A simulated academic career was combined with inquiry-based learning in an upper-division undergraduate mathematics course. Concepts such as tenure, professional conferences and journals were simulated. Simulation procedures were combined with student-led, inquiry-based classroom formats. A qualitative analysis (ethnography) describes the culture that emerged within the simulation during a pilot test. A discussion follows evaluating the potential for career simulations to invite students to consider graduate studies and academic careers in the STEM disciplines.
Sinn, Robb and Phipps, Marnie
"Mathematics Career Simulations: An Invitation,"
International Journal for the Scholarship of Teaching and Learning:
1, Article 17.
Available at: https://doi.org/10.20429/ijsotl.2013.070117
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