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The Birthday Problem meets Graph Theory
No full textSuppose that we choose a group of people and attempt to determine the probability that some pair have the same birth date. This gives rise to what is often called the birthday paradox, because, with some assumptions about birthdates, the size of the group required to exceed a 50% probability of a birthday match is surprisingly small (only 23 people are needed). Alternatively, the birth-mate problem is the problem of determining the probability that someone in a group will have a birthday that matches a specific date. In this case, a group of 253 people are necessary for the probability of a match to exceed 50%. While the number of people in both problems is quite different, the underlying number of “opportunities” for a match is not. In this talk, we will view the underlying structure of the opportunities in both problems as a network (or graph), and then consider other variations on the birthday and birth-mate problems that can be defined and solved by choosing a different underlying network
Specifications Grading has Improved my Courses!
Get PDFSpecifications grading is a way of restoring rigor, motivating students, and saving faculty time as stated in the title of Linda Nilson\u27s book promoting this method. While there are many variations across disciplines, I will present how I am using specifications grading in my Organic Chemistry courses. I label course objectives as essential or non-essential, and students must master these with a quiz score of 80% or greater to obtain the points. Students are allowed multiple attempts to master course objectives
Society of Automotive Engineers Baja Car Competition
No full textSociety of Automotive Engineers (SAE) Baj
Literature Review of Practical Insights into the Use of Brain Science and Learning Technology to Enhance STEM Student Learning
Get PDFIn recent years, college students, including those at Olivet Nazarene University, have experienced an increase in mental health challenges such as anxiety and depression. Researchers think technology is a significant contributor to this trend with social media undermining a viewer’s dignity through constant comparison and ruthless competition for attention. However, social media and teaching/learning technologies also have the potential to enhance efficient, effective student learning. This paper will present the best practices for use of social media and teaching/learning technologies based on a literature review in these areas.
The literature review will seek to tie together knowledge and best practices of STEM (Science, Technology, Engineering, and Mathematics) education, brain science, and learning/teaching technology. Technology examples include the role of emerging technologies in minimizing the gaps between STEM curricula and industry practices, the use of emerging technologies (e.g., sensing, analytics, visualization, information technology, modeling, simulation) to form disruptive forces to improve the learning environment, pedagogical strategies enabled by emerging technologies to enhance multidisciplinary teamwork and communication skills in STEM education, and visionary approaches and methods for future STEM work and education. The focus will be on STEM students, but many of the best practices will be applicable to all college students
Generation Z Cybersecurity Learners: The Identification of Cybersecurity Instructor Strategies And Attributes That Maximize Student Engagement
No full textThere exists a significant shortage of cybersecurity specialists in the workforce. Universities should endeavor to keep cybersecurity students engaged if they desire to be competitive and contribute graduates to the remediation efforts of this cybersecurity deficit. Instructors significantly contribute to student engagement and there is a correlation between student engagement and student retention. The purpose of this regional qualitative exploratory study was to identify attributes that Generation Z collegiate cybersecurity learners felt kept them engaged in their cybersecurity courses. The sample comprised 10 individuals identified as GenZ and used purposeful and snowball sampling to select participants. A semi-structured interview strategy was selected to collect data. Two overarching instructor attribute categories emerged: Instructor Qualities and Coursework/Learning Experiences. The major themes that emerged in the Instructor Qualities category were relational, engaging, and personable. Major themes emerging from the category of Coursework and Learning Experiences were real and relevant. This research can impact cybersecurity instruction by providing insight into the learning desires of Generation Z cyber learners and the attributes they identified as being important for maintaining engagement in their cybersecurity courses