undergraduate hourly workers is more costeffective than hiring TAs, which is an important consideration for many schools today. This isparticularly significant when the use of the peer-led study groups has been demonstrated to bequite effective, as done here.AcknowledgmentsPartial support for this work was provided by the National Science Foundation's Science,Technology, Engineering, and Mathematics Talent Expansion Program (STEP) under Award No.0757055. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors would also like to thank Tina Tang, Cindy Walker, Todd Johnson, TinaCurrent, Sharon Kaempfer, and Jennie
Mathematics Talent Expansion Program (STEP) under Award No.0757055. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors would also like to thank Todd Johnson, Tina Current, George Hanson,and Edward Beimborn (all at UWM) for their assistance with this project.Bibliography1. National Science Board. 2003. The Science and Engineering Workforce: Realizing America’s Potential.Publication NSB 03-69. (www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf)2. Augustine, N. “Rising Above the Gathering Storm: Energizing and Employing America for a BrighterEconomic Future”, Committee on Science, Engineering, and Public
theirspecific expectations for student mathematical knowledge and skills.After receiving sample problems from five faculty members, the questions were analyzed todevelop a set of learning outcomes that would reflect the knowledge and skills required to solvethe problems. There was significant overlap among the problems, with respect to the knowledgeand skills expected. The resulting set of mathematics topics for which engineering facultymembers expected student mastery are listed in Table 1. Table 1. First-year Mathematics Topics Determined by Engineering Faculty Members Projection Vector Components (2-D) Derivative (using Chain Rule) Second Derivative
getting instant responses totheir e-mails, voice mails, etc.4 Even though possessing these desired characteristics, “some researchers also fear that millennialstudents, being over-reliant on communications technology, will have stunted interpersonal(face-to-face) skills. Others have expressed similar concerns that the ease with which millennialstudents routinely engage in multitasking behaviors, enabled in part using technology, hasshortened their collective attention span. Finally, having completed primary and secondarycurricula that may unintentionally encourage rote learning, these students may lack the skillsnecessary to be critical thinkers or demonstrate introspection and self-reflection.”5“Millennial students are inclined to be more
supervisors presented the task. In addition, they received detailedinformation on the scope of the project, the timetable and deadlines and the evaluationcriteria.During the semester the students went through the following stages1: 1. Researching the topics 2. Finding the technical and mathematical solutions 3. Acquiring the relevant background knowledge and skills 4. Designing and programming the software 5. Documenting the process from research to development and finally to output 6. Reflecting on project management, team work and the performance of individual team members in the form of a brief written appraisal 7. Handing in software and documentation on a pre-defined dateThe role of the project advisors, as subject experts
) has been the leader in the development of fundamental concepts and terminology for V&V. "... Of the work conducted by DMSO24,25 , Cohen28 observed : 'Given the critical importance of model validation ... , it is surprising that the constituent parts are not provided in the DOD directive 24 concerning validation. A statistical perspective is almost entirely missing in these directives.' We believe this observation properly reflects the state of the art in V&V, not just the directives of DMSO. That is, the state of the art has not developed to the place where one can clearly point out all of the actual methods, procedures, and process steps that must be undertaken
/eliminate thisundesired effect, quasi-random number (QRN) sequences are introduced. The generators of thesesequences are so designed and developed that they produce more uniformly distributed randomnumbers. The study of uniformly distributed RNs was started in 1916 by Weyl [5]. Heintroduced the notion of discrepancy that reflects clustering and that measures the quality ofuniformity of a random point set. Hence the QRNs are also known as low discrepancysequences. An ideal QRN sequence is one where discrepancy/clustering is nonexistent. Forinstance, if we generate K, say 1000, random points over a finite area having A, say 10, unitsquares, then in each of the A=10 unit squares we should have exactly K/A = 100 points for anideal QR sequence. If we
, http://www.hkbu.edu.hk/~ppp/cpr/toc.html.6. Galileo Galilei , "Dialogues Concerning Two New Sciences" (1638) ,translated by Henry Crew & Alfonso de Salvio, William Andrew Publ., Norwich, New York, U.S.A., http://www.williamandrew.com/pdf/TwoSciences.pdf7. von Glasersfeld Ernst, "A constructivist approach to experiential foundations of mathematical concepts", (In S.Hills, ed.), History and philosophy of science in science education. Queen's University, Kingston, Ontario, 1992, 551-571.8. Dubinsky Ed. "Reflective abstraction in advanced mathematical thinking," In (D. Tall, ed.), Advanced Page 11.1263.15
,clear understanding of what students are expected to learn, so teachers and parents know whatthey need to do to help them. The standards are designed to be robust and relevant to the realworld, reflecting the knowledge and skills that our young people need for success in college andcareers. With American students fully prepared for the future, our communities will be bestpositioned to compete successfully in the global economy.” 32In contrast to the Common Core Initiative’s Mission, our students like straightforward mathassignments. Most of them would be able to solve problems that are in the forms ofmathematical expressions or equations. When students encounter a problem of the sort (simplifythe expressions or solve for x for example) they
the fall of 2008, there was one section with 50students completing the course. Last fall, there were 69 students completing the course in onesection and 49 in the other. Even the spring section has grown to the initial fall 2008 levels asthere are currently 54 students in the course, up from the 29 students completing the course in thefirst spring offering of 2009. I would like to reiterate that these numbers reflect only thosestudents who have completed the course, since there are a handful of students who drop thecourse every semester.For direct student comments, all of the IDEA Survey comments have been gathered, beginningwith the initial offering of the course in fall 2008. Below are all of the comments with thekeyword project. When asked
, Institutionalization and Outreach, and Social Activities) meet asfrequently as needed. The name of a committee reflects the responsibilities assigned to each oneof the committees.The EXCEL program has two Directors (Dr. Georgiopoulos from the School of ElectricalEngineering and Computer Science, and Dr. Young from the Department of Mathematics).Furthermore, the EXCEL program has four program Coordinators: Dr. Hagen fromCivil/Environmental Engineering, Dr. Geiger from Chemistry Department, Dr. Islas from theMath Department, and Dr Parkinson from the Department of Biology. The Directors of the Page 14.985.9EXCEL program supervise and coordinate all of the