Number 2

Modeling COVID-19 disruptions via network mapping of the Common Core Mathematics Standards

Luwen Huang ¹ , Kayla Bicol ¹ , Karen E. Willcox ✉ ²

1 MIT Mapping Lab, Massachusetts Institute of Technology, Cambridge, MA, 02139, USA

2 The Oden Institute, University of Texas at Austin, Austin, TX, 78712, USA

Abstract

This paper develops a mathematical and computational modeling approach that provides a data-driven platform to address research questions relating to student pathways in K-12 education. Specifically, this paper uses scalable network modeling to create a model of the Common Core Mathematics Standards. The result is an educational map that formally represents the Standards and the relationships among them. This educational map is represented mathematically as a network model that forms the basis for computational graph analytics and visualization to identify Standards and learning pathways of interest. Using the network model, we model the disruption due to COVID-19 related school closures in Spring 2020.

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Integrating Computer Science across Wyoming’s K-12 Curriculum from Inception to Implementation: Analysis Using Systems Theory

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Astrid K Northrup ✉ ¹ , Andrea C Burrows Borowczak ²

1 Engineering and Mathematics, Northwest College, Powell, WY, 82435, USA

2 School of Teacher Education, University of Central Florida, Orlando, FL, 32816, USA

Abstract

In 2001, the Wyoming Supreme Court ruled in State v. Campbell County that every Wyoming K‑12 student has constitutional protection for a fair, complete, and equal education appropriate for the times. This protection results in the universal availability of a “basket of goods,” or a set of educational deliverables guaranteed to each student independent of the resources of individual school districts. In 2019, an executive action by Governor Matt Mead added to the deliverables “the use and understanding of computer science.” His executive action initiated a system in which universal computer science became available to every Wyoming K-12 student by the 2022–2023 school year.

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Using MULTISIM software as a replacement or supplement for physical labs

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Cyrus Hagigat ✉ ¹

1 College of Engineering Engineering Technology Department, The University of Toledo Toledo, Ohio, Ohio

Abstract

MULTISIM is a computer simulation software that among other things simulates the performance of electric circuits. The article presented here demonstrates using MULTISIM as an educational tool to enhance student learning process by discussing the use of MULTISIM for teaching basic electrical circuits consisting of analysis of Series-Parallel Circuits, Superposition Theory, Thevenin Theory and Norton Theory. The traditional textbooks only demonstrate the final result of a circuit analysis using MULTISIM. However, the article presented here discusses using the software as an aid to check the intermediate steps of hand calculation techniques that must be used if no computer software were being used. By using the mixed approach of using a hand calculation technique and MULTISIM, the students have the opportunity to verify the accuracy of every step of the process which will improve their learning and will allow them to find and correct their own errors.

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Learning Analytics of Outcomes-Based Engineering Programs’ Data

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Anwar Ali Yahya ✉ ¹

1 College of Computer Science and Information Systems, Najran University, Saudi Arabia

2 Faculty of Computer Science and Information Systems, Thamar University, Thamar, Yemen

Abstract

In the recent years, learning analytics is attracting attention in tertiary education sector. This paper presents a case study of applying learning analytics approaches to discover knowledge from Outcome Based (OB) engineering programs’ data. More specifically, Association Rule Mining approach is applied to a dataset extracted from the Self-Study Reports of 152 engineering programs accredited by American Board of Engineering and Technology (ABET). In doing so, the dataset has been processed and transformed into a suitable representation. Apriori algorithm is then applied to generate rules involving PEOs and ABET SOs. The generated rules are filtered, and the filtered rules are used to draw a set of generic rules for mapping each PEO to ABET SOs and to discover the correlations among ABET SOs.

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COVID-19 Technology Student Success Challenges : Influence of Tools and Strategies

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Barbara L Stewart ¹ , Carole E Goodson ¹ , Susan L Miertschin ✉ ¹

1 University of Houston

Abstract

COVID-19 brought rapid and substantial change to course formats as colleges and universities transitioned from on-campus to online instruction to mitigate the spread of the pandemic. While faculty and administrators sought solutions to maintain instructional quality and student success, students endeavored to adapt to the changes. This study investigated a) College of Technology students’ perceptions of their potential for success including initial reactions, adaptation, and perceptions of impacts to grades and learning; b) course features and tools preferred by Technology students; and c) factors that enabled Technology students’ course completion.

Keywords

covid-19, technology, tools

Introduction

The declaration of COVID-19 as a pandemic brought expansive changes to higher education including massive disruptions to students as they were forced to transition from on-campus to online classes (Binkley & Amy, 2020; Brownlee, 2020).

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