Physical Sciences and Mathematics Commons^™

Online Math Flc, Joyce Ahlgren

Q2S Enhancing Pedagogy

Online Math FLC – Joyce Ahlgren – Reading Quizzes

In an attempt to get students to read "Powerful Problem Solving", I created Quizzes on Blackboard. Using this method, I found that students were actually reading the chapters assigned .

Alignment Of Online Health & Human Ecology Course, Scott Rose

Q2S Enhancing Pedagogy

Project: To Design, Develop and align my Online Course, to meet CSUSB General Learning Outcomes (GLOs), Program (Department) Learning Outcomes (PLOs), Course Learning Outcomes (CLOs), and Module Learning Outcomes (MLOs) for meeting our Student learning Outcomes (SLOs). Resources used, Academic Technologies & Innovations’ (ATI’s) Course Alignment and Development Worksheet, and Cal State University’s’ (CSU’s), Quality Learning &Teaching (QLT) and Quality Matters (QM) Objectives (Instrument/table). Product: My NSCI 351, Health & Human Ecology, was designed for both the Quarter and Semester Systems; using Modules (MLOs), aligned with the Course (CLO), and Student Learning Outcomes (SLOs) for each of my ten (10) …

Syllabus For Semester Bridge Course: Fundamental Concepts Of Math For Educators: Fundamental Concepts Of Algebra And Geometry & Problem Solving Through Theory And Practice (Math 301a Qbr), Lamies Nazzal, Joyce Ahlgren

Q2S Enhancing Pedagogy

The Quarter-to-Semester transition at CSUSB brought a number of challenges for many courses or course series. One of those included the math requirement for Liberal Studies series, Math 30x courses. The challenge here is that the 30x series includes four courses, yet the transition to semesters will yield three courses. In the Fall of 2020, the fourth 2-unit course in the series, Math 308 (Problem Solving Through Theory and Practice), will no longer be offered. Instead, it will be embedded into the first three courses. Students beginning the series after Fall 2019, will not have enough time to complete the …

Written Reflections And Discussion Forums-- Math For Elementary School Teachers (Q2s-Ep: Math 301aqbr And Math 301bqbr ), Stephanie Creswell

Q2S Enhancing Pedagogy

Preparing for the transition from quarters to semesters, instructors of the mathematics sequence for future elementary teachers (Math 301ABC, Math 308 and their semester equivalents 3011, 3012 and 3013) applied research about best practices for online learning in mathematics to the quarter bridge courses Math 301AQBR and 301BQBR that each include 0.5 units of online activities. Successful activities piloted in the quarter bridge courses may be implemented in the 3011-3012-3013 semester sequence and their associated lab courses 3011L-3012L-3013L. This paper focuses on written reflections and group discussion forums associated with the class textbook Powerful Problem Solving by Max Ray.

Redesign Of Math 1601 Modeling With Calculus, Dustin Grindstaff

Q2S Enhancing Pedagogy

This is the redesign of the course math 1601 - Modeling with Calculus. It includes a sample syllabus and tentative schedule of topics to be covered. The course must meet the Technological Literacy requirement so I have also included a list of potential GeoGebra activities, as well as, what a sample activity would look like.

Collaboration (Reacting To The Past/Math/History/Writing), James Hayashi

Q2S Enhancing Pedagogy

This is an assignment for a Freshman level course in the College of Natural Science. By the end students will have an understanding of valid research, collaboration and communication skills. Faculty that chooses to use this assignment will be preparing students for an active learning environment, and understanding a “Big Idea”, valid research, technology and communication skills.

Faculty should give an example of what is valid research. As students are completing this assignment mini deadlines (check-ins) shall be set. With the check-ins for this assignment focus on how the group will communicate the check point and the collaboration.

The focus …

Designing Writing Intensive Upper Division Laboratories In Physics, Sara Callori

Q2S Enhancing Pedagogy

California State University San Bernardino is currently transitioning from quarters to semesters, starting in Fall 2020. As part of this transition, the Department of Physics has transformed its curriculum to better suit the needs of its students. One major facet of this redesign has been the creation of two writing intensive, upper division laboratory courses. From a practical standpoint, under the revamped general education program, we are able to incorporate upper division writing into the major. More importantly, there are many benefits where having a writing-intensive major course aligns with program goals and professional organization recommendations. This includes designing activities …

A Writing Intensive Upper Division Astrophysics/Planetary Science Course, Laura M. Woodney

Q2S Enhancing Pedagogy

This poster describes the major writing components of an upper division Astronomy or Planetary Science course. These components are intended to be integrated throughout the semester along with the content of the course. The papers the instructor chooses for the scaffolded assignments should compliment/enhance the content the students are learning in the course. This project used the "Backwards Design" method from Bean (2011, citation in poster): where the instructor first identifies the final project, determines what challenges the students will encounter attempting to do that project, and then builds scaffolded assignments intended to address each of these challenges. This presentation …

Efforts To Improve Student Engagement In Introductory Physics (Phys 121 & 221), John Mcgill

Q2S Enhancing Pedagogy

The number of iClicker questions per lecture were increased in order to improve student engagement and understanding in introductory physics classes. Engagement was noticeably improved, but there was no clear improvement of student performance.

Taking The *Sigh* Out Of Science, Kathleen Devlin

Q2S Enhancing Pedagogy

This PowerPoint presentation describes a project where I will use social media in an attempt to improve the negative perception of science. Beginning Fall 2020, on the first day of class, I will have the students complete a pre-assessment on their perception of science. I will then ask the students to follow at least one pre-selected science person/group on either Instagram, Twitter, or Youtube. Each week I will have them do a quick think-pair-share on the topic they followed, and then do a short writing assignment. At the end of the semester I will have them complete a post-assessment and …

Math 3100 Mathematical Thinking: Communication And Proof-Sample Writing (Including Typesetting) Assignments, Min-Lin Lo, Cory Johnson, Shawn Mcmurran, Laura Wallace

Q2S Enhancing Pedagogy

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to …

Math 3100 - Mathematical Thinking: Communication And Proof - Week 1 Outline, Laura J. Wallace, Cory Johnson, Shawn Mcmurran, Min-Lin Lo

Q2S Enhancing Pedagogy

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to …

Math 3100: Communication And Proof - Assessment, Shawn Mcmurran, Min-Lin Lo, Corrine Johnson, Laura Wallace

Q2S Enhancing Pedagogy

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to …

Math 3100 Mathematical Thinking: Communication And Proof - Sample Syllabus, Cory Johnson, Shawn Mcmurran, Laura Wallace, Min-Lin Lo

Q2S Enhancing Pedagogy

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to …

Geogebra Activities: Tracing Points, Jeremy Aikin, Corey Dunn, Jeffrey Meyer, Rolland Trapp

Q2S Enhancing Pedagogy

In this activity, we will learn how to use GeoGebra (www.geogebra.org) to trace the movement of points, which depend on the movement of other objects. The paths of these points determine curves and we will provide algebraic descriptions of these curves.

Geometry Across The Curriculum, Corey Dunn

Q2S Enhancing Pedagogy

This project is designed for a multicalculus class already familiar with computing the arc length of a parameterized curve in space. The activity asks the student to first recall basic facts about arc length, and then introduces the notion of measuring lengths of vectors differently, depending on where their initial point is. This is a foundational concept in metric differential geometry, and, this activity attempts to motivate this generalization of computing lengths of vectors through this arc length activity. The activity concludes with a short discussion of basic concepts of Lorentzian geometry, including the idea that lightlike vectors have length …

Tools For Physicistsl Creating A Major-Based Foundational Course, Carol Hood

Q2S Enhancing Pedagogy

Pulling extensively from the recommendations from Phys21: Preparing Physics Students for 21st Century Careers¹, a joint AAPT-APS committee report, we created a new semester course for all incoming physics majors, regardless of their math preparation. The Tools for Physicists course will attempt to set a foundation for what physicists do, why you would want to be one, and what you need to be successful.

Reflection On Use Of The "Reacting To The Past" Pedagogy In A History Of Mathematics Course, Davida Fischman

Q2S Enhancing Pedagogy

This brief report provides a reflection on the use of the "Reacting to the Past" (RTTP) pedagogy in a History of Mathematics classroom. The conclusion is drawn that the RTTP pedagogy is very successful in engaging students in active learning, and appropriate games may be utilized to help students learn about the role of mathematics in historical developments as well as in society today.

Honors Interdisciplinary Seminar Syllabus (Letters & Natural Sciences/Math), Terri J. Nelson, Davida Fischman

Q2S Enhancing Pedagogy

This syllabus outline is for an interdisciplinary, upper-division Honors course to be taught in Spring 2021. The team-taught course will include two Reacting to the Past games: (1) Building the Italian Renaissance: Brunelleschi's Dome & the Florence Cathedral and (2) The Trial of Galileo: Aristotelianism, the "New Cosmology," and the Catholic Church, 1616-1633. The course will culminate with the design, development and enactment of a student-created Reacting game. An detailed list of student learning out is included.

Acue Reflection From A Stem Perspective, Ashley Vizenor

Q2S Enhancing Pedagogy

The following document contains reflections from various activities of the ACUE workshop. Activities pertain to syllabus editing, classroom conduct, and effective teaching practices.

Lead In The Environment, Msn Module, Dawn Blue

Q2S Enhancing Pedagogy

Module for MSN program in toxicology on lead in the environment.