Road Map Math, 1976

Road Map Math is an instructional program for low-achieving students in grades four to twelve. It is helpful in teaching language arts, place geography, map reading and mathematics. This booklet was made in conjunction with Department of Public Instruction, Price Laboratory School at the University of Northern Iowa and the Planning and Research Division of the Iowa Department of Transportation.

Self Instructional Math, HR-324, 1995

The Self Instructional Math course book is designed to provide a basic math knowledge for those involved in the planning, design, and construction of highways. It was developed in a manner to allow the student to take the course with minimal supervision and at times that the work schedule allows. The first version of the course was developed in the early 1970's and due to its popularity was revised in the early 1990's to reflect changes in the highway construction math needs. The anticipated move to metric (System International) measurements by the highway industry has necessitated the need to change the math course problem values to metric units. The course includes the latest in Iowa DOT policy information relative to the selection and use of metric values for highway design, and construction. Each unit of the book contains instructional information, section quizzes and a comprehensive examination. All problem values are expressed in metric rather than dual (english and SI) units. The appendix contains useful conversion factors to assist the reader in making the change to metric.

WISE: Women in Science and Engineering, Fall 2006

Women in Science and Engineering (WISE) Program is to expand and improve educational and professional opportunities for women in all fields of science, technology, engineering and math (STEM) by facilitating individual, institutional, and social change.

WISE: Women in Science and Engineering, Spring 2007

Women in Science and Engineering (WISE) Program is to expand and improve educational and professional opportunities for women in all fields of science, technology, engineering and math (STEM) by facilitating individual, institutional, and social change.

WISE: Women in Science and Engineering, Spring 2009

Women in Science and Engineering (WISE) Program is to expand and improve educational and professional opportunities for women in all fields of science, technology, engineering and math (STEM) by facilitating individual, institutional, and social change.

WISE: Women in Science and Engineering, Winter 2007

Women in Science and Engineering (WISE) Program is to expand and improve educational and professional opportunities for women in all fields of science, technology, engineering and math (STEM) by facilitating individual, institutional, and social change.

WISE: Women in Science and Engineering, Winter 2007-2008

Women in Science and Engineering (WISE) Program is to expand and improve educational and professional opportunities for women in all fields of science, technology, engineering and math (STEM) by facilitating individual, institutional, and social change.

WISE: Women in Science and Engineering, Winter 2009

Women in Science and Engineering (WISE) Program is to expand and improve educational and professional opportunities for women in all fields of science, technology, engineering and math (STEM) by facilitating individual, institutional, and social change.

WISE: Women in Science and Engineering, Winter 2011-2012

Women in Science and Engineering (WISE) Program is to expand and improve educational and professional opportunities for women in all fields of science, technology, engineering and math (STEM) by facilitating individual, institutional, and social change.

Basic Skill Assessment Requirements for Placement into Courses and Programs at Iowa Community Colleges, September 26, 2007

Iowa Department of Education surveyed Iowa’s 15 community colleges to gain information about each institution’s basic skill assessment requirements for placement into courses and programs. The survey asked what basic skill assessment(s) each institution uses, whether developmental course placement was mandatory, and what scores students needed to obtain to avoid being required or urged to take developmental courses in math, science, and reading. Additionally, staff members at each college were asked what the testing requirements are for students’ enrolled full time in high school that are taking community college classes.