Is Competition Making a Comeback? Discovering Methods to Keep Female Adolescents Engaged in STEM: A Phenomenological Approach

The decreasing number of women who are graduating in the Science, Technology, Engineering and Mathematics (STEM) fields continues to be a major concern. Despite national support in the form of grants provided by National Science Foundation, National Center for Information and Technology and legislation passed such as the Deficit Reduction Act of 2005 that encourages women to enter the STEM fields, the number of women actually graduating in these fields is surprisingly low. This research study focuses on a robotics competition and its ability to engage female adolescents in STEM curricula. Data have been collected to help explain why young women are reticent to take technology or engineering type courses in high school and college. Factors that have been described include attitudes, parental support, social aspects, peer pressure, and lack of role models. Often these courses were thought to have masculine and “nerdy” overtones. The courses were usually majority male enrollments and appeared to be very competitive. With more female adolescents engaging in this type of competitive atmosphere, this study gathered information to discover what about the competition appealed to these young women. Focus groups were used to gather information from adolescent females who were participating in the First Lego League (FLL) and CEENBoT competitions. What enticed them to participate in a curriculum that data demonstrated many of their peers avoided? FLL and CEENBoT are robotics programs based on curricula that are taught in afterschool programs in non-formal environments. These programs culminate in a very large robotics competition. My research questions included: What are the factors that encouraged participants to participate in the robotics competition? What was the original enticement to the FLL and CEENBoT programs? What will make participants want to come back and what are the participants’ plans for the future? My research mirrored data of previous findings such as lack of role models, the need for parental support, social stigmatisms and peer pressure are still major factors that determine whether adolescent females seek out STEM activities. An interesting finding, which was an exception to previous findings, was these female adolescents enjoyed the challenge of the competition. The informal learning environments encouraged an atmosphere of social engagement and cooperative learning. Many volunteers that led the afterschool programs were women (role models) and a majority of parents showed support by accommodating an afterschool situation. The young women that were engaged in the competition noted it was a friendly competition, but they were all there to win. All who participated in the competition had a similar learning environment: competitive but cooperative. Further research is needed to determine if it is the learning environment that lures adolescent females to the program and entices them to continue in the STEM fields or if it is the competitive aspect of the culminating activity. Advisors: James King and Allen Steckelberg

A New Birth-Interval Approach to Estimating Demographic Parameters of Humpback Whales

A demographic model is developed based on interbirth intervals and is applied to estimate the population growth rate of humpback whales (Megaptera novaeangliae) in the Gulf of Maine. Fecundity rates in this model are based on the probabilities of giving birth at time t after a previous birth and on the probabilities of giving birth first at age x. Maximum likelihood methods are used to estimate these probabilities using sighting data collected for individually identified whales. Female survival rates are estimated from these same sighting data using a modified Jolly–Seber method. The youngest age at first parturition is 5 yr, the estimated mean birth interval is 2.38 yr (SE = 0.10 yr), the estimated noncalf survival rate is 0.960 (SE = 0.008), and the estimated calf survival rate is 0.875 (SE = 0.047). The population growth rate (l) is estimated to be 1.065; its standard error is estimated as 0.012 using a Monte Carlo approach, which simulated sampling from a hypothetical population of whales. The simulation is also used to investigate the bias in estimating birth intervals by previous methods. The approach developed here is applicable to studies of other populations for which individual interbirth intervals can be measured.

A Model-Based Approach for Making Ecological Inference from Distance Sampling Data

We consider a fully model-based approach for the analysis of distance sampling data. Distance sampling has been widely used to estimate abundance (or density) of animals or plants in a spatially explicit study area. There is, however, no readily available method of making statistical inference on the relationships between abundance and environmental covariates. Spatial Poisson process likelihoods can be used to simultaneously estimate detection and intensity parameters by modeling distance sampling data as a thinned spatial point process. A model-based spatial approach to distance sampling data has three main benefits: it allows complex and opportunistic transect designs to be employed, it allows estimation of abundance in small subregions, and it provides a framework to assess the effects of habitat or experimental manipulation on density. We demonstrate the model-based methodology with a small simulation study and analysis of the Dubbo weed data set. In addition, a simple ad hoc method for handling overdispersion is also proposed. The simulation study showed that the model-based approach compared favorably to conventional distance sampling methods for abundance estimation. In addition, the overdispersion correction performed adequately when the number of transects was high. Analysis of the Dubbo data set indicated a transect effect on abundance via Akaike’s information criterion model selection. Further goodness-of-fit analysis, however, indicated some potential confounding of intensity with the detection function.

Double-Observer Line Transect Methods: Levels of Independence

Double-observer line transect methods are becoming increasingly widespread, especially for the estimation of marine mammal abundance from aerial and shipboard surveys when detection of animals on the line is uncertain. The resulting data supplement conventional distance sampling data with two-sample mark–recapture data. Like conventional mark–recapture data, these have inherent problems for estimating abundance in the presence of heterogeneity. Unlike conventional mark–recapture methods, line transect methods use knowledge of the distribution of a covariate, which affects detection probability (namely, distance from the transect line) in inference. This knowledge can be used to diagnose unmodeled heterogeneity in the mark–recapture component of the data. By modeling the covariance in detection probabilities with distance, we show how the estimation problem can be formulated in terms of different levels of independence. At one extreme, full independence is assumed, as in the Petersen estimator (which does not use distance data); at the other extreme, independence only occurs in the limit as detection probability tends to one. Between the two extremes, there is a range of models, including those currently in common use, which have intermediate levels of independence. We show how this framework can be used to provide more reliable analysis of double-observer line transect data. We test the methods by simulation, and by analysis of a dataset for which true abundance is known. We illustrate the approach through analysis of minke whale sightings data from the North Sea and adjacent waters.

Predicting Accurate and Actionable Static Analysis Warnings: An Experimental Approach

Static analysis tools report software defects that may or may not be detected by other verification methods. Two challenges complicating the adoption of these tools are spurious false positive warnings and legitimate warnings that are not acted on. This paper reports automated support to help address these challenges using logistic regression models that predict the foregoing types of warnings from signals in the warnings and implicated code. Because examining many potential signaling factors in large software development settings can be expensive, we use a screening methodology to quickly discard factors with low predictive power and cost-effectively build predictive models. Our empirical evaluation indicates that these models can achieve high accuracy in predicting accurate and actionable static analysis warnings, and suggests that the models are competitive with alternative models built without screening.

A REVISIONARY APPROACH TO CROSS-CURRICULAR LITERACY WORK

In this dissertation, I use qualitative research methods to study relationships between compositionists and faculty in other disciplines in the context of cross-curricular literacy (CCL) work. Drawing on a two-year CCL project in the biology department, for which I was a participant observer, I argue that compositionists need to attend more carefully to issues that influence day-to-day interactions with disciplinary faculty in order to develop more meaningful CCL relationships. Toward that end, I offer a revisionary approach to cross-curricular literacy work that cultivates complex relationships by delaying consensus and embracing disconnection and disorientation. More specifically, I employ revisionary stance as a discursive strategy to complicate three key concepts in CCL literature and scholarship—expertise, change, and outcomes. I re-vision three texts produced during my time in the biology department in order to illuminate the complexities of negotiating expertise, recognizing change, and pursuing outcomes in CCL contexts. Given the reciprocal relationship between discursive and material change (Lee), I maintain that revision of CCL discourse can inspire revision on a pedagogical level, shaping how compositionists and disciplinary faculty participate in CCL interactions. Thus, a revisionary approach leads me to conceptualize revisionary pedagogy for cross-curricular literacy work. I theorize revisionary pedagogy as a means of fostering pedagogical relationships in CCL contexts, complicating how relationships are framed in traditional Writing Across the Curriculum/Writing in the Disciplines scholarship. The literature advances three main conceptual models of CCL, each of which embraces expertise, change, and outcomes in ways that sponsor potentially problematic relationships between compositionists and disciplinary faculty. I draw on Composition scholars’ rich conceptualization of revision (Jung; Lee; Welch) and pedagogy (Kameen; Qualley; Stenberg) to challenge the litany of next-best models and imagine alternative possibilities for relationships in CCL contexts. Revisionary pedagogy is a means of approaching material circumstances that reconstitutes how compositionists and disciplinary faculty conceive of and participate in CCL relationships.