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A list of all the posts and pages found on the site. For you robots out there is an XML version available for digesting as well.

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About me

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This is a sample blog post. Lorem ipsum I can’t remember the rest of lorem ipsum and don’t have an internet connection right now. Testing testing testing this blog post. Blog posts are cool.

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Short description of portfolio item number 1

Short description of portfolio item number 2

Published in *Cardinal Perspectives*, 2005

An essay on teaching broad topic liberals arts classes.

Recommended citation: "Teaching outside my comfort zone", K. A. Roth, *Cardinal Perspectives*, 2004-2005. __http://www.wju.edu/faculty/cardinalperspectives/roth04_05.pdf__

Published in *Contemporary Math Series of the AMS*, 2006

Main Results from Ph.D thesis

Recommended citation: "Non-uniform Porosity for a Subset of Some Julia Sets.", K. A. Roth, Proceedings of Complex Dynamics: 25 years after the first appearance of the Mandelbrot Set, published in the Contemporary Math Series of the AMS, 2006. __http://jcsites.juniata.edu/faculty/roth/formalporousarticle.pdf__

Published in *Mathematical Intellegencer*, 2008

A Julia set is a type of fractal. We will explore the idea of a Julia set which is full of holes, or porous. The idea of porosity will lead to ways to understand the complexity of the sets in terms of whether they take up space, and in terms of dimension.

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Published in *PRIMUS*, 2012

The combination of classroom voting system (clicker) questions and peer instruction has been shown to increase student learning. While implementations in large lectures have been around for a while, mathematics has been increasingly using clickers in classes of a smaller size. In Fall 2008, I conducted an experiment to measure the effect of clickers on exam performance. The experiment was conducted with two sections of Calculus 1, using the same examples either on the board or with clickers. By comparing only the lower-performing students in the sections and alternating use of the clicker between sections, I was able to obtain modestly significant results showing improved exam performance for low-performing students, despite a small sample size.

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Published in *Juniata Voices*, 2015

Story of the Genomics Leadership Initiative at Juniata.

Recommended citation: "The Genomics Leadership Initiative at Juniata College." Buonaccorsi, V.,Roney J., Keeney, J. , Roth, K., Juniata Voices, 2015. __https://www.juniata.edu/offices/juniata-voices/media/volume-15/vol15-Genomics.pdf__

Published in *Frontiers in Microbiology*, 2017

An essay on being a women in mathematics.

Recommended citation: "The Only Woman in the Room", Kimb*Juniata Magazine*, Fall/Winter 2017. __https://issuu.com/juniata/docs/juniata_magazine_2017_fall_winter_/74__

Published in *Frontiers in Microbiology*, 2017

Joint work with Gina Lamendella and many others

Recommended citation: "Bacterial Community Dynamics in Dichloromethane-Contaminated Groundwater Undergoing Natural Attenuation.", Wright Justin, Kirchner Veronica, Bernard William, Ulrich Nikea, McLimans Christopher, Campa Maria F., Hazen Terry, Macbeth Tamzen, Marabello David, McDermott Jacob, Mackelprang Rachel, Roth Kimberly, Lamendella Regina. *Frontiers in Microbiology*, Volume 8, 2017. __https://www.ncbi.nlm.nih.gov/pubmed/29213257__

Published in *MAA FOCUS*, 2017

Essay on my statistical training post mathematics Ph.D.

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Published in *Journal of Humanistic Mathematics*, 2019

From special issue on Math and Motherhood.

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Published in *FOCUS*, 2019

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With Erika Ward.

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Abstract: Classroom response systems or clickers are a popular way to get whole class feedback on a question. Used with peer instruction and discussion they can enhance students understanding of the material. However many systems cost both you and the students money. Plickers is a new free option for which the students use no devices to answer the question. Instead it uses pictures based on QR codes. I will discuss the reasons clicker questions are great to use in the introductory statistics classroom and the successes and challenges of doing so with Plickers.

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Plickers is a classroom response system that I use in my classroom. Slides(‘http://www.apstatsmonkey.com/StatsMonkey/ReadBestPractice_files/plickersAPReading.pdf’)

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Joint work with Henry Escuadro.

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Joint work and talk with Henry Escuadro. Abstract: When teaching a course with a prerequisite, we sometimes find that many students are underprepared on the prerequisite material needed. Whether we do a formal review or not is dependent on many factors. But if we are going to review the prerequisite material for the course we are teaching, two relevant questions that we should ask are how and when. In AY 2016, Henry Escuadro and Kim Roth worked on a project that they hoped would answer these questions in the context of Calculus 1. The standard prerequisite for Calculus 1 is Precalculus. Though Precalculus is offered at Juniata, many students taking Calculus 1 encounter the prerequisite materials in high school. However, due to various reasons, we find that many students come underprepared on precalculus material and doing a review of precalculus benefits a group of these students. Members of the Math Department do reviews two different ways — the first method is done at the beginning of the semester while the second method is done throughout the semester. This project was done to determine whether there was a difference in effectiveness between the two methods.

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Stop comparing your outsides to other people’s insides. Illustrated with personal experiences.

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Abstract:This semester all three of my classes, Introduction to Probability and Statistics, Introduction to Data Science, and Statistical Consulting are using R. Each class has many students who have never used R and have a few who have. I will discuss the implementations that I used in each class and what the advantages and challenges of each implementation were. Options such as using an Rstudio server and different graphing tools will be discussed.

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With Loren Rhodes. Abstract: Introduction to Data Science is often offered as a course with prerequisites varying from an introductory statistics course to a first course in programming. Juniata College offers Introduction to Data Science as a class with no prerequisites that is intended for first year students. The course is part of the minor in Data Science. It is team taught by a statistician and a computer scientist and uses R and Weka as computing tools. This poster will talk about the course and its content along with successes and challenges in offering the course.

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Joint work and talk with Kristin Camenga, who teaches the calculus class metioned below.

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Abstract: Classroom Response Systems also known as clickers have been used as an active learning technique together with peer instruction to increase student participation and understanding. I will discuss some study results from two recent literature reviews, one on each topic. Also I will demonstrate the free system of clickers, plickers, that I currently use.

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Joint work and talk with Kristen Camenga, who teaches the calculus class metioned below.

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Abstract: While knitting a Hue Shift afghan, I began to wonder, how many possible afghans of this type are there? This led to more questions. What makes an afghan a Hue Shift? What should we count and how? These questions will be answered and other questions will be asked.

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When you have thousands of variables that you can select from to describe and predict whether active fracking is occurring, how do you choose? Random forests are a learning method that uses an ensemble of decision trees to build a predictive model. We’ll discuss how to make a random forest and how we used one to tell what measures from the microbiome and the sample site best predicted active fracking status.

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When you have thousands of variables that you can select from to describe and predict whether active fracking is occurring, how do you choose? Random forests are a learning method that uses an ensemble of decision trees to build a predictive model. We’ll discuss how to make a random forest and how we used one to tell what measures from the microbiome and the sample site best predicted active fracking status.

Courses taught, *Wheeling Jesuit University, now Wheeling University*, 2006

From Fall 2002-Fall 2005 Taught Math in Society, Precalculus, Calculus I, Calculus II, Calculus III, Discrete Math, Linear Algebra, Introduction to Research Seminar, Introduction to Real Variables, Freshman Year Seminar, and Sophomore Honors Seminar.

Undergraduate courses, *Juniata College*, 2019

From Fall 2006- present. Taught Quantitative Methods, Introduction to Data Science, Linear Algebra, Calculus I, Calculus II, Calculus III, Introduction to Probability and Statistics, Statistical Consulting, Numerical Analysis, Probability, Probability and Statistics, Multivariate Statistics, Chaos and Fractals, Differential Equations, Bayesian Statistics and Mathematics Research. Co-developed Juniata’s program in Data Science.