explore contemporary fiction. After much discussion and the direction from Mrs. Sheetz, their mentor from the Network Science Center at West Point, the students endeavored to develop a model for a character and plot analysis of the novel Harry Potter and the Sorcerer's Stone by J.K. Rowling. Character significance would be quantified through network metrics such as betweenness and degree centrality. Additionally, temporal and spatial visualizations of the character interactions would facilitate the analysis. The team, consisting of Ugwuogo Onwuka, Jr., Ivette Pineda, Tess Stepakoff, and indirectly Mrs. Sheetz, began in September 2013 after deciding on the popular novel. The objective of the research was to determine character centrality as well as overall network complexity in this contemporary novel.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"124 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":"114781477","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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