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Course Portfolio For Math 872: Topology Ii, Alex Zupan
Course Portfolio For Math 872: Topology Ii, Alex Zupan
UNL Faculty Course Portfolios
In this course portfolio, I explore tactics for engaging a group of beginning mathematics graduate students taking the second semester of the first-year sequence in topology. Course objectives include computing algebraic invariants of topological spaces, understanding the Galois correspondence between covering spaces and fundamental groups, and using a range of invariants to distinguish spaces. My main instructional tools include a series of three "Activities" tailored to each student, a project involving computing invariants with the program SnapPy and using homology of covering spaces to distinguish 3-dimensional knots, and individual student board work during class periods. The activities served as benchmarks …
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Researchers acknowledge that students’ learning and achievement requires both effective cognition and the motivation to apply it. In addition, both cognition and motivation are multidimensional, each involving different processes that may be less or more salient in different contexts. However, most basic research and intervention studies focus on either cognition OR motivation, and commonly only target a single process. We designed an intervention to investigate the role of different combinations of cognitive and motivational supports in first-year undergraduate introductory biology courses. We sought an online delivery approach with minimal burden on the instructor that can accompany any such course. Building …