The Unique Challenges and Experiences of African¬-American Women Academicians at Predominantly White Institutions

This session addresses the unique challenges of African-American women academicians at predominantly white institutions. After assessing scholarly literature in this area, most research has and continues, to ignore the interrelationship between race, class and gender. This paper builds on existing literature by offering a discourse that addresses various challenges facing these women.

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

Increasing Student Confidence and Knowledge through Student Presentations

In this action research study of a 9th grade Algebra classroom, I investigated the influence of having students present homework solutions and what effect it had on student learning and student confidence. Students were asked to present solutions to homework problems each day and were rated on how well they did. The students were also surveyed about their confidence and feelings about mathematics. Students were also observed for information about who they asked questions of when presented with a math problem they did not understand. In this classroom, two teachers were involved in instruction and this study examines what affect this had on student learning and who was asked for help. As a result of presentations, students’ confidence increased and students reacted positively to both the presentations and their own mathematical learning. The students felt the presentations were a benefit to the class and watching their peers solve mathematical equations helped them to better understand the mathematics.

Improving Mathematics Problem Solving Through Written Explanations

In this action research study of two classrooms of 7th grade mathematics, I investigated how requiring written explanations of problem solving would affect students ability to problem solve, their ability to write good explanations, and how it would affect their attitudes toward mathematics and problem solving. I studied a regular 7th grade mathematics class and a lower ability 7th grade class to see if there would be any difference in what was gained by each group or any group. I discovered that there were no large gains made in the short time period of my action research. Some gains were made in ability to problem solve by my lower ability students over the 7 weeks that they did a weekly problem solving assignment. Some individual students felt that the writing had helped them in their problem solving because they needed to think and write each step. As a result of this research I plan to continue implementing writing in my classroom over the entire school year requiring a little more from students each time we problem solve and write.

The Effects Improving Student Discourse Has on Learning Mathematics

In this action research study of my 8th grade mathematics classroom, I investigated how improving student discourse affects learning mathematics. I conducted this study because I wanted to give students more opportunities to develop and share their ideas with their peers as well as with me. My idea was to create a learning environment that encouraged students to voice their opinions. In order to do so, I needed to reassure and model with my students that they were in a classroom where it was safe to take risks, and they should feel comfortable sharing their ideas. By facilitating activities for students to complete in groups, asking students to prepare work to share with the class, and offering more opportunities for students to work with each other on discovering and exploring math skills being presented, I set the tone for abundant student discourse to take place in the mathematics classroom. I discovered that students became more comfortable with math skills the more opportunities they had to discuss the ideas in various settings. I also found that as the study went on, students discovered the importance of being able to share their mathematical ideas and valued the ability to verbalize their thoughts with others. As a result of this study, I plan to continue offering many opportunities for students to work in groups as well as to share their ideas with the class.

Can homework become more meaningful with the inclusion of oral presentations?

In this action research study of my 7th grade math class, I investigated the inclusion of homework presentations to see if they would improve students’ attitude toward mathematics, participation, and understanding. I discovered that although the implementations of presentations into our homework routine did not drastically influence grades, or even improve attitudes (according to test grades and student surveys), a multitude of other changes surfaced. These changes consisted of an increase in discussion, a team effort among students in my class, and an overall “learning community” effect. I plan to continue to pursue presentations as a major part of my homework routine, and also incorporate presentations into review sessions.

An Assessment of Local Peoples Opinions of Community Conservation Initiatives in Relation to Livelihood Strategies in Kenya

Abstract This paper analyzed the changing livelihood strategies in Kenya, and their cultural impacts via a literature review. I then combined this understanding with the data I collected while in Kenya to examine the opinions local people have of community conservation initiatives, based on their changing livelihood strategies. I expected to find that the following factors would have an affect on the opinions local community members have of community conservation initiatives: livelihood strategy, gender, ethnicity, whether or not they believe the distribution of benefits coming from wildlife conservation is equitable, what issues they would like to see improved within community conservation initiatives, and their overall satisfaction with community conservation initiatives. Through correlation tests done using SPSS (Statistical Package for Social Scientists) I found that all five of these factors do influence the perceptions local community members have of community conservation initiatives within the Amboseli region in Kenya.

Evaluating the EDGE: What are the Impacts?

In 2008, the Center for Applied Rural Innovation conducted a comprehensive five-year evaluative study of the NebraskaEDGE program. Two different surveys were sent to former NebraskaEDGE training participants who were enrolled in the EDGE training courses between the Fall of 2002 and Spring of 2007. The objective of the surveys were to: 1) measure changes in participant knowledge and skills as a result of the entrepreneurial training class, and 2) better learn how participants applied their new skills to their businesses and what those impacts were on the businesses.