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The Power of Our Words: Imperatives and Personal Pronouns in Written and Enacted Mathematics Curriculum
Full text linkAs teachers, our use of imperatives (e.g., find, explain) and personal pronouns (e.g., you, we, I) contribute to our students’ learning and the roles they take in class. Using an ethnographic case study design, I explored the language of the written and enacted curriculum in a fundamental algebra course. My analysis revealed the power of language in the relationship between the authors and readers and the teacher and students. Providing students with a share in authority can increase their engagement
STEM Education in Indiana: Analyzing the Availability of STEM-Certified Schools for Underrepresented Communities
Full text linkThis study examines the equity of access to STEM-certified schools in Indiana, focusing on differences in student demographics between STEM-certified and non-STEM-certified schools. The results show no statistically significant differences in the percentage of female, non-White, or lower socio-economic students between the two groups. However, significant differences were found in the percentages of Latiné/a/o/x, Native Hawaiian or Pacific Islander, and Asian students, with these groups being underrepresented in STEM-certified schools compared to non-STEM-certified schools
Integrating Turtle Graphics and Engineering Design: Enhancing Problem-Solving and Critical Thinking through Digital and Physical Prototyping
Full text linkThis research brief is a review of literature on integrating Turtle Graphics and engineering design to enhance students\u27 problem-solving and critical thinking through prototyping. Integrating Turtle Graphics with digital and physical prototyping engages students in the engineering design process, helping them bridge abstract mathematical concepts with real-world applications. By combining programming and engineering design, Turtle Graphics supports complex tasks like visualization and design modeling, which improves students’ critical thinking, design thinking, and problem-solving skills. Through iterative testing and refinement, students gain practical insights into engineering concepts such as modeling and creating prototypes
The Problem of Reducing the Wave Resistance of Blunt Bodies at Supersonic and Hypersonic Velocities
Full text linkA new method for reducing the aerodynamic wave drag of blunt bodies in supersonic and hypersonic flows is considered. The method is based on the destruction of the detached head shock wave by placing a family of thin needle elements of a cone-shaped or cylindrical type on the blunt surface. This qualitatively changes the gas-dynamic flow pattern and leads to a new positive quantitative effect. The bow shock wave breaks up into a series of local interacting shock waves of lower intensity, which leads to a decrease in the wave drag of the streamlined body. Variants of hemispherical blunting of an axisymmetric body of revolution and a supersonic leading edge of the wing is considered. A comparative numerical simulation of a supersonic flow around an axisymmetric body of revolution with a hemispherical blunting of the head part is carried out. The calculated effect of reducing the total aerodynamic drag was obtained at a counterflow velocity M∞=3.0 and amounted to 3.7% compared to hemispherical smooth bluntness when needle elements cover 20% of the blunting area. A tendency for a decrease in the total drag with an increase in the Mach number of the counterflow compared to hemispherical smooth bluntness due to an increase in the proportion of wave resistance is noted
Observing Evidence of Fixation during K-12 Engineering Design Challenges using Variables Adapted from Post-Secondary Research
Full text linkDesign fixation is a phenomenon impacting students when they generate ideas for an engineering challenge and subsequently hesitate to consider alternative ideas throughout the design activity. Research into fixation with post-secondary students has shown that fixation can limit the quantity and the quality of design solutions. This research brief will describe how fixation has been measured at the post-secondary level and suggest the need for complementing quantitative with qualitative analyses
Integrating Intercultural Competencies in an Introductory Business Information Literacy Course
Full text linkLibrarians at a large Midwestern university integrated intercultural competencies into an information literacy course taught annually to over 100 first-year business students. The interventions aim to improve intercultural skills and characteristics as defined by the American Association of Colleges and Universities (AACU) Intercultural Knowledge and Competence VALUE Rubric. Student intercultural competencies were assessed via online surveys according to the VALUE Rubric, comparing pre-, retrospective, and post-self-assessments. Students\u27 intercultural competencies changed as a result of engaging with the course material. This paper describes the classroom interventions implemented by librarians, results from survey data analysis, and implications for library instruction
Starter transplant solutions do not improve cabbage yield in high-fertility soil
Full text linkStarter fertilizers, generally high in phosphorus, are often used when transplanting vegetable crops. However, many small-scale vegetable growers have very high soil phosphorus levels, and phosphorus may be unnecessary in such conditions. Alternatively, enhanced soil microbial activity at transplant may help to make the soil phosphorus more available to the transplants. We tested this by using molasses or high-P fertilizer in the transplant solution when planting cabbage into high-fertility soil. Results indicate no benefit to cabbage from any transplant solution in high-fertility conditions, and detrimental effects from the large amount of molasses used
From Intent to Action: Reconciliation and Inclusion in Three Canadian Academic Libraries
Full text linkA sense of belonging and inclusion creates conditions for individuals and organizations to thrive. Many Canadian university libraries have been initiating actions which advance reconciliation with Indigenous communities in Canada, and to support equity, diversity, inclusion and belonging. Efforts to operationalize reconciliation and inclusion share important qualities yet require distinctive approaches due to historic and contemporary factors. Reconciliation in Canada must recognize the significance and centrality of the land to Indigenous communities. While inclusion strives to more broadly create conditions in which individuals may thrive, with a focus on those from groups who have historically faced systemic barriers. For both reconciliation and inclusion, progress means creating a greater sense of belonging in libraries for both library staff and library users. As organizations, how do we go about making these cultural changes in a sustained and sustainable manner? In this session, three university libraries will briefly share their approaches in “operationalizing” culture change. In each case, organizational practices, structures and strategies will reflect a particular cultural landscape, institutional priorities, and regional history, but situated within an overall Canadian context, and precipitated by specific catalyzing events, such as the Truth and Reconciliation Commission of Canada, instances of anti-black racism, among others. Despite differences, a sense of urgency and momentum have driven work in each of the institutions, yet also increasingly observed are moments of fatigue, despair, apathy, and inertia. The short presentations will be followed by table discussions to share ideas and reflect on how we can support each other in this work
Libraries for Belonging: empowering Monash University Library staff
Full text linkIn 2024, Monash University Library launched its Libraries for Belonging program, which builds on its longstanding role in supporting the University\u27s goals of fostering inclusion and a sense of belonging. Research shows that students who feel a strong sense of belonging are not only more engaged and have better mental health outcomes but are also more successful academically. Having a sense of belonging has also been shown to be particularly important for international students and student retention. As part of the initiative, the Monash Equity, Diversity and Inclusion (EDI) Team worked with the Library to develop a Library EDI Action Plan aligned with the institutional EDI Enabling Plan and Framework. The Library will address intersectional inequities through this plan by creating safe and accessible spaces and resources. Many university libraries operate unstaffed libraries outside of core business hours. Monash University has a point of difference in staffing our six Australian libraries for the full range of opening hours to provide safe, secure and welcoming spaces. The Library’s evening and weekend staff are Library Experience Assistants, half of whom are Monash students or students at other institutions, offering peer perspectives and providing valuable employment opportunities to Monash students. The team brings to the role a range of lived experiences. They also undertake ongoing learning (e.g. LGBTQIA+ allyship, Mental Health First Aid) to have the knowledge and skills to understand and build genuine connections with our diverse community and be ready to assist students at points of stress. This paper will discuss the Library’s learnings from embedding equity, diversity and inclusion in our daily work with our students and the challenging and empowering journey it has been for our team