News Article | November 4, 2016
Pearson today announced a new series of complimentary webinars exploring the ways that digital learning solutions can support successful course redesign in developmental mathematics at colleges and universities. Highlighting course redesign solutions at institutions in multiple states, including Iowa, Missouri, and West Virginia, the series will feature live webinars the week of November 7 and recorded webinars that are available on demand. This series is part of Pearson’s year-long “Learning Makes Us” Professional Development Webinar Series, which is designed to provide educators with the latest educational trends, learning designs, pedagogical approaches and research in higher education and the professional world. Educators who register and attend a live webinar will have the opportunity to earn Acclaim professional development badges, a web-enabled version of a credential, certification, or learning outcome. As part of this course redesign solutions webinar series, a new case study detailing how a Non-STEM Pathways course using MyMathLab® demonstrates success at Des Moines Area Community College, will be featured in the kick-off webinar on Tuesday, November 8. Leveraging the Pathways instructional model and MyMathLab from Pearson, Professor Dan Petrak prepared students in College Prep Math to be successful in Liberal Arts Math. Student Success for Non-STEM Students at Des Moines Area Community College Using a Pathways Approach Tuesday, November 8, 2-3 p.m. EST Presenter: Dan Petrak, professor, Des Moines Area Community College Pathways is a national movement offering alternative mathematics courses and curriculum for non-STEM majors at the community college level. This student-centered, highly interactive curricular approach engages developmental math students and prepares them for math for liberal arts or statistics in one semester. This interactive webinar will present the rationale, methods, and outstanding results of this approach at Des Moines Area Community College. Co-Requisite Courses: A Panel Discussion of What’s Working Tuesday, November 8, 4-5 p.m. EST Presenters: Valentin Dragos, professor, Wilbur Wright College; Kevin Kenady, professor, Southcentral Kentucky Community and Technical College; and Tamela Randolph, professor, Southeast Missouri State University Co-requisite/co-curricular courses are a growing trend across the country as a way to address redesign and acceleration. Participants will hear from faculty at institutions who have implemented co-requisite courses and found success. Presenters will share what their co-requisite course(s) looks like, obstacles they’ve encountered, and meaningful lessons they’ve learned. Leveraging Technology to Support the Transition From Student to Learner Wednesday, November 9, 3-4 p.m. EST Presenter: Connie Richardson, Charles A. Dana Center Participants will experience the Dana Center’s pathways curricular materials for developmental and gateway mathematics courses, which contain features that help students become self-directed and self-regulating, while providing the instructor with information about student progress. Using Technology to Accelerate Learning Thursday, November 10, 11 a.m.-12 p.m. EST Presenter: Diane Hollister, professor, Reading Area Community College Hollister will discuss tools embedded in MyMathLab that can help facilitate an effective co-requisite course structure. These tools include Integrated Review MyMathLab courses and workbooks, Skill Builder Exercises, a Companion Study Plan, and customizing a learning path specific for course/student needs. Course Redesign 101: The Good… the Bad… and the Ugly... Thursday, November 10, 3-4 p.m. EST Presenter: Andreana Grimaldo, professor, Quinsigamond Community College Institutions are being encouraged (mandated) to redesign their developmental math sequence or to employ other initiatives into the curriculum. What does “course redesign” mean? In this session, Grimaldo will define and introduce the basics of course redesign that would apply to any redesign project. For more information or to register for the webinars, visit this website. About Pearson Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. For more, visit http://www.Pearsoned.com.
News Article | November 10, 2016
STEMconnector® hosts the third annual STEM Higher Education Council (SHEC) National Leaders Summit, titled “Scaling STEM Success: The Good News in STEM Higher Education”, at the Omni Shoreham Hotel in Washington, DC. The Summit convenes high-level thought leaders in the higher education, business, nonprofit and government sectors to address shared challenges and showcase innovative higher education models that strengthen the science, technology, engineering and mathematics (STEM) ecosystem. Models include career focused experiential learning, STEM educator development programs, affordability and undergraduate research. These areas of activity drive outcomes that include: college and career ready graduates, broad participation of diverse populations and collaboration between higher education and industry. USA Funds is the lead sponsor of the Summit with myCollegeOptions and Cengage Learning as supporting sponsors. Rob Denson, SHEC Chair and President of Des Moines Area Community College, “Higher education institutions must evolve ahead of the curve to meet STEM workforce needs and collaborate with industry and community partners to scale STEM success.” In addition to dynamic panels, the Summit will feature keynote speakers addressing opportunities to scale STEM success in our education system: Brandon Busteed, Executive Director, Education and Workforce Development, Gallup Alison Griffin, Senior Vice President, External and Government Relations, USA Funds Dr. Freeman Hrabowski, President, University of Maryland, Baltimore County Dr. Martha Kanter, former Under Secretary, U.S. Department of Education, will provide the charge for higher education and share the implications of the election on higher education as the Summit is held a day after the 2016 presidential election. “We salute the participants of the Scaling STEM Success Summit. The nation must reimagine higher education if we are to meet the needs of 21st century employers and ensure that all have access to good jobs. Collaboration is the key and we are so proud to bring together leaders from both higher education and industry.” stated Edie Fraser, CEO of STEMconnector, regarding the mission and purpose of the Summit. “Consistent with our focus on Completion With a Purpose, promoting student success both in college and career, USA Funds supports initiatives that help students explore, prepare for and pursue careers in fast-growing STEM fields. The Scaling STEM Success Summit is a terrific forum for higher education and business leaders to share best practices for building the pipeline of STEM talent,” said Bill Hansen, President & CEO, USA Funds. SHEC members share a commitment to increasing the number and quality of STEM graduates through a collaborative approach. A publication, Scaling STEM Success, was released earlier this year, showcasing SHEC members’ efforts toward equipping students for the STEM workforce and the impact on job creation SHEC members are having across the country through their STEM programs and boundary breaking partnerships.
News Article | February 28, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best colleges and universities with online programs in the state of Iowa for 2017. Of the 17 four-year schools that were ranked, University of Iowa, Iowa State University, Buena Vista University, Saint Ambrose University and University of Northern Iowa came in as the top five institutions. Iowa’s top 14 two-year schools were also included, with Western Iowa Tech Community, Kirkwood Community College, Iowa Lakes Community College, Eastern Iowa Community College and Des Moines Area Community College taking the top five spots. “By 2025, 68 percent of all jobs in Iowa will require postsecondary training or education, according to research from the Iowa College Student Aid Commission,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The online programs at schools on our list provide the best opportunities for students to meet their educational and career goals.” To earn a spot on the Best Online Schools list, Iowa colleges and universities must be institutionally accredited, public or private not-for-profit entities and have a minimum of one online certificate or degree program. Each college is also scored based on more than a dozen unique data points that include graduation rates, student/teacher ratios, employment services and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in Iowa for 2017 include the following: Allen College Briar Cliff University Buena Vista University Dordt College Graceland University-Lamoni Iowa State University Iowa Wesleyan University Maharishi University of Management Morningside College Mount Mercy University Northwestern College Saint Ambrose University University of Dubuque University of Iowa University of Northern Iowa Upper Iowa University William Penn University Iowa’s Best Online Two-Year Schools for 2017 include the following: Des Moines Area Community College Eastern Iowa Community College District Ellsworth Community College Hawkeye Community College Indian Hills Community College Iowa Central Community College Iowa Lakes Community College Kirkwood Community College Marshalltown Community College Northeast Iowa Community College-Calmar Northwest Iowa Community College Southeastern Community College Southwestern Community College Western Iowa Tech Community College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
DeVetter L.W.,Washington State University |
Dilley C.A.,Des Moines Area Community College |
Nonnecke G.R.,Iowa State University
American Journal of Enology and Viticulture | Year: 2015
Weeds reduce vineyard productivity by competing with grapevines for water and nutrients. To manage weeds, growers commonly apply herbicides and/or cultivate, which compromise soil quality. With the expansion of continental-climate viticulture, such as in the Midwest, there is a need for sustainable weed management strategies that maintain grapevine productivity, fruit quality, and soil quality. Our objective was to evaluate four weed management strategies in a Midwestern vineyard. Data were collected from an established vineyard in Iowa planted with Maréchal Foch grapevines (an interspecific hybrid). Treatments were established in a randomized complete block design. Treatments were replicated four times and included: (1) cultivation, (2) herbicide application, (3) straw mulch, and (4) a living mulch of creeping red fescue (Festuca rubra L. Pennlawn). Weed control, grapevine productivity, fruit quality, and soil quality were measured from 2004 to 2010. Straw and living mulches provided greater weed control than cultivation and herbicides. Grapevine yield was unaffected by the treatments, although pruning weights were reduced in cultivated and living mulch plots. Excluding titratable acidity and pH, no differences in fruit quality were detected. Straw mulch plots tended to have more phosphorus and potassium in analyzed soil samples. Water-filled pore space and water content were also higher in plots mulched with straw. Both types of mulched plots had higher organic matter, total organic carbon, and stable aggregate content. Biological activity, measured as soil enzymatic activity and earthworm counts, was enhanced in mulched plots. Our results demonstrate that straw and living mulch reduce weed populations, maintain grapevine productivity, improve several indicators of soil quality, and are viable weed management strategies for continental-climate viticulture. © 2015 by the American Society for Enology and Viticulture. All rights reserved.
McGaugh S.E.,Iowa State University |
Schwanz L.E.,James Cook University |
Bowden R.M.,Iowa State University |
Bowden R.M.,Illinois State University |
And 3 more authors.
Proceedings of the Royal Society B: Biological Sciences | Year: 2010
Nesting behaviour is critical for reproductive success in oviparous organisms with no parental care. In organisms where sex is determined by incubation temperature, nesting behaviour may be a prime target of selection in response to unbalanced sex ratios. To produce an evolutionary change in response to sex-ratio selection, components of nesting behaviour must be heritable. We estimated the field heritability of two key components of nesting behaviour in a population of painted turtles (Chrysemys picta) with temperature-dependent sex determination by applying the 'animal model' to a pedigree reconstructed from genotype data. We obtained estimates of low to non-detectable heritability using repeated records across all environments. We then determined environment-specific heritability by grouping records with similar temperatures for the winter preceding the nesting season, a variable known to be highly associated with our two traits of interest, nest vegetation cover and Julian date of nesting. The heritability estimates of nest vegetation cover and Julian date of nesting were qualitatively highest and significant, or nearly so, after hot winters. Additive genetic variance for these traits was not detectable after cold winters. Our analysis suggests that the potential for evolutionary change of nesting behaviour may be dependent on the thermal conditions of the preceding winter, a season that is predicted to be especially subject to climate change. © 2009 The Royal Society.
Sweeney L.,Des Moines Area Community College |
Mazur R.E.,Iowa State University
Proceedings of the International Conference on Radioactive Waste Management and Environmental Remediation, ICEM | Year: 2013
The Rocky Flats Environmental Technology Site (EPA Superfund site near Denver, Colorado) produced plutonium components for nuclear weapons for the U.S. defense program. The facility shut down in 1989 and clean up began in 1992. To ensure safe remediation of inactive nuclear sites, site owners have begun to consult stakeholders more widely in recent years. The closure of Rocky Flats aimed to set the standard for stakeholder involvement in doing the work safely, complying with regulations/standards, in a cost-effective manner. We have studied, using ethnographic methods, the extent to which workers at Rocky Flats were involved in communication and decision making strategies. Our results point out that workers can have perceptions of the site remediation process that differ from management and even other workers and that a significant number of workers questioned the commitment by management to engage the worker as stakeholder. The most effective remediation efforts should involve careful consideration of the insights and observations of all workers, particularly those who face immediate and high-level health and safety risks. Copyright © 2013 by ASME.
Des Moines Area Community College | Date: 2015-03-27
A method of increasing yield of a soybean plant comprising, assessing a growth phase of a plant, selecting a plant if the plant is in a vegetative growth phase, removing the apical dominance of the selected plant. In further aspects, disclosed is an apparatus for removing the apical dominance of a soybean plant during vegetative stage comprising, a frame, at least two wheels mounted on the frame, and an apical dominance removal means mounted on the frame.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 121.26K | Year: 2012
Intellectual Merit: The purpose of this study is to examine the relationship between (1) access to and use of STEM-related social, cultural, and economic capital (or resources) and (2) specific educational pathways in college for a group of academically talented, mostly minority young women who participated for 3 years in a high school program intended to spark and sustain their interest in engineering. The high school program, Female Recruits Explore Engineering (FREE), was implemented in 10 public schools in 3 states (CO, IA, and OH), from 2006-2009. FREE began with 131 mostly urban, Latina, Black, Native American and Asian American girls who were strong students in math and science. The proposed study will follow all the young women who stayed in FREE during high school and their first post-high school year (n=81). In this group, 22% are pursuing engineering majors, 35% are in other STEM majors, 33% are pursuing non-STEM majors, and 10% are undecided. Pierre Bourdieus social capital framework will be employed to analyze the capital the participants brought with them and will have used in college, including that gained in FREE, to pursue their college goals. The concept of educational pathways will be used to examine the dynamic interplay between institutional structures for pursuing college degrees, sources of support in college, and individual decisions and choices made in college. Data will include information about the young womens high school backgrounds, experiences and lives (observation; interviews; demographic, self-efficacy and social network surveys; Blackberry PIN, Messenger and email messages; website and Facebook postings) from the FREE project. Comparable new data will be collected about the womens college experiences through Facebook postings, interviews and surveys. The qualitative data will be analyzed by creating a coding scheme of a priori categories (based on the research questions) and in situ (emerging from the data) categories and managed with the ATLAS.ti software program. Survey data will be analyzed with descriptive statistics, and where survey questions have been drawn from national surveys, those data will be used to make national comparisons.
Broader Impacts: This research seeks to impact the broader education community and society as a whole by: illuminating the connections between forms of capital and choice for or against careers in engineering and other STEM fields; contributing to policies and programs for increasing diversity in STEM fields; involving non-privileged students in research related to their STEM circumstances and options; preparing graduate students in Education, Womens Studies, and STEM fields for research on education-related issues, particularly those involving under-represented populations; and widely disseminating results through diverse sources, such as peer-reviewed journals, STEM-oriented associations, the FREE website, college-oriented websites and magazines, local and national press, and speaking engagements.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 199.71K | Year: 2013
This project is focusing on the issue of declining student enrollment in science, technology, engineering, and mathematics (STEM) fields by offering a retooled Applied Associate of Science (AAS) Engineering Technology (ET) degree to meet the needs of Iowa employers for highly qualified ET workers. It is also developing a comprehensive marketing and recruitment plan to attract students to the program and inform them about ET career and educational pathways. Ultimately, the program is increasing the quality and availability of individuals in Iowa pursuing technology related careers, providing clearly articulated educational pathways, and filling a gap in the needs of the business community for highly qualified ET employees.
Intellectual Merit: The AAS curriculum is being developed to align with the standards of the Accrediting Board for Engineering and Technology (ABET). This accreditation is offering students an improved chance of finding employment or of pursuing a baccalaureate degree through an articulation agreement with a partner institution. Implementation of an ABET-accredited curriculum is a unique approach to attracting more individuals, including those from underrepresented groups, into technology related fields of study since ABET accreditation provides assurance that a college program meets the quality standards established by the profession. It also adds a level of confidence to participants that the program contains the foundation and skills directly aligned with the intended career. A critical ABET component is the continuous improvement aspect of education, ensuring that the program exercises a high degree of self-analysis as to content and quality. The project also includes outreach efforts to high school students and their parents that are designed to provide information on the careers available in ET and the benefits of pursuing an educational path in this field. High school teachers and counselors are receiving similar information along with professional development opportunities. Formative and summative evaluations are assisting in determining the impact of the retooled curriculum and its implementation at the high school level, along with additional activities provided along the career and educational pathways pursued by program participants.
Broader Impacts: This project is increasing recruitment, completion, and retention of ET students through implementation of an industrially-relevant and rigorous program of study and thereby increasing the skilled workforce in Iowa. Employers across the state have indicated an unmet need for qualified technology employees and studies indicate an overall lack of the middle-skill employees that are critical to the manufacturing sector in the state. This project is serving as a model for providing ET instruction both at the community college level and through high school Career Academies, thus fostering an interest among high school students as they decide upon their future educational plans. The materials developed during this project, including the AAS and summer camp curricula, marketing materials, and professional development materials, are being made available to institutions across the state and the nation with the intent that the information could be utilized and/or modified asynchronously and independently. Articulation agreements that are being developed with four-year institutions in Iowa are applicable to similar technology programs at community colleges throughout the state.
Des Moines Area Community College | Date: 2012-09-21