Experimental Programs: A study of the factors associated with success in first-year college mathematics

1965 ◽  
Vol 58 (7) ◽  
pp. 642-648
Author(s):  
Marshall E. Wick
Keyword(s):  
Mathematics Curriculum ◽  
College Preparatory ◽  
First Year ◽  
New Materials ◽  
Factors Associated ◽  
First Year College ◽  
The Past ◽  
Preparatory Program ◽  
College Undergraduate ◽  
Teaching Of Mathematics

The past few years have witnessed what has been described by many as a revolution in school mathematics. Although this revolution is little more than ten years old, and has attained its full momentum within the past five years, its effects have been felt all the way from the elementary school to the college undergraduate program. The mathematics curriculum in grades seven through twelve has been the area of greatest activity, with the college-preparatory program receiving the greatest attention. The variety of new materials, textbooks, and entire new mathematics programs that has been developed for these grades is well known to those interested in the teaching of mathematics.

Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study

2014 ◽  
Vol 15 (3) ◽  
pp. 354-365 ◽  
Author(s):  
Gabriel E. Hernández ◽  
Brett A. Criswell ◽  
Nancy J. Kirk ◽  
Deborah G. Sauder ◽  
Gregory T. Rushton
Keyword(s):  
Learning Experience ◽  
First Year ◽  
Experimental Conditions ◽  
First Year College ◽  
The Past ◽  
Student Misconceptions ◽  
First Year College Students ◽  
Upper Level ◽  
Isothermal Processes ◽  
Journal Entries

In the past three decades, researchers have noted the limitations of a problem-solving approach that overemphasizes algorithms and quantitation and neglects student misconceptions and an otherwise qualitative, conceptual understanding of chemical phenomena. Since then, studies and lessons designed to improve student understanding of chemistry has overwhelmingly targeted introductory level, high school and first-year college students. In this article, we present a model-based learning cycle approach with upper-level undergraduate and beginning graduate students that investigated their ability to model the adiabatic and isothermal compression/expansion of a gas in a syringe. We were interested to observe, given the extent of their previous chemistry coursework, how students struggled to connect macroscopic observations with particulate representations. Analysis of laboratory reports, reflective journal entries, and classroom discourse transcripts indicate the learning experience was efficacious in uncovering and addressing student conceptual challenges with using models appropriately to describe gas behaviour under the experimental conditions for this investigation.

A Proposal for the High School Mathematics Curriculum—What Does It Mean?

1966 ◽  
Vol 59 (4) ◽  
pp. 331-334
Author(s):  
James H. Zant
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
First Year ◽  
High School Mathematics ◽  
School Teachers ◽  
Know How ◽  
The Past ◽  
The Mind ◽  
Modern Mathematics

The significant thing about Dr. Kline's paper is the question it raises in the mind of the reader. Is Dr. Kline finally coining around to the point of proposing a new mathematics curriculum for the high school and doing something about it? He will certainly not make the mistake, made by many of us in the past ten years, of calling it “modern mathematics.” The idea for the first-year algebra is here; and, though he says, “The content … is the traditional one,” this is not entirely true; certainly its organization is not traditional. If he would now find what mathematics is being taught in grades 1-8 and obtain the help of some good high school teachers who know how students of this age level learn, he could write a book, and then all of us could find out what he is talking about.

Suicide Risk Among College Student

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 416-423 ◽  
Author(s):  
Richard Shadick ◽  
Faedra Backus Dagirmanjian ◽  
Baptiste Barbot
Keyword(s):  
Sexual Minority ◽  
Students Of Color ◽  
Structural Equation ◽  
Suicide Risk ◽  
Equation Modeling ◽  
First Year ◽  
Chi Square ◽  
First Year College ◽  
Marginalized Groups ◽  
First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

Gambling and Alcohol Use Among First-Year College Students

2006 ◽  
Author(s):  
Tracey L. Rocha ◽  
M. Dolores Cimini ◽  
Angelina X. Diaz-Myers ◽  
Matthew P. Martens ◽  
Estela M. Rivero ◽  
...  
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
First Year ◽  
First Year College ◽  
First Year College Students

Social norms and sexual hookups among first-year college women

2013 ◽  
Author(s):  
Shannon M. Sweeney ◽  
Peter A. Vanable ◽  
Robyn L. Fielder ◽  
Kate B. Carey ◽  
Michael P. Carey
Keyword(s):  
Social Norms ◽  
College Women ◽  
First Year ◽  
First Year College

Moderating role of social support on first-year college student outcomes

2011 ◽  
Author(s):  
Daniel A. Dickson ◽  
Colleen S. Conley ◽  
Kunal A. Patel ◽  
Daniel Cunningham
Keyword(s):  
Social Support ◽  
College Student ◽  
Student Outcomes ◽  
First Year ◽  
First Year College ◽  
College Student Outcomes ◽  
Moderating Role
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