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Statistical and Mathematical Literacy Through Authentic Questions
No full textThis curriculum project was designed around financially focused real world problems to improve statistical and mathematical literacy skills. It is aligned with New York State Next Generation Algebra II Standards for Statistics and Probability, but it may also be used as instructional material for a statistics class. The current national trend in mathematics requirements for high school graduation is moving from two or three required courses to four. Thus, New York State may follow this trend and require four credits of mathematics for high school graduation. If that fourth course becomes a required statistics class this curriculum will fit nicely within that course. It is the belief of the author that a full course in statistics is the most logical and practical choice in the preparation of our students for college or career. As citizens have access to more and more information, it is imperative that they have a basic understanding of statistics to inform their decision making
Reducing Entrant GPA Requirements of the Marketing Minor
No full textLower the Marketng Minor entrant GPA reuirement from 3.0 to 2.5
Resolution Asking College Senate to Endorse UFS Resolution (#TBD) Racial Equity andSocial Justice Curriculum
No full textThis USF resolution asks Senators to work with campus shared governance to develop and implement (or expand upon existing) curriculum and all-campus programming dealing with the issues of Racial Equity and Social Justice
Dissenting Voices Volume 9 Issue 1 (Spring 2020) Complete Issue
No full textTable of Contents
Opening Voices Menstruation among the Houseless in Popular Media. Courtney Earle, p. 1. Black, Young, and Endangered. Ciarra McFarland, p. 19.
More Voices Bisexuality in Media: A Dangerous Game of Telephone. Samantha Newsom, p. 35. What are the Effects of American Culture on International Female Youth? Isaiah Louis-Jean, p. 49.
Closing Voices The Evolution of the Black Woman. Shantise Balkum, p. 57. Trans Women in 20th Century Spain. Megan Wright, p. 65
Deneen Griffin, interviewed by Jon Goehring
No full textDeneen Griffin was raised in a very diverse family and went to a Catholic school until she decided to transfer into public school. Her friends and family members attended public schools and Griffin wanted the same experience. However, after attending public school she found her new school to be remedial. The education she was receiving was not as advanced as she was used to in Catholic school. Griffin soon decided to drop out of high school and receive her GED, after she attended MCC and received her associates’ degree. For several years she operated her own businesses and decided to return to college to receive her bachelors after reentering the job market. Griffin will graduate and become a teacher
Making SWK 533: Critical Thinking and Research in Social Work Practice for MSW Advanced Standing (36 cr.) MSW Students Required
No full textThe MSW program has eliminated the SWK 503 course requirementfor advanced standing (36 cr.) students. The MSW program would like to replace SWK 503 with SWK 533 as a course requirement. The SWK 533 course is already required for the 60-credit MSW program. We would simply like to require it for the 36 credit program as well
The Effects of Compensation for NCAA Athletes
No full textFor decades, the National College Athletic Association has been using their collegiate players for their names, images, and likenesses without giving those players compensation for it. The NCAA believes just because they supply athletes with full ride scholarships that is enough compensation for players. Due to the lack of compensation, players have been choosing alternative routes instead of going to college to gain compensation or receive illegal compensation for their names, images, and likenesses at their respected colleges/university. The NCAA is worth over 3 billion dollars. For the NCAA to refuse compensation for their athletes is wrong and should be deemed unacceptable. The purpose of this synthesis project is to review the literature on the effects of compensation for NCAA athletes
Multiple Representations, Technology, and Purposeful Questioning: An Exemplar of Teaching 6th Grade Ratios During the Pandemic
No full textThe aim of this curriculum project is to provide educators with a comprehensive set of lessons and materials that support the teaching ratios and related concepts remotely using multiple representations and purposeful questioning. Students’ formal education in ratios often begins in the 6th grade and will continue throughout their study of mathematics and the learning of ratios represents an important milestone in a student’s mathematical education. The concept of ratios will appears in various mathematics classes in the form of rates, unit rates, slope, constant rate of change, average rate of change, the derivative and trigonometric ratios to name a few. A strong understanding of ratios is also important in the fields of science and engineering because of their numerous real-world applications. It is thus vital that students gain a strong conceptual understanding of ratios early on through multiple representations such as tape diagrams, double number lines, coordinate planes, and ratio tables. The lessons within this curriculum project incorporate free online learning platforms as well as other learning tools to ensure easy access to material and provide ample opportunity for student engagement. The six remote lessons that accompany this thesis, created during the 2020 COVID-19 pandemic, can be brought into the physical classroom and used in place of more traditional lessons