AfterMath: the work of proof in the age of human-machine collaboration

During the 1970s and 1980s, a team of Automated Theorem Proving researchers at the Argonne National Laboratory near Chicago developed the Automated Reasoning Assistant, or AURA, to assist human users in the search for mathematical proofs. The resulting hybrid humans+AURA system developed the capacity to make novel contributions to pure mathematics by very untraditional means. This essay traces how these unconventional contributions were made and made possible through negotiations between the humans and the AURA at Argonne and the transformation in mathematical intuition they produced. At play in these negotiations were experimental practices, nonhumans, and nonmathematical modes of knowing. This story invites an earnest engagement between historians of mathematics and scholars in the history of science and science studies interested in experimental practice, material culture, and the roles of nonhumans in knowledge making.     

Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.     

Supporting Maternal Transition: Continuity,Coaching, and Control

The transition from maternity services to community child health services on discharge from hospital occurs at a potentially vulnerable time for women in their transition through the childbearing/early parenting continuum. Their experiences contribute to their developing maternal efficacy and parenting skill. The ideal attributes of services that aim to support women and their families during this time include continuity of care, service integration, and birth in accessible, community-based contexts. The purpose of this study was to investigate aspects of maternal experience of mothers attending with their infants a publicly funded drop-in postnatal health-care service, as well as their reasons for attending and their perceptions of its usefulness to them as a mechanism of continuity and a source of support.     

Preparing Students for Social Action in a Social Justice Education Course: What Works?

The purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students’ perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students’ lived experiences also increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed.     

Work and Life Balance Support of Female Midlevel Noninstructional Staff at Community Colleges

Two-year public institutions are known for their nurturing academic environments that support students from diverse backgrounds and experiences. One would assume that these nurturing and supportive environments would also go beyond the students to include employees. Family-friendly working environments support the needs of employees to balance work and life obligations without affecting career advancement opportunities. To decide whether two-year public institutions are family-friendly working environments, this quantitative study explored the perceptions of female midlevel noninstructional professional staff in various administrative positions at 215 two-year public institutions. A survey designed to obtain participant perceptions of their working environments and institutional policies pertaining to work and life balances was completed by 590 respondents. By understanding the perceptions of midlevel noninstructional professional staff, institutions can address the areas of concern by establishing formal policies that support the needs of working adults to help them balance work and life obligations without affecting future career advancement opportunities.     

Causal Attribution Profiles as a Function of Reading Skills,Hyperactivity, and Inattention

ABSTRACT

The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement.     

Mathematics motivation and engagement: an independent evaluation of a complex model with Australian rural high school students

Most traditional models of academic motivation focus on a small number of specific factors. However, the Student Motivation and Engagement Scale (MES) (Martin, 2007b Martin, A.J. 2007b. The motivation and engagement scale, Sydney, , Australia: Lifelong Achievement Group.  [Google Scholar]) includes a fairly comprehensive range of perspectives on general student motivation. The current study set out (a) to provide an independent test of the proposed 11-factor structure of the MES for boys and girls when (b) applied to high school mathematics in Australia (N = 1014; Years 7 to 11). It also examined (c) the covariation of different facets of motivation and engagement with gender, year level, and scholastic achievement. The hypothesised 11-factor model fit reasonably well across gender, and there was clear evidence of specificity to maths compared to English achievement. Some gender and grade effects were observed as well. The study provides support for the value of the Martin model and its instrument. It also extends our knowledge of student motivation to mathematics in Australian rural high schools.     

“I've Never Heard of It Before”: Awareness of Open Access at a Small Liberal Arts University

Small colleges and universities, often late adopters of institutional repositories and open access initiatives, face challenges that have not fully been explored in the professional literature. In an effort to gauge the level of awareness of open access and institutional repositories at the University of Wisconsin–Eau Claire (UWEC), the authors of this article surveyed fellow faculty members at this small liberal arts university before the 2011 Open Access Week. The survey results reveal that faculty members at UWEC do not share the same level of awareness concerning open access and institutional repositories that was found in the existing scholarly literature.