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Evaluating Lunch Plan Data in the St. Charles School District (SCSD)
Get PDFThe SCSD is a public school district in St. Charles, with, on average, 4500 students a year. The SCSD is subdivided into an early childhood center, six elementary schools, two intermediate (5-6,7-8) schools, and two high schools. Vocational schools are also within this district but were not included in this report. The SCSD is concerned with the impact of the Covid-19 pandemic on their district’s population and on the number of students that needed assistance with lunch. They have asked Lindenwood’s 2024-2025 PIC Math group to analyze their data from the years 2020-2025 and identify any trends. Identifying these trends may help the client understand which areas in the school district are most likely to need financial aid, and which locations were most greatly impacted by the pandemic. So far, the group has analyzed the data to understand the retention rates and distribution of meal statuses and student populations across the 5-year period, as well as using GIS and R programming software to generate various graphs and maps of the SCSD area. We focused our analysis and observations on these key areas employing statistical and data analysis skills to draw our conclusions
Applications for the Conformable Information Filter
Get PDFIn this project, we offer application to our previously constructed information filter. The information filter is an algorithm used to estimate the information of a process corrupted in some way. The information filter is mathematically similar to the Kalman filter, widely used in navigation. Unlike the Kalman filter, the information filter propagates backwards in time and is more effective in smoothing. Here, our corrupted system is in terms of conformable derivative introduced by Khalil et al. in 2014. This time-weighted derivative shares many of the same properties as the classical derivative but lacks the usual semigroup property associated with the exponential. Here we offer two models for larger systems. The first model represents an aircraft in midflight tracked by radar. The second model tracks selected economic indicators over 2015-2024
Extraterrestrial - Why They\u27re Almost Certainly Out There
Get PDFThis was an essay I did for my English Composition II class. It’s evaluating an argument from a TED talk of my choice. The TED talk I chose for this writing project was Extraterrestrial’s - Why They’re Almost Certainly Out There” by Chris Crowe talking about the many exoplanets out there in our universe and beyond. The presentation explains the different sizes, the atmosphere, and the number of exoplanets capable of hosting life. The statistics were used in this analysis like the amount of hydrogen dioxide on each exoplanet. I had to determine if Chris Crowe did a good job presenting his topic. The reasoning on why Chris Crows presented this well is he took his time and did not rush it. There is a breakdown of the argument including Ethos, Pathos and Logos describing each aspect of the presentation in the essay. The images that were illustrated in Chris Crowe’s TED talk presentation are referenced in the analysis to bring imagery to the paper
Exceptionality Project: Other Health Impairments
Get PDFThis project examines Other Health Impairments (OHI) under the Individuals with Disabilities Education Act (IDEA) and their impact on students\u27 educational experiences. OHI includes chronic and acute health conditions like ADHD, epilepsy, diabetes, and asthma, which can limit a student\u27s strength or alertness. The project aims to analyze the challenges faced by students with OHI and identify effective educational accommodations and interventions. It examines the role of 504 Plans and IEPs in ensuring equitable access to education, and emphasizes the importance of medical management, assistive technology, and advocacy. Key accomplishments include compiling best practices for educators, providing policy improvements, and increasing awareness of diverse needs
Writing as Curation: Empowering Authorial Agency in AI-Assisted Composition Through Style Prompting and Quotation Glosses
Get PDFAs artificial intelligence writing tools become increasingly prevalent in educational settings, students often report feeling alienated from AI-generated content, describing it as lacking their authentic voice. This article presents a pedagogical approach that addresses this challenge by repositioning students as curators of their authorial identities rather than passive consumers of AI-generated text. Through a dual curation methodology combining quotation glosses with style prompting, students develop multiple authorial voices for different rhetorical situations while maintaining agency over their writing process. The approach builds on classical rhetorical traditions while leveraging contemporary AI capabilities, creating a framework where students collaborate with AI tools as thought partners rather than replacement authors. Implementation in composition courses demonstrates that when students curate both content (through analytical quotation glosses) and style (through persona-based prompting), they develop stronger metacognitive awareness of their writing processes and increased confidence in AI collaboration. This method transforms potential threats to authorship into meaningful partnerships that enhance rather than diminish student agency in academic writing.
A link to a video of Dr. Plate\u27s presentation can be found below in the Additional Files section
Enhancing Art History Education with AI: Accessibility, Engagement, and Skill Development
Get PDFThe integration of Artificial Intelligence (AI) in the art history classroom offers transformative opportunities for students through accessibility, engagement, and skill development. This paper explores how AI can democratize access to art history education by providing cost-effective tools that eliminate traditional barriers, such as expensive textbooks, inaccessible archives, or costly field trips. AI-powered platforms like visual recognition software and adaptive learning tools enable students to engage with material more deeply, allowing for personalized learning pathways and interactive explorations of art and its contexts. Beyond content delivery, incorporating AI fosters critical digital literacy, equipping students with the skills to navigate and critique emerging technologies responsibly. Students learn to analyze biases in AI algorithms and develop ethical frameworks for using AI in academic and professional contexts. These capabilities are vital in an era increasingly defined by digital scholarship. This presentation will include case studies of successful AI implementations in art history courses, such as AI-assisted analysis of visual motifs, the use of generative AI for creative reinterpretations of historical works, and digital field trips using Google Arts and Culture. It will conclude with best practices for educators seeking to integrate AI tools effectively, ensuring that technological innovation enhances rather than overshadows the discipline’s rich humanistic core.
A link to a video of Analisa Sovern-Reed\u27s presentation can be found below in the Additional Files section
A Mixed Methods Study on Teacher Knowledge and Its Influence on Reducing Math Anxiety in Students
Get PDFMath anxiety has been a cause for concern in many people\u27s lives before research commenced on its impact on math performance and learning. The dissertation in practice was focused on how a teacher’s lack of preparation and tools to support students with math anxiety could be changed in the field of education. Using a design thinking-based process, the student researcher identified a research question about how professional development about math anxiety helps teachers understand and support affected students while analyzing two null hypotheses regarding teacher understanding and ability to support students. Once the knowledge gap was identified, the student researcher worked with a stakeholder team of elementary school teachers and staff to clarify and define the problem, brainstorm possible prototypes, and outline testing for a potential solution. Eight kindergarten to fifth-grade teachers spread over various educational contexts attended a one-hour professional development session about math anxiety and its roots. They implemented up to five mindfulness lessons in their context to support teachers and students with tools to combat math anxiety. Data was gathered through pre-and post-surveys, and reflective journals were completed after lesson implementation. The data was analyzed qualitatively and quantitatively. After quantitatively analyzing the survey results, there was no significant increase in the general understanding of math anxiety. However, there was a significant improvement in teachers\u27 ability to identify signs of math anxiety after the professional development session. There was also strong statistical evidence of increased preparedness to support students and teachers having the necessary tools to help students who may or may experience math anxiety. The reflective journals were analyzed for common themes with a human-centered approach. There were four themes that emerged with a concise focus on the teachers and students involved: transferability of the skills for other struggles beyond math anxiety, opening up meaningful discussions about math anxiety, strong potential for long-term implementation, and the revealing of complex and personal emotions tied to math anxiety. The research revealed a systematic need for professional development to support teacher preparation and that there was considerable value in mindfulness-based interventions to combat math anxiety and keep professional development human-centered. The study revealed the importance of intentional professional development in directly supporting student needs and organizational change through teacher understanding and preparation in a prevalent issue