CeTEAL News, July/August 2014

Student Learning With Classroom Collaboration CeTEAL Ten Strategies for Successful Team-Based LearningAngela Fitzpatrick, Assistant Director Women and Gender Studies, Lecturer, University College Two Birds with One Stone: Wikis Facilitate Online Participation and Student Learning Mikel Norris, Assistant Professor of Politics, Edwards College of Humanities and Fine Arts Getting Started with the 4S Structure of Team-Based Learning Session Allison Hosier, Information Literacy Librarian, Kimbel Library Cooperative Learning in Math Classes Denise Williams, Lecturer of Mathematics and Statistics, College of Sciencehttps://digitalcommons.coastal.edu/ceteal-news/1039/thumbnail.jp

Transformers for scientific data: a pedagogical review for astronomers

The deep learning architecture associated with ChatGPT and related generative AI products is known as transformers. Initially applied to Natural Language Processing, transformers and the self-attention mechanism they exploit have gained widespread interest across the natural sciences. The goal of this pedagogical and informal review is to introduce transformers to scientists. The review includes the mathematics underlying the attention mechanism, a description of the original transformer architecture, and a section on applications to time series and imaging data in astronomy. We include a Frequently Asked Questions section for readers who are curious about generative AI or interested in getting started with transformers for their research problem.Comment: 17 pages, 5 figure

Introduction to LaTeX

LaTeX is a document preparation system used in a wide variety of disciplines. Originally written for mathematics, LaTeX is now used throughout the sciences and in fields as diverse as linguistics, economics, and political science. With LaTeX, users can create professional-looking articles, lab reports, and presentations with complex mathematical expressions. LaTeX is widely used, especially in the sciences, but the learning curve for LaTeX is steep and can be daunting to new users. While it may be necessary for future success in the student’s discipline, getting started with LaTeX can be a significant hurdle. For graduate students, a structured introduction provides a supportive way to begin using LaTeX for articles, dissertations, and other documents. In this session, participants will take part in a graduate level workshop entitled “Introduction to LaTeX.” This workshop was developed in response to requests for LaTeX instruction and emphasizes basic concepts that can be applied in any LaTeX document

The Use Of Coastal Potency In Learning Mathematics To Enhance Social Skills Of Junior Secondary School Students

Social skills of junior secondary school students in coastal area are still considered low due to the lack of interaction in mathematics learning. Interaction in coastal class can be done by using coastal potency problem. The objective of this study is to enhance students’ social skills by using coastal potency in learning of mathematics (CCTL). Junior secondary school sample is randomly selected from 10 classes in SMPN 5 Kendari. Two classes are randomly selected from the school sample, experiment class (CCTL) and control class (conventional teaching and learning, CVTL). Instrument that was used in this research is scale of social skills. Data are analyzed by using a qualitative-descriptive technique, one-sample T test, and independent-sample T test. Based on the result of data analysis, it can be concluded that the use of CCTL is significantly better than CVTL in enhancing the students’ social skills, however it’s still in the medium category. Keywords: coastal potency, social skills, coastal potency-based contextual teaching and learning (CCTL

A Conversation with Shayle R. Searle

Born in New Zealand, Shayle Robert Searle earned a bachelor's degree (1949) and a master's degree (1950) from Victoria University, Wellington, New Zealand. After working for an actuary, Searle went to Cambridge University where he earned a Diploma in mathematical statistics in 1953. Searle won a Fulbright travel award to Cornell University, where he earned a doctorate in animal breeding, with a strong minor in statistics in 1959, studying under Professor Charles Henderson. In 1962, Cornell invited Searle to work in the university's computing center, and he soon joined the faculty as an assistant professor of biological statistics. He was promoted to associate professor in 1965, and became a professor of biological statistics in 1970. Searle has also been a visiting professor at Texas A&M University, Florida State University, Universit\"{a}t Augsburg and the University of Auckland. He has published several statistics textbooks and has authored more than 165 papers. Searle is a Fellow of the American Statistical Association, the Royal Statistical Society, and he is an elected member of the International Statistical Institute. He also has received the prestigious Alexander von Humboldt U.S. Senior Scientist Award, is an Honorary Fellow of the Royal Society of New Zealand and was recently awarded the D.Sc. Honoris Causa by his alma mater, Victoria University of Wellington, New Zealand.Comment: Published in at http://dx.doi.org/10.1214/08-STS259 the Statistical Science (http://www.imstat.org/sts/) by the Institute of Mathematical Statistics (http://www.imstat.org

Active Learning and Transparency in Teaching Gateway Mathematics Courses

The need: we concentrate our attention on the gateway courses (for example, PreCalculus ) which have had traditionally low passing scores and retention. Objectives: in our teaching practice we aim to be consistent assuring: Active participation in the class work based on understanding the concepts and ability to implement them; Clear understanding of the requirements and the grading system (what should be done, when it needs to be done, and how to do that?)https://digitalscholarship.unlv.edu/btp_expo/1075/thumbnail.jp

Fearless Friday: Kirsten Crear

Even in her last semester here at Gettysburg, Kirsten Crear ’14 is fearlessly working to make changes for the future of the campus community. This semester, Kirsten introduced a STEMinists club on campus that will give female students who are STEM (an acronym for Science-Technology-Engineering-Mathematics) majors the opportunity to come together and create a community, share and discuss the difficulties they face as women in their fields of study, and support and mentor each other as they prepare to enter their fields. Kirsten is passionate, driven, and determined, taking the initiative to bring this group of women together on campus so that together they can begin to challenge the norms and stereotypes about women in their fields, creating change for the future. [excerpt