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201. Preparing Students for STEM Research at the Lyman Briggs College

by Sweeder, Ryan D., Strong, Philip E.

This paper is co-authored by Ryan D. Sweeder, PhD and Philip E. Strong, PhD of Lyman Briggs College, a residential college at Michigan State University. This paper is included in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Fifteen students were participants in a scholarship program which actively engaged them in the exploration of a range of science careers (from their 2nd through 4th year). Through interviews and reflective essays, we found that they did not initially understand 1) the expectations of a research based science career, 2) how to advance on a path necessary to reach a career, and 3) the breadth of potential science careers. These deficiencies suggest steps for overcoming these common problems and in the process increasing the retention of students in science fields.

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  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

202. Organizational Learning in STEM Education Contexts:

Analyzing the “Stickiness” of High Impact Practices

by Oravec, Jo Ann; Ciganek, Andrew; Smith, John; Yin, Roger

The paper is authored by Jo Ann Oravec, Andrew Ciganek, John Smith and Roger Yin of the University of Wisconsin-Whitewater. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout, July 16-17.

This research initiative addresses problems involving how higher educational institutions acquire and disseminate knowledge, with emphases on knowledge about the effectiveness of high impact practices (HIPs) and the concept of “stickiness” (Szulanski, 2003). HIPs, which include such activities as capstone experiences and internships, have been shown to have considerable impact on the overall quality of the academic experiences of undergraduates although their importance is often overlooked and systematic accounts rarely retained and shared. This initiative outlines and expands the notion of stickiness, a construct that incorporates insights from knowledge transfer milestones and communication theory, and applies it to the context of STE

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  • STEM Conference Proceedings
Open Access

203. The Effects of Technology-Based Activities on STEM Major Choices

by Ahlam Lee

This paper is authored by Ahlam Lee, PhD, Post-Doctoral Fellow in the Graduate School of Education at U. of Pennsylvania.

This study examined the extent to which technology-based activities, inside and outside of the classroom, affect students’ STEM major choices in two and four-year colleges based on the Educational Longitudinal Study of 2002, considering the well-known learning predictors for STEM major choices (i.e., math achievement scores, math self-efficacy, and taking advanced math courses) and students social economic status and gender. The major findings were as follows: using logistic regression analysis, (a) students who have a high tendency of using computer and video game activities for their leisure activities are more likely to choose STEM majors in four-year colleges; (b) female students who frequently play video games and computers for leisure activities are more likely to enroll STEM majors in 4-year colleges; and (c) chi-square analysis showed that female s

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  • STEM Conference Proceedings
Open Access

204. Industrial and STEM Partnership Creates Engineering Student Leaders

by Deruntz, Bruce, Kowalchuk, Rhonda, Nicklow, John;

Bruce DeRuntz, PhD, Rhonda Kowalchuk, PhD and John Nicklow, PhD from Southern Illinois University-Carbondale describe an innovatie program for transitions community college graduate to bachelor degree graduates in engineering and engineering technology in 2 1/2 years. This paper is included in the Conference Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Abstract provided by the authors: Students, universities and industry are all struggling during these economically challenging times. Students face rising tuition costs, universities face a reduction of state funding, and industry has a looming shortage of future technical leaders. Developing industrial and government partnerships to support the development of America’s future technical leaders has become imperative. The Southern Illinois University Carbondale’s (SIUC) Leadership Development Program (LDP) meets many of these pressing problems.

The LDP has received o

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  • STEM Conference Proceeding
Open Access

205. Dual Enrollment: A STEM/Engineering Initiative

by Larrick, Tecca;

This paper is authored by Tecca Larrick at Kent State University-Tuscarawas. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference, UW-Stout July 16-17.

Dual Enrollment partnerships between high schools and universities are not unusual. The Science, Technology, Engineering and Mathematics (STEM) dual enrollment initiative between Kent State University-Tuscarawas and eleven high schools is not only unique in its objectives but also in its delivery method. In conjunction with the Dual Enrollment initiative, we have also implemented a Cyber Club which includes the same eleven high schools and the Women in Engineering seminar. The Cyber Club reaches students on a daily basis in their high schools and the Women in Engineering seminar focuses on bringing more young women into a STEM related field. The result has been an outstanding response and success rate that can be emulated in educational institutions across the country.

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  • STEM Conference Proceedings
Open Access

206. Inspiring and Engaging the Next Generation in STEM through PLTW and REAL

by Ontiveros, Cordelia, Alvarez, Elena;

Dr. Cordelia Ontiveros and Elena Alvarez co-authored this California State Polytechnic University, Pomona paper on their K12-outreach efforts. This paper is included in the ASQ 2012 Advancing the STEM Agenda Conference Proceedings.

Our nation's shortage of engineering graduates is an issue in which higher education institutions have placed ongoing efforts. Recently, a greater emphasis has been designated to increasing the number of underrepresented groups that would account for a diverse pool of well qualified engineers (Genalo et al., 2000). The College of Engineering (CoE) at California State Polytechnic University, Pomona (Cal Poly Pomona), a Hispanic Serving Institution, is committed to increasing the number of individuals within engineering, including women and underrepresented students, through the implementation of various programs that promote early engagement in K-12 schools. The CoE at Cal Poly Pomona has taken an approach that engages and inspires the next generation of

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  • STEM Conference Proceedings
Open Access

207. STUDENTfacturED: Providing a Way to “STEM” Out from behind Old School Walls and Into the Real-World Workplace

by Ngan-Winward, Vivian

This paper is authored by Vivian Ngan-Winward and is included in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

While the number of US businesses based on science, technology, engineering, and mathematics (STEM) fields has increased steadily over the past decade, the number of students completing STEM degrees is barely 10% of all conferred degrees. Additionally, US teens interested in pursuing a STEM career perceive major obstacles in their ability to achieve this goal. These obstacles include college readiness, learning effort required, and the high cost and lengthy time commitments. This negative perception may relate to how STEM education is delivered and the lack of opportunities to apply knowledge learned. To counter the negative perception, Salt Lake Community College has developed and implemented STUDENTfacturED, a student-run biotechnology manufacturing company that provides a mechanism to shift learning away

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  • STEM Conference Proceedings
Open Access

208. Teaching History of Science and Technology at a Polytechnic University

by Seim, David

The author of this paper is Professor David Seim, UW-Stout. This paper is in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout, July 16-17, 2012

I teach a survey-level course on History of Science and Technology, which is designed to suit a greatest possible range of student backgrounds and interests. The course aims to maximize student choice, especially with respect to what course elements might most interest each student. Students are encouraged to focus each of their individual attention and learning efforts on whatever subjects they like the most, and this is also how the instructor assesses student effort and learning. One major category of assignments requires each student to prepare his or her own, uniquely-packaged take-home exams with respect to what might have worked well and not so well, within each unit of the course. My overriding intention is for students at a polytechnic university – and especially those students interest

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  • STEM Conference Proceedings
Open Access

209. A Philosopher Looks at STEM Quality in Higher Education

from a Liberal Arts and Sciences Perspective

by Gallegos, Jeremy;

This paper is authored by Dr. Jeremy Gallegos, Friends University. This paper is included in the Proceedings of the ASQ 2012 Advancing the STEM Agenda Conference at the UW-Stout July 16-17, 2012.

Higher education is at a pivotal crossroads. The federal government is looking more carefully at the practices and outcomes of colleges and universities. Businesses are becoming increasingly disappointed in the graduates of higher education institutions as noted in Richard Arum’s and Josipa Roksa’s 2011 Academically Adrift. Moreover, in terms of innovation, critical curriculum components are lacking as denoted by STEM: sciences, technology, engineering and mathematics.

The philosopher Aristotle was, like many philosophers, a scientist as well. He discussed the process of change in substances with respect to what he called the four causes. These causes are final cause, formal cause, efficient cause, and material cause. Further, in each category of cause, there is a state of

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  • STEM Conference Proceedings
Open Access

210. Diversity Awareness Education in an Introductory Seminar Course to Promote Social Responsibility

by James, Kirsta C. ; Carlson, Kitrina;

This paper is authored by Kirsta James and Kitrina Carlson. This paper is included in the Proceedings of the ASQ 2012 Advancing the STEM Agenda Conference at the UW-Stout July 16-17, 2012. Diversity Awareness Education in an Introductory Seminar Course to Promote Social Responsibility Description: The Applied Science program at the University of Wisconsin-Stout has incorporated diversity awareness education into the Applied Science Profession I (APSC 101) freshmen seminar course for the past three years to promote social responsibility. Since that time, over two hundred APSC 101 students have been involved with in-classroom and out-of-classroom diversity awareness experiences. To assess the effectiveness of the programming, a pre-and post-course survey was implemented. Results indicate APSC 101 programming is helping students become more aware of ways they can support a more inclusive campus community and an increasingly culturally diverse working environment.

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  • STEM Conference Proceedings
Open Access

211. An ABC Sampler of Best Practices

NSF STEM Scholar Program at UW-Platteville

by Landgraf, Lisa M.; Salmon-Stephens, Tammy; Ul-Haq, Irfan;;

This paper is co-authored by Lisa M. Landgraf, Tammy Salmon-Stephens and Irfan Ul-Haq of the University of Wisconsin-Platteville. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

In 2010, the University of Wisconsin - Platteville (UW-Platteville) received a National Science Foundation (NSF) S-STEM grant. The grant provides ten renewable half tuition scholarships to students majoring in a Science, Technology, Engineering and Mathematics (STEM) fields. One focus of the grant is to encourage women and racially/ethnically diverse students to matriculate. UW-Platteville is a land grant university located in a rural community population of 7,458 undergraduate students. Approximately 50% of the incoming freshmen each year are first generation college-bound students who come from rural areas. To be eligible for the scholarship, students must be new to the university, be academically achieving and show financial

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  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

212. A Comparison of Epistemological Beliefs of African American Engineering Students

by Wilkes, Bethany King;

This paper is authored by Bethany King Wilkes and is part of the ASQ 2012 Advancing the STEM Agenda Conference proceedings.

This study used Schommer’s Epistemological Questionnaire (SEQ) to examine 146 African American engineering college students located in Tennessee to determine whether there were differences in epistemological beliefs between the students that attended a Predominantly White Institution (PWI) versus those that attended a Historically Black University (HBCU). After examining these students, the results of this study indicated that there were no significant differences in the epistemological beliefs between students attending the PWI and the HBCU; however, differences in simple knowledge beliefs were found between underclassmen and upperclassmen African American engineering students attending an HBCU. Moreover, graduate level African American engineering students at a PWI had significantly different beliefs in quick learning and fixed ability from undergraduate

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  • STEM Conference Proceedings
Open Access

213. Leveraging Simple Problems to Introduce Engineering Principles and Ways of Thinking

by Welty, Kenneth; Stricker, David

This paper is co-authored by Dr. Kenneth Welty and Dr. David Stricker, from the School of Education at the University of Wisconsin-Stout. This paper is included in Proceedings of the ASQ 2012 Advancing the STEM Agenda Conference.

This study sought to test the merits of “engineering simple things in sophisticated ways” under the auspices of integrated STEM education. The inquiry employed pre- and post-assessments to gauge students’ conceptions of engineering, the work that engineers do, and the nature of engineering design.

It also included an analysis of classroom observations, teacher testimony, and students’ work in the interest of triangulation. The findings suggest the nature of engineering can be portrayed with surprising richness with an extremely simple problem. More specifically, they suggest engineering a simple object in a rich manner can weaken the misconception that engineers fix things, increase student awareness of design in engineering endeavor

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  • STEM Conference Proceedings
Open Access

214. Seeing the Forest for the Trees -- An Industry

by Bowman, Michael R;Rodriguez, Glendali

This paper is co-authored by Michael R. Bowman and Glendali Rodriquez and is part of the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

Partnerships between universities and professional organizations can address the demand for well-educated professionals. Collaboration between the University of Wisconsin Stout (UW-Stout) and the North American Wholesale Lumber Association (NAWLA) Education Foundation (NEF) connected science, technology, engineering & mathematics (STEM) students to internships and STEM faculty with industry leaders. In order to meet the workforce needs of the lumber industry, NAWLA began an educational program in 2011 that would encourage students outside of typical forestry-related programs to investigate opportunities in the lumber business. This paper examines the partnership between UW-Stout and NAWLA, and the results from the first offering in a three-year planned series.

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  • STEM Conference Proceedings
Open Access

215. Identification of Strategies that Overcome Barriers to Women and Minorities in STEM

by Ilumoka, A. A. ;

This paper is authored by A.A. Ilumoka and is included in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

At a time when there is concern by policy makers about the nation’s STEM capacity, it is imperative not only to increase capacity, but also to address gender and racial imbalances. Leading high-tech companies require diversity to maintain globally competitive technical workforces. Research shows that workforce diversity can boost a company’s bottom line by providing a creative variety of thinking styles and, thus, new business solutions. Integration of STEM education into middle and high school curricula for women and minorities poses important challenges. For example, the average female or minority teenager is exposed to less than 3 hours/week of STEM-related material in popular media as compared to over 100 hours/week of non-STEM content such as sports and entertainment. As a result, STEM issues are barely on their radar screens. The STEM

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  • STEM Conference Proceedings
Open Access

216. Using Cognitive Acceleration Materials to Develop Pre-Service Teachers’ Reasoning and Pedagogical Expertise

by Moore, Nathan; Jacqueline O'Donnell;Poirier, Dennis;

The co-authors of this paper are Nathan Moore (Physics) and Dennis Poirier(Education)of Winona State University and Jacqueline O'Donnell from Rochester STEM Academy. The paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout.

The present work outlines two approaches taken at Winona State University (WSU) to increase the reasoning ability of pre-service elementary education majors through exposure to the “Cognitive Acceleration” materials produced by Shayer, Adey, and collaborators in the UK. These materials, which stimulate the development of reasoning ability, have been tremendously effective in Europe for pupils aged 5-6 and 11-13.

Intervention 1: Elementary Education students at Winona State Univeresity take two classes in science to meet general education requirements. In Spring 2011, one of these classes was modified to include 11 of the 30 “Thinking Science” lessons, which employ techniques of Cognitive

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  • STEM Conference Proceedings
Open Access

217. Improving Mathematics Success Through Enhanced Support Services

by Basyrov, Alexander; Bendel, Christopher P.; Dutter, Seth; Jones, Benjamin F.;

This paper is co-authored by Alexander Basyrov, Christopher P. Bendel, Seth Dutter and Benjamin F. Jones, professors at UW-Stout. This paper is include in the Conference Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Over the past year the Department of Mathematics, Statistics, and Computer Science at the University of Wisconsin-Stout has worked to improve the quality of tutoring available to students enrolled in introductory level mathematics courses. The principle investigator of this project worked alongside student tutors on a daily basis to document the quality of tutoring provided as well offer guidance to the tutors themselves. In addition, online testing modules were developed to establish the level of mathematical mastery that the department’s tutors possessed. Overall the conclusion is that tutors generally have a high level of mathematical proficiency, yet many lack the interpersonal and time-management skills neces

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  • STEM Conference Proceedings
Open Access

218. Student Technology Access in an Urban STEM High School: The Missing Variable

by Sersion, Brian L.;Stevens, Douglas M.

This paper is co-authored by Brian L. Sersion, Cincinnati Public Schools and Douglas M. Stevens, University of Cincinnati and Cincinnati Public Schools and is part of the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

This case study focuses on school technology access for low-income students enrolled in Hughes STEM High School, a large urban science, technology, engineering, and mathematics (STEM) secondary school. In order to meet the high expectations of the STEM curriculum, students need access to information and communication technology (ICT) outside of school, especially at home. Our objective is to develop a better understanding of the expectations that schools have for students regarding the use of technology, the level of access students have outside of school, and whether students feel they have adequate access to and training in the appropriate technologies to meet the expectations of their teachers and school. Teachers, staff, and school

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  • STEM Conference Proceedings
Open Access

219. Applied Universal Design for Learning in STEM Education

by Tharp, Kevin W.; Howarton, Renee;Wirtanen, Dean; Rodriguez, Glendali; Ding, Xuedong (David);

The co-authors of this paper are: Kevin W. Tharp, Renee Howarton, Dean Wirtanen, Glendali Rodriguez and Xuedong (David) Ding of UW-Stout and this paper is included in the Conference proceedings for the 2012 ASQ Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Universal Design for Learning (UDL) is a field of inquiry and practice that proactively designs course content in a manner that is accessible to as wide of an audience as possible. The approach is one where the instructor pre-emptively addresses course content that targets defined and/or undefined accessibility issues. In this way the benefits of improved accessibility are available to the entire class rather than just those seeking accommodation. Utilizing a mini-case study format this paper examines the process involved in implementing UDL practices in a cohort of STEM courses, the perceived accessibility challenges that were targeted by each intervention, and how the design in each class allowed for the g

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  • STEM Conference Proceedings
Open Access

220. Interdisciplinary Service Learning: Two Approaches to Solving One Problem

by Hashmi, Maleka P;Carlson,Kitrina

This paper is co-authored by Maleka P. Hashmi, PhD and Kitrina Carlson, PhD of the University of Wisconsin-Stout.

We propose an interdisciplinary, comprehensive and immersive approach to integrating service learning and research into the STEM (science, technology, engineering and mathematics) classroom. Presented here are two examples of experiential learning activities integrated into STEM curricula that align learning objectives around the central theme of food security. Results show that when students are intimately connected to real-life problems within the community, student appreciation for the complexity of solving real-life problems deepens.

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  • STEM Conference Proceedings
Open Access

221. Collaborative Educational Experiences through Higher Education-Industry Partnerships

by Pinelli, Thomas E. ; Hall, Cathy W. ;

This paper is co-authored by Thomas E Pinelli from the NASA Langley Research Center and Cathy W. Hall of the East Carolina University for the 2012 ASQ Advancing the STEM Agenda Conference.

This paper examines the perceptions of mentors and student interns from NASA’s Langley Aerospace Research Summer Scholars (LARSS) program in Hampton, Virginia. Data for the current study are from student interns and mentors participating in the 2010, 10-week summer internship. Students are chosen from around the country based upon their applications and mentoring opportunities to participate in a summer program focusing on a range of specialty areas including: aeronautics; earth science research; exploration and flight; systems and concepts; systems engineering; subsonic/transonic testing; supersonic/hypersonic testing; and structures testing. This study presents information on mentors’ perceptions of academic preparedness brought to the workplace by student interns; student interns’ p

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  • STEM Conference Proceedings
Open Access

222. Using Hands-on Robotics Projects to Engage and Strengthen High School Students Participation in STEM

by Zhang, Andy S.; Heng, Iem; Zia, Farrukh; Berri, Sidi

This paper is authored by Andy S. Zhang, Iem Heng, Farrukh Zia, and Sidi Berri of the New York City College of Technology of CUNY.

This paper discusses the work that the Mechatronic Technology Center (MTC) in the School of Technology and Design of New York City College of Technology (City Tech) has done in the past two years to actively engage high school students in STEM education through hands-on robotic projects. Project-based hands-on robotic design activities are introduced at various levels. MTC offered these hands-on robotic design activities through after-school program, weekend workshops, and summer programs to maximize participation.

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  • STEM Conference Proceedings
Open Access

223. 2012 ASQ STEM Agenda Conference Breakout Sessions Schedule

by Cindy Veenstra

Schedule of Breakout Sessions for the 2012 ASQ Advancing the STEM Agenda Conference.

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  • Publish date: 2012-06
  • STEM Agenda Conference
Open Access

224. The STEPS Difference: 16 Years of Attracting Girls to Careers in STEM

by Puck, Brenda S.;Stary, Wendy R

This paper is authored by Brenda S. Puck and Wendy R. Stary, University of Wisconsin-Stout.

The Science, Technology, Engineering Preview Summer Program (STEPS) at the University of Wisconsin-Stout is a one-week experience initiated in 1997 that will celebrate its 16th anniversary during the summer of 2012. The main purpose of STEPS is to introduce girls and young women to the excitement of careers in science, technology, engineering, and mathematics related fields through manufacturing experiences. A fundamental component of that goal is to inspire them to select the appropriate math and science courses in middle and high school prepare for these majors and these careers. A project-based experiential learning curriculum is used for the program which focuses on the manufacture and assembly of a radio-controlled device. For the first ten years of the program it was a model airplane, and the last five years a model boat. To date, approximately 2,400 girls have participated in STEPS fo

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  • Publish date: 2012-06
  • 2013 STEM Proceedings
Open Access

225. Lyman Briggs College: An Innovative Living-Learning Community for STEM Education

by Sweeder, Ryan D. ; McCright, Aaron M. ;

This paper is co-authored by Ryan D. Sweeder, Ph.D. and Aaron M. McCright, Ph.D.of Michigan State University. The paper will be presented at the Education Division's 2012 ASQ Advancing the STEM Agenda Conference held at UW-Stout July 16-17, 2012.

Founded in 1967 with the mission of bridging the divide between C.P. Snow’s “two cultures” of the sciences and the humanities, Michigan State University’s Lyman Briggs College (LBC) is a residential undergraduate college devoted to studying the natural sciences in their historical, philosophical, and social context. LBC is the longest-running program of its kind at a large U.S. research university. Lyman Briggs offers its students the best of both worlds: the close-knit living-learning community of a liberal arts science college and resources and opportunities of a great research university. The faculty—active and accomplished scholars focused on undergraduate education—span the sciences from astrophysics to zoology and also th

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  • Publish date: 2012-06
  • 2012 STEM Proceedings

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