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In this article, the researchers discuss the implementation of the Ferrari, Lynch, and Vogel Listening Test (FLVLT) to two STEM areas: Mathematics and Computer Science. The goal of the present study was to assess the improvement in students' mastery of critical listening skills and how listening can help students to retain information. After students were introduced to the subject matter, two specifically tailored listening assessment tools were designed. Pretests and posttests were then administered in an introductory algebra (n = 29 students) and a network fundamentals course (n = 13 students). These tests were administered approximately four weeks apart. The data show that the FLVLT model is reliable for judging students' critical listening skills and curricular knowledge. Furthermore, a 12% and 20% improvement in students' ability to match the content pattern to a spoken message was found. In addition, a correlational analysis suggested that improvement in critical listening skills helped students' learning.

Queensborough Community College of the City University of New York (Queensborough) is a minority-serving institution with over 16,000 students who originate from approximately 140 countries and more than a third [...]

The article discusses a method to obtain the point to plane distance formula through a linear space perspective. The distance formula from a point to the plane is explored as well as several derivations of the formula including one through a linear space viewpoint. It notes that the method can be used as an assignment or a project for students which help them understand linear algebra and orthogonal basis.

The article focuses on he aspect of the approach in teaching and demonstrating regression effect through actual data and spreadsheet, citing processes such as the placement of data on the adjacent columns and resorting the data in the ascending order.

In an introductory statistics course, students benefit from experience with real data, particularly data they gathered or generated themselves, on relatable variables. This helps give relevant purpose to the statistical concepts and methods. In addition to the "use of real data with a context and purpose", the GAISE College Report (2016) updated recommendations for introductory courses include to "teach statistics as an investigative process of problem-solving and decision-making." The art gallery project included these elements but also exposed students to cultures and art. [ABSTRACT FROM AUTHOR]