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Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
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Between the Two Cultures: Teaching Math and Art to Engineers (and Scientists and Mathematicians)

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C.P. Snow famously categorized modern intellectual life as being split between the culture of the sciences and the culture of the humanities, and said that solving the world's problems requires bringing these two cultures together. Math and art classes inherently try to do that. However, most math and art classes we have heard of focus primarily on introducing liberal arts students to mathematics. In the Spring Quarter of 2019 Soully Abas and I team-taught a different sort of course in mathematics and art at the Rose-Hulman Institute of Technology. Rose-Hulman is a private, undergraduate-focused institution, all of whose students major in engineering (predominantly), science, or mathematics. We wanted to build on the mathematical knowledge that our STEM students already have with a focus on having them make physical art objects. Soully is an art professor specializing in oil painting and printmaking. Josh is a math professor interested in the mathematics of fiber arts such as embroidery, knitting, crochet, and weaving. Our goal was for students to use their existing mathematical (and perhaps artistic) knowledge to reinforce new artistic (and perhaps mathematical) experiences. Ideally, the knowledge and experience gained will increase their appreciation for both the beauty of mathematics and the importance of art and help them prepare for productive lives solving the world's problems.

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Between the Two Cultures: Teaching Math and Art to Engineers (and Scientists and Mathematicians)

  1. 1. Non-Cognitive Predictors of Student Success: A Predictive Validity Comparison Between Domestic and International Students Non-Cognitive Predictors of Student Success: A Predictive Validity Comparison Between Domestic and International Students Between the Two Cultures: Teaching Math and Art to Engineers (and Scientists and Mathematicians) MOTIVATION • Give STEM students experience with art • Give students a deeper understanding of math through physical manipulation • Increase STEM students' (often under- developed) appreciation for the beauty of mathematics and significance of art PROFESSORS • Josh Holden, Prof. of Mathematics • Soully Abas, Asst. Prof. of Art ASSIGNMENTS • Four finished projects (65% of grade): Painting/Symmetry, Weaving/ Enumeration, Wood Burning/Fractals, Generative Art/Linocut/Laser Cutting • Projects graded on: Composition, Math Concept, Craftsmanship, Creative Problem Solving. • Performance in critique (25% of grade) (Class discussion of each finished piece) • Quizzes (10% of grade) WHAT DID WE LEARN? • I had no idea that there were so many STEM students interested in art. • Being good at math and good at art does not immediately translate into being good at mathematical art. • There is a “third space” combining math and art that requires practice and thought to reach. (And to teach!) COURSE OBJECTIVES Students should be able to: 1. Identify the role of mathematics in developing various artistic concepts 2. Apply mathematical concepts to the creation of a visual composition 3. Produce works of art using specific media 4. Interpret works of art in mathematical context 5. Properly use the vocabulary of art 6. Compare and contrast aesthetic principles commonly used by artists with those commonly used by mathematicians ROSE-HULMAN INST. OF TECH. • > 2,200 undergraduate students and > 70 graduate students • 25% female • Faculty-Student Ratio: 1 : 11 • Average Class Size: 20 • Undergraduate Majors: 19, all in natural science, engineering, mathematics, or economics • Dept. of Humanities, Social Sciences, and Arts: 18 minors, International Studies 2nd major, and Economics • All students take at least 4 quarters of math and 9 quarters in HSSA • No math and art class until this year (as far as I can tell) OUR CLASS (Spring 2018-2019) • 12 students finished (One other dropped the class after being sick.) • Year 4: 5 • Year 3: 7 (5 had senior standing) • Mechanical Engineering: 3 • Mathematics: 3 • Biomedical Engineering: 2 • Computer Science: 1 • Computer Engineering: 1 • Mathematics and Physics: 1 • Software Engineering: 1 • Art Minors: 3 • 4 male, 8 female • 6 A’s, 4 A-/B+’s, 2 B’s COURSE EVALUATIONS (OVERALL) Excellent: 4, Very Good: 3, Satisfactory: 1 Joshua Holden (Josh, he/him/his) Take a picture of the QR code to download more information. Jiawen Wang Adam Stephenson Megan Dado Lee Trent

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