Jacquelyn White - US grants

The pervasiveness of sexual assault on college campuses is well documented. Koss, in her recent survey of 6,200 university and college students on 32 campuses nationwide, found that 53,8% of undergraduate women reported having been sexually victimized. Yet little is understood about the precipitants of forced sexual relations. We argue that the risk of sexual assault among collegians is increased by the interaction of three components: (1) the socio-cultural and psychological characteristics of the victim; (2) the socio-cultural and psychological characteristics of the offender; and (3) the social context of the offense itself. We will analyze each of the component parts and the interaction among them. This study marks the first time an integrated sociological and psychological theoretical approach has guided the analysis of the risk of sexual assault among university students. The purpose of this research is to provide longitudinal analyses of central risk factors within each component of the model. Changes in risk factors over time will also be analyzed. Using survey and interview methods we will assess early childhood experiences with sex and violence, personality and attitudinal factors, and current behaviors related to dating relationships and sexual aggression. The data will describe the experiences and values college freshmen bring to campus with them. The potential causal relationship among these risk factors and subsequent sexual aggression will be analyzed. Vulnerability to sexual victimization is not random; neither is the perpetration of sexual assault. Prevention is possible to the extent that we understand the interaction among its precipitants, and how they operate over time. This research will contribute significantly to the establishment of effective sexual assault prevention programs on campus.

This project Beyond Formulas is developing holistic, interdisciplinary Workplace Application Modules as enhancements to existing mathematics curricular materials. By presenting students with challenging, work-based problems, these modules demonstrate the relevance of abstract concepts to the real-world, thereby helping students improve both their understanding of and attitude toward mathematics. In turn, by making mathematics real to students through meaningful examples and engaging activities, the project is increasing critical-thinking and intuitive abilities - beyond rote memorization of formulas - to help students more effectively solve problems and make decisions as future employees in a highly technological workplace. Modules comprise five areas of study: algebra, statistics, trigonometry, precalculus, and calculus. Each module is exposing students to workplace-relevant scenarios and case studies that engage the students in abstract reasoning and the process of inquiry, provide overviews of industries on which case studies relate, and integrate mathematical theory within the industrial context. Module activities include cooperative learning; mathematical problem-solving; utilization of technology; use of data, measurement, models, and cause and effect diagrams; written assignments; and presentations. Modules are being pilot-tested, evaluated and revised by College mathematics faculty from other two-year colleges and an external evaluator from Manatee Community College. Student attainment of learning objectives, improved performance, and changes in attitudes and perceptions are being used as indicators of project effectiveness. Qualitative evaluations by faculty are also being conducted. Developed materials and results are being disseminated locally, statewide and nationally to maximize project impact.

Brevard Community College (BCC), a multi-campus, co-educational institution of higher learning located on the east cost of Florida, will continue to develop and utilize computer technology to develop an interactive, interdisciplinary approach to teaching science, mathematics, and technology. A key component of this effort will be the establishment of three computer laboratories on the Melbourne Campus and at the Kennedy Space Center/Patrick Air Force Base (KSC/PAFB) extension which serves space industry and military installations in the district. Each lab will be designated for a specific discipline (math, science, or technology) with classes held during concurrent sessions. In addition, these laboratories will be capable of "c-u-see-me" technology and utilized to design a complete curriculum of interdisciplinary courses. The first interdisciplinary course scheduled for development under this project will be College Algebra/Chemistry. Each interdisciplinary lab class will consist of ten PC's and multimedia and internet/intranet equipment which will enable live interaction between classes and allow the classes to transmit and receive from outside the campus, including classes at different institutions having similar capabilities. These labs are proposed to teach students the inter-relatedness of math, science, and technology in problem solving; to expand the currently used technology for online instruction to include c-u-see-me technology for home-bound students with disabilities; and to bring these interdisciplinary courses to students at the KSC/PAFB extension. Evaluation of the project will consist of a comparison of student success rates, satisfaction, and retention in classes using the interactive, interdisciplinary pedagogy to traditional lecture-based classes. Assessing project impact will also shed light on its value to disabled students unable to attend classes onsite when compared to other online instructional methods currently used by the college. An ANOVA will be run on course outcomes to determine if students with disabilities have an improved success rate in the mathematics, science, and technology fields as a result of increased communication and interaction through the use of C U SEE ME technology.