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Textbook Versus AI-Generated Word Problems
Get PDFOur project compared textbook and AI-generated word problems. AI-generated word problems were initially simple and boring but became similar to textbook word problems after a series of detailed prompts to focus on standards, real-life contexts, and larger numbers
Detection and Assessment of Sulfates in the Pavement Subgrade
Get PDFThe ability to accurately detect sulfates in an existing subgrade has been a major challenge for INDOT’s pavement maintenance and rehabilitation projects. Although naturally occurring sulfates in soil pose a significant construction challenge, detecting sulfates in an existing subgrade may be problematic and costly, given that the presence of sulfates could result in expensive treatments or even removal of the subgrade. The project evaluated the performance of the ITM-510 test, a colorimetric test method utilized by INDOT to detect sulfates in soils. Soils collected from different Indiana road construction projects and two ASTM reference soils were treated with lime and lime kiln dust and tested for sulfates after being cured for 7 and 28 days. The sulfate content obtained from the ITM-510 test was compared with levels obtained from the ion chromatography (IC) test, an analytical test method used to separate, identify, and quantify ions in solution. Test results indicated that ITM-510 was adequate for identifying the presence of sulfates and for providing accurate values of sulfate concentration at \u3c 5,000 ppm sulfate concentrations. For larger concentrations, the errors may be large. It was also found that about 3% sulfate concentration in lime products can raise the sulfate concentration of lime-treated soils by as much as 2,000 ppm
A New Approach to Accelerated Fabrication of Steel Bridges: Design, Optimization, and Demonstration
Get PDFThis research developed and demonstrated a new approach to the accelerated fabrication of resilient steel bridges—built-up press-brake formed tub girders (PBTGs). Built-up PBTGs are comprised of webs that are cold bent via a press brake and bolted to separate, flat bottom and top flanges. This investigation included (1) designing and building two demonstration bridges, (2) measuring the behavior of the demonstration bridges as experimental evidence demonstrating behavior, and (3) developing a kit-of-parts system to facilitate future adoption of this system. Research culminated in two completed vehicular bridges that are in use, validated numerical modeling approaches for design, a kit-of-parts system, and a summary of the lessons learned
The Multiple Usages of Thinking With Algebra
Get PDFThinking With Algebra (TWA) is a National Science Foundation Project (DUE 2021414) to develop a post-secondary curriculum for intermediate algebra. TWA focuses on six elements that align with building algebraic fluency with conceptual understanding, a mixed review approach, small-group work, and whole-class discussion (Feikes, et al., 2021). Using an equity lens (Oppland-Cordell et al., 2023), TWA is designed for students, including underrepresented students, who need additional mathematical supports at the college level. Seventeen college math instructors attended a workshop on the lessons and pedagogy in order to use TWA in their college courses. Feedback from instructors participating in the TWA first-year faculty workshop indicated that the curriculum was used in many different ways to help prepare students for college algebra and other STEM courses
Effectively Affective: Examining the Ethos of One HBCU Writing Center
Get PDFOver the past several decades, writing center scholarship has evolved to include multiple theories and pedagogies that led to widely used best practices. As is the case in many disciplines, often writing centers at large, research PWIs are most often cited and highlighted within the scholarship. While many of those readings do offer helpful strategies for working with students at all levels, often they do not account for the unique contexts and diverse student populations that make up many HBCUs. As a result, more research from a variety of writing centers is needed so practitioners see there are multiple ways to operate a successful center and facilitate effective sessions. These authors begin by describing their student population and the HBCU learning environment. They then articulate three specific strategies, many of which directly oppose current mainstream practices, implemented in their writing center that influenced their policies and procedures. Lastly, they explore larger implications for these findings, for they believe aspects of these practices, all with traditions deeply rooted in the often-undervalued affective components of literacy instruction at HBCUs, will advance ideas in the field and ultimately be helpful for staff and students in all writing center contexts
Asynchronous and Rhetorical: Appointment Forms and Their Effect on Writer-Consultant Exchanges
Get PDFEspecially in the wake of the recent pandemic, asynchronous consulting has become increasingly central to writing center work. Yet writing center scholarship has little attended to the significant impact writer input can have on asynchronous writer-consultant exchanges. Drawing on asynchronous consultation data collected before and after our 2019 redesign of our writing center’s asynchronous system, this comparative study examines the specific effect of the writer appointment form on the nature of both writers’ requests for feedback (RFFs) and consultants’ resulting comments. Our findings suggest that differently designed appointments forms can scaffold significantly different kinds of asynchronous writer-consultant exchanges, especially visible in the different emphases writers and consultants put on issues of correctness, clarity, organization, and the writer’s rhetorical situation. We argue that, particularly in the case of asynchronous consulting—which can easily devolve to a “fix-it” model of consulting—it is important for writing center administrators to design asynchronous platforms that encourage both writers and consultants to more explicitly consider how the specific rhetorical features of a writing task can shape revising goals
