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  1. Free, publicly-accessible full text available September 28, 2024
  2. Cook, S. ; Katz, B. ; Moore-Russo, D. (Ed.)
    Postsecondary instructors interested in inquiry-oriented instruction of Linear Algebra participated in a sequence of eight one-hour online work group meetings with other experienced inquiry-oriented linear algebra facilitators and teachers. Recordings from three meetings were analyzed for how two participants referenced goals of instruction in preparation for teaching a new instructional unit on subspaces. We identified four goals of instruction of teaching subspaces. We discuss the intersections of several goals of instruction and possible implications for those who want to transition to inquiry oriented instructional approaches. 
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  3. S. Cook ; B. Katz ; and D. Moore-Russo (Ed.)
    Post-secondary instructors interested in inquiry-oriented instruction of Linear Algebra participated in a sequence of eight one-hour online work group meetings with other experienced inquiry-oriented linear algebra facilitators and teachers. Recordings from three meetings were analyzed for how participants referenced goals of instruction in preparation for teaching a new instructional unit on subspaces. We identified four goals of instruction of teaching subspaces. We discuss the intersections of several goals of instruction and possible implications for those who want to transition to inquiry oriented instructional approaches. 
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  4. Cook, S. ; Katz, B. ; Moore-Russo, D. (Ed.)
    Postsecondary instructors interested in inquiry-oriented instruction of Linear Algebra participated in a sequence of eight one-hour online work group meetings with other experienced inquiry-oriented linear algebra facilitators and teachers. Recordings from three meetings were analyzed for how participants referenced goals of instruction in preparation for teaching a new instructional unit on subspaces. We identified four goals of instruction of teaching subspaces. We discuss the intersections of several goals of instruction and possible implications for those who want to transition to inquiry oriented instructional approaches. 
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  5. Free, publicly-accessible full text available May 1, 2024
  6. We investigate the tropical Pacific annual cycle and the El Niño/Southern Oscillation (ENSO) in four mid‐Holocene simulations. Our results show that both ENSO variability and the amplitude of the annual cycle of the tropical Pacific cold tongue are reduced under mid‐Holocene forcing, along with a modified annual cycle in ENSO variance. The weakened annual cycle of the cold tongue is attributed to an ocean dynamical response to westerly wind anomalies in the western equatorial Pacific in boreal spring in addition to a thermodynamic response to local insolation changes in the eastern Pacific. The anomalous westerly winds in boreal spring excite an annual downwelling Kelvin wave that deepens the thermocline and propagates eastward along the equator, reaching the central and eastern equatorial Pacific during the development season of ENSO in boreal summer. Upon reaching the eastern Pacific, the downwelling Kelvin wave deepens the near‐surface thermocline, warming the surface ocean and weakening the local ocean‐atmosphere coupling critical to the growth of ENSO events. The westerly wind anomaly is associated with a shift in convection in the western Pacific driven by greater cooling of the Maritime Continent than western Pacific Ocean during the first half of the year (January to June) under tropical insolation forcing. By elucidating a common set of mechanisms responsible for a reduced cold tongue annual cycle and ENSO variability in a diverse range of mid‐Holocene simulations, this work yields important insight into the linkages between the tropical Pacific annual cycle and ENSO that are critical for understanding tropical Pacific climate variability. 
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  7. S. S. Karunakaran ; A. Higgins (Ed.)
    Social Network Analysis is a method to analyze individuals’ social accessibility and power. We adapt it to change inequitable issues in STEM postsecondary education. Equity issues in mathematics education, such as underrepresented women and racial disparities, are prevalent. With the social capital perspective, we investigate the demographic characteristics of influential students and their social networks. Seventeen participants are undergraduate students in an inquiry-oriented linear algebra course. The number of nominations on discussion boards as “Shout-out” is data to measure influence and map the social network. By analyzing data with UCINET, we found that (1) the most influential students are non-White males and the principal components of the network are male-dominant, and (2) there is a female-dominant small cluster and female students have reciprocal networks. This study suggests further discussions of (1) how discussion boards position students with the social capital perspective and (2) intersectionality, especially for women of color. 
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