Who? External Collaborators 3. 4. 5. 6. 7. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. E 8. E 2. California State Polytechnic University Pomona (masters) Colorado State University Contra Costa College (CA, 2-year) Delaware State University (EPSCoR, masters) Earlham College (IN, bachelors) East Central University (OK, EPSCoR, masters) Emporia State University (KS, EPSCoR, masters) Great Plains Network E Harvard University (MA) Kansas State University (EPSCoR) Langston University (OK, EPSCoR, masters) Longwood University (VA, masters) Marshall University (WV, EPSCoR, masters) Navajo Technical College (NM, EPSCoR, 2-year) NOAA National Severe Storms Laboratory (EPSCoR) NOAA Storm Prediction Center (EPSCoR) Oklahoma Baptist University (EPSCoR, bachelors) Oklahoma City University (EPSCoR, masters) Oklahoma Climatological Survey (EPSCoR) Oklahoma Medical Research Foundation (EPSCoR) E 1. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. Oklahoma School of Science & Mathematics (EPSCoR, high school) Oklahoma State University (EPSCoR) Purdue University (IN) Riverside Community College (CA, 2-year) St. Cloud State University (MN, masters) St. Gregory’s University (OK, EPSCoR, bachelors) Southwestern Oklahoma State University (EPSCoR, masters) Syracuse University (NY) Texas A&M University-Corpus Christi (masters) University of Arkansas (EPSCoR) University of Arkansas Little Rock (EPSCoR) University of Central Oklahoma (EPSCoR) University of Illinois at Urbana-Champaign University of Kansas (EPSCoR) University of Nebraska-Lincoln (EPSCoR) University of North Dakota (EPSCoR) University of Northern Iowa (masters) Supercomputing in Plain English: Overview Tue Jan 25 2011 28
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Who? External Collaborators 3. 4. 5. 6. 7. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. E 8. 19. 20. 21. 22. 23. 24. 25. E 2. California State Polytechnic University Pomona (minority-serving, masters) Colorado State University Contra Costa College (CA, minority-serving, 2year) Delaware State University (EPSCoR, masters) Earlham College (IN, bachelors) East Central University (OK, EPSCoR, masters) Emporia State University (KS, EPSCoR, masters) Great Plains Network E Harvard University (MA) Kansas State University (EPSCoR) Langston University (OK, minority-serving, EPSCoR, masters) Longwood University (VA, masters) Marshall University (WV, EPSCoR, masters) Navajo Technical College (NM, tribal, EPSCoR, 2-year) NOAA National Severe Storms Laboratory (EPSCoR) NOAA Storm Prediction Center (EPSCoR) Oklahoma Baptist University (EPSCoR, bachelors) Oklahoma City University (EPSCoR, masters) E 1. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36.  Oklahoma Climatological Survey (EPSCoR) Oklahoma Medical Research Foundation (EPSCoR) Oklahoma School of Science & Mathematics (EPSCoR, high school) Purdue University (IN) Riverside Community College (CA, 2-year) St. Cloud State University (MN, masters) St. Gregory’s University (OK, EPSCoR, bachelors) Southwestern Oklahoma State University (tribal, EPSCoR, masters) Syracuse University (NY) Texas A&M University-Corpus Christi (masters) University of Arkansas (EPSCoR) University of Arkansas Little Rock (EPSCoR) University of Central Oklahoma (EPSCoR) University of Illinois at Urbana-Champaign University of Kansas (EPSCoR) University of Nebraska-Lincoln (EPSCoR) University of North Dakota (EPSCoR) University of Northern Iowa (masters) YOU COULD BE HERE! Supercomputing in Plain English: Overview Tuesday February 3 2009 24
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2009-2010 – Math and Science Misassigned Teachers Flathead HS– Science (2,4) Cayuse Prairie–Math (1) Polson 7-8– Science (2) Charlo HS–Science (2) Corvallis HS-Science (3) Hot Springs HS-Math (6) Big Sandy HS–Science (2) Hays Lodge Pole HS–Science (2) Browning HS–Math (2) Cut Bank HS–Science (6) Augusta HS-Science (1,1) Sunburst HS-Science (1) Richey HS–Science (1,1) Circle HS-Science (2) Frontier School, 7-8-Math (2,2) Wolf Point HS-Science (1) Brockton HS-Science (7) Brockton HS-Math (2) Glasgow 7-8,HS-Math (4,6) () Number of Periods/FT LaMotte 7-8-Math (1) Harrison HS-Science (2) Roy 7-8, HS-Science (2,4) Absarokee HS-Science (2) Harlowton HS-Science (4,1) Meadowlark-Billings-Math (FT)
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Oklahoma Collaborators 1. Cameron U (masters) 12. 2. East Central U (masters) 13. 3. Langston U (minority-serving, 14. masters) 15. 4. NOAA National Severe Storms 16. Laboratory 5. NOAA Storm Prediction Center 17. 6. Northeastern State U (masters) 18. 7. Oklahoma Baptist U (bachelors) 8. Oklahoma City U (masters) 19. 9. Oklahoma Climatological Survey 10. Oklahoma Medical Research 20. Foundation 11. NEW! Oklahoma Panhandle State U 21.  Oklahoma School of Science & Mathematics (high school) Oklahoma State U (Stillwater) Rogers State U (masters) St. Gregory’s U (bachelors) Samuel Roberts Noble Foundation Southeastern Oklahoma State U (masters) NEW! Southern Nazarene U (masters) Southwestern Oklahoma State U (masters) U Central Oklahoma (masters) U Tulsa YOU COULD BE HERE! OSCER State of the Center Address Wednesday October 6 2010 9
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Oklahoma Collaborators 1. Cameron U (masters) 2. East Central U (masters) 3. Langston U (minority-serving, masters) 4. NOAA National Severe Storms Laboratory 5. NOAA Storm Prediction Center 6. Northeastern State U (masters) 7. Oklahoma Baptist U (bachelors) 8. Oklahoma City U (masters) 9. Oklahoma Climatological Survey 10. Oklahoma Medical Research Foundation 11. Oklahoma Panhandle State U 12. Oklahoma School of Science & Mathematics (high school) 13. Oklahoma State U (Stillwater) 14. Rogers State U (masters) 15. St. Gregory’s U (bachelors) 16. Samuel Roberts Noble Foundation 17. Southeastern Oklahoma State U (masters) 18. Southern Nazarene U (masters) 19. Southwestern Oklahoma State U (masters) 20. U Central Oklahoma (masters) 21. U Tulsa  YOU COULD BE HERE! OSCER State of the Center Address Wednesday October 12 2011 11
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PLACEMENT HOW? Placement Placement Test Test Transfer Transfer Credits Credits SAT SAT or or ACT ACT Scores Scores High High School School AP AP Scores Scores (Mathematics) (Mathematics) WHAT TO DO? Take Take placement placement test test on on any any campus campus at at Testing Testing Center. Center. Accuplacer Accuplacer MATH MATH can can be be taken taken twice. twice. Students Students who who wish wish higher higher placement placement must must then then “appeal”. “appeal”. Appeal Appeal is is request to take a pencil-and-paper type test on material from the course they request to take a pencil-and-paper type test on material from the course they placed placed into. into. Bring Bring transcript transcript showing showing general general education education math math credits credits from from another another college college or or university university to to CCBC CCBC for for evaluation. evaluation. If If completed completed in in Maryland, Maryland, the the highest highest level level developmental math course, Intermediate Algebra can be used for placement. developmental math course, Intermediate Algebra can be used for placement. Placement Placement by by SAT SAT MATH MATH score score of of 500 500 or or higher higher (or (or by by ACT ACT MATH MATH score score 21 21 or or higher) places the student into an entry-level general education math course higher) places the student into an entry-level general education math course (MATH (MATH 111, 111, 125, 125, 131/2/3, 131/2/3, 135, 135, 163). 163). For For higher higher placement, placement, the the student student must must take take Accuplacer MATH. MATH. Accuplacer Students Students with with documentation documentation of of AP AP math math scores scores of of 3, 3, 4, 4, or or 5 5 from from high high school school can can be awarded college credit and placement according to this chart. be awarded college credit and placement according to this chart.
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Core Math MATH 95 MATH 96 MATH 126 MATH 176 MATH 96 MATH 126 MATH 176 MATH 126E MATH 176 Recommendation: If you start in Math 95 or Math 96 take summer classes to stay on track! MATH 126 MATH 176 MATH 181 or Math 182 will meet the College of Business math requirement. MATH 176 Pg. 12 of your Advising Manual
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Rounding Methods Examples Math.ceil(2.1) returns 3.0 Math.ceil(2.0) returns 2.0 Math.ceil(-2.0) returns –2.0 Math.ceil(-2.1) returns -2.0 Math.floor(2.1) returns 2.0 Math.floor(2.0) returns 2.0 Math.floor(-2.0) returns –2.0 Math.floor(-2.1) returns -3.0 Math.rint(2.1) returns 2.0 Math.rint(2.0) returns 2.0 Math.rint(-2.0) returns –2.0 Math.rint(-2.1) returns -2.0 Math.rint(2.5) returns 2.0 Math.rint(-2.5) returns -2.0 Math.round(2.6f) returns 3 Math.round(2.0) returns 2 Math.round(-2.0f) returns -2 Math.round(-2.6) returns -3 8
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National Collaborators (22 states) E 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. E 2. 3. California State Polytechnic U Pomona (minority-serving, masters) Colorado State U Contra Costa College (CA, minorityserving, 2-year) Delaware State U (EPSCoR, masters) Earlham College (IN, bachelors) Emporia State U (KS, EPSCoR, masters) Florida State U E Georgia Institute of Technology Great Plains Network Harvard U (MA) Indiana U Kansas State U (EPSCoR) Kean U (NJ) Longwood U (VA, masters) Marshall U (WV, EPSCoR, masters) Navajo Technical College (NM, tribal, EPSCoR, 2-year) E 1. 17. Purdue U (IN) 18. Riverside Community College (CA, 2year) 19. St. Cloud State U (MN, masters) 20. Syracuse U (NY) 21. Texas A&M U 22. Texas A&M U-Corpus Christi (masters) 23. U Arkansas (EPSCoR) 24. U Arkansas Little Rock (EPSCoR) 25. U California Santa Barbara 26. U Illinois at Urbana-Champaign 27. U Kansas (EPSCoR) 28. U Nebraska-Lincoln (EPSCoR) 29. U North Dakota (EPSCoR) 30. U Northern Iowa (masters) 31. U Utah (EPSCoR) 32. Widener U (masters) 33. Worcester Polytechnic Institute (MA)  YOU COULD BE HERE! OSCER State of the Center Address Wednesday October 6 2010 10
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National Collaborators (22 states) E 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. E 2. 3. California State Polytechnic U Pomona (minority-serving, masters) Colorado State U Contra Costa College (CA, minorityserving, 2-year) Delaware State U (EPSCoR, masters) Earlham College (IN, bachelors) Emporia State U (KS, EPSCoR, masters) Florida State U E Georgia Institute of Technology Great Plains Network Harvard U (MA) Indiana U Kansas State U (EPSCoR) Kean U (NJ) Longwood U (VA, masters) Marshall U (WV, EPSCoR, masters) Navajo Technical College (NM, tribal, EPSCoR, 2-year) E 1. 17. Purdue U (IN) 18. Riverside Community College (CA, 2year) 19. St. Cloud State U (MN, masters) 20. Syracuse U (NY) 21. Texas A&M U 22. Texas A&M U-Corpus Christi (masters) 23. U Arkansas (EPSCoR) 24. U Arkansas Little Rock (EPSCoR) 25. U California Santa Barbara 26. U Illinois at Urbana-Champaign 27. U Kansas (EPSCoR) 28. U Nebraska-Lincoln (EPSCoR) 29. U North Dakota (EPSCoR) 30. U Northern Iowa (masters) 31. U Utah (EPSCoR) 32. Widener U (masters) 33. Worcester Polytechnic Institute (MA)  YOU COULD BE HERE! OSCER State of the Center Address Wednesday October 12 2011 12
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Topological Sort A topological sort of an acyclic directed graph orders the vertices so that if there is a path from vertex u to vertex v, then vertex v appears after vertex u MATH 120 One topological sort in the ordering. of the course prerequisite graph at left: MATH 150 MATH 224 ECE 282 CS 111 CS 150 ECE 381 CS 111, MATH MATH 152 120, CS 140, MATH 423 MATH 125, CS ECE 482 MATH 250 150, MATH 224, CS 234 CS 240 STAT 380 CS 234, CS 240, ECE 483 MATH 321 ECE 282, CS 312, CS 312 CS 321 CS 325, MATH CS 325 150, MATH 152, CS 482 STAT 380, CS 321, CS 340 MATH 250, MATH CS 382 CS 434 321, CS 314, CS 314 MATH 423, CS CS 330 340, CS 425, ECE CS 425 381, CS 434, ECE CS 447 482, CS 330, CS CS 423 382, CS 423, CS CS 499 CS 438 CS 456 438, CS 454, CS 447, CS 499, CS CS 454 482, CS 456, ECE MATH 125 CS 340 CS 140 Page 5
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Math Study Skills Inventory Rate your achievement of the following statements by placing a 3 for almost always, 2 for sometimes, and 1 for almost never. If you have never even thought about doing what the statement says, put a 0. Selecting a math class _______ 1. I schedule my math class at a time when I am mentally sharp. _______ 2. When I register for a math class, I choose the best instructor for me. _______ 3. If I have a choice, I select a math class that meets three or four days a week instead of one or two. _______ 4. I schedule the next math class as soon as possible after I have completed the current course. _______ 5. I am sure that I have signed up for the correct level math course.  Time and place for studying math _______ 6. I study math every day. _______ 7. I try to get my math homework immediately after math class. _______ 8. I have a specific time to study math. _______ 9. I have a specific place with few distractions to study math. ______ 10. I seek help with my math homework in the lab/tutoring center. ______ 11. I am careful to keep up to date with math homework. ______ 12. I study math at least 8 to 10 hours a week. 
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Math questions • Evaluate the following expressions: – – – – – – – Math.abs(-1.23) Math.pow(3, 2) Math.pow(10, -2) Math.sqrt(121.0) - Math.sqrt(256.0) Math.round(Math.PI) + Math.round(Math.E) Math.ceil(6.022) + Math.floor(15.9994) Math.abs(Math.min(-3, -5)) • Math.max and Math.min can be used to bound numbers. Consider an int variable named age. – What statement would replace negative ages with 0? – What statement would cap the maximum age to 40? 27
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                  ACT SCORES PLACEMENT English 18 - 27 Engl 1010 Math 19 - 27 Math 1020/1810/1100 (check major) Math 28 + Credit given for Math 1020 SAT SCORES PLACEMENT Verbal 450 – 620 Engl 1010 Verbal 630 - 710 Credit given for Engl 1010 Verbal 720 + Credit given for Engl 1010 & 1020  Math 460 - 620 Math 1020/1810/1100 (check major)  Math 630 + Credit given for Math 1020 COMPASS SCORES PLACEMENT Writing 68 + Engl 1010  Pre-Algebra 56 - 94 Math 1020 Algebra 36 – 88 Math 1020 College Algebra 30 - 66 Math 1020  Pre-Algebra 95+ Credit for Math 1020 Algebra 89+ Credit for Math 1020 College Algebra 67+ Credit for Math 1020
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Programs: (see graduate handbook for details) M.S. program: 27-33 credit hours, thesis, exams, project depending on option Required for all options: Advanced Calculus (Math 451) Real Analysis (Math 551) and Linear Algebra (Math 543) Can place out of these via Basic Exam if you have equivalent background Courses offered on a yearly basis : Math 541-641 Algebra Math 551-651 Real Analysis Math 581-681 Topology Math 521-522 Numerical Analysis Math 563 Modeling Math 564 Differential Equations (spring) Math 543 Linear Algebra (spring) Math 567-568 Advanced calculus for engineering/sci students Math 571 Combinatorics (spring this year) Math 573 Graph theory (fall this year) (second semester of Graph Theory & Combinatorics depends on enrollment and level of students) Exams: M.S. Advanced Exam (for option A & C) Two areas from Algebra, Real Analysis, Topology, Differential Equations Option B: Industrial/Applied mathematics – 33 hrs + project Mathematics for Secondary Educators option – 33 hours + exams
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40 Tentative List of Courses for Graduate CEEN Students Mathematics and Statistics: MATH 415 Modern Algebra I* MATH 416 Modern Algebra II MATH 446 Principles of Analysis I* MATH 447 Topics in Analysis II STAT 601 Statistical Analysis MATH 606 Theory of Probability I MATH 607 Real Variables I* MATH 608 Real Variables II MATH 619 - Applied Probability* MATH 625 - Applied SDEs MATH 651 Optimization I* MATH 630 – Combinatorics MATH 652
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Understanding your Math assessment scores Math Test Math Score Math Course Taken Trigonometry Recommendation 44 or higher College Algebra 43 or higher Math 071 & Math 62 Math 021*, 22*, 51, 52*, 61, 63 (also requires geometry) Algebra 33 or higher Math 013 Pre-Algebra 34 or higher Math 111 21-33 0-33 Math 311 Math 310 and/or Math 014
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MELT program curriculum map with information about courses in which each learning outcome and performance indicator is (a) first introduced, (b) reinforced (c) reinforced and assessed Course Learning Outcome 1 Learning Outcome 2 P 1.1 P 1.2 P 1.3 P 2.1 P 2.2 P 2.3 P 2.4 a a b/c a a b/c a a b/c     a     a     a     a MATH 2031 Number Systems and Operations for Teachers b/c b/c b/c b/c b/c b/c b/c MATH 2032 Algebra and Geometry for Teachers b/c b/c b/c b/c b/c b/c b/c MATH 2350 Foundations of Mathematics b/c b/c b/c         MATH 3100 Linear Algebra and Matrix Theory b/c b/c b/c         MATH 4310 History of Mathematical Ideas a a a         MATH 4320 Theory of Numbers b/c b/c b/c         MATH 4420 Foundations of Geometry b/c b/c b/c         MATH 4630 Mathematical Modeling and Analysis a a       a   MATH 4720 Statistical Methods c c c a b a   MATH 1450 Calculus 1 MATH 1451 Calculus 2 MATH 2030 Problem Solving and Reasoning for Teachers
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Developmental Math Math Placement is based on test results. Placement Description Requirement Math 010AL & Math 011AL Paired class Computer assisted class (010) provides support for Math 011. Required for all students that TEST into it. Math 010 – 1 cr Math 011 – 3 cr One semester Math 011 Basic Math Required for all students that TEST into it 3 cr One semester Math 012 Accelerated basic Math 1 cr This course can be completed in as few as 7 weeks
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Example: Foundational Degree Requirements Communication - Oral: Recognize, send, and respond to communications for varied audiences both as speaker and listener. (LEAP Communication) (State Board Core, Communication) (HS Language Arts - Speech) Complete 3 credits ____ COMM 101 Critical/Creative Thinking and Problem Solving: Engage and demonstrate the ability to analyze and evaluate information and arguments; select or design appropriate frameworks and strategies to solve problems in multiple contexts individually and collaboratively. (LEAP Critical and Creative thinking) (Across the curriculum) (HS Humanities/Fine Arts/Interdisciplinary) Complete 3 credits. ____ ENGL 175 Introduction to Literature 3 ____ ENGL 257 Literature of Western Civilization 3 ____ ENGL 258 Literature of Western Civilization 3 ____ ENGL 267 Survey of English Literature 3 ____ ENGL 268 Survey of English Literature 3 ____ ENGL 271 Introduction to Shakespeare 3 (300 L) ____ ENGL 277 Survey of American Literature 3 (300 L) ____ ENGL 278 Survey of American Literature 3 ____ ENGL 285 American Indian Literature 3 (400 L) ____ ENGL 295 Contemp. U.S. Multicultural Literature 3 ____ FLAN 207 Contemporary World Culture 3 ____ INTR 200 Interdisciplinary Seminar 3 ____ PHIL 201 Logic and Critical Thinking 3 Communication – Written: Recognize, send, and respond to written communications for varied audiences as both writer and reader. (LEAP Communication and LEAP Information Literacy) (State Board Core, English Comp) (HS Language Arts - English) Complete 6 credits ____ ENGL 101 ____ ENGL 102 Mathematical and Symbolic Reasoning: Apply mathematical reasoning to investigate and solve problems. (LEAP Quantitative Literacy). (State Board Core, Mathematics) (HS Mathematics) Complete 3-4 credits ____ MATH 123 Contemporary Mathematics 3 ____ MATH 130 Finite Mathematics 4 ____ MATH 143 College Algebra 3 ____ MATH 144 Analytic Trigonometry 2 ____ MATH 147 Pre-Calculus 5 ____ MATH 160 Survey of Calculus 4 ____ MATH 170 Analytic Geometry & Calculus I 4 ____ MATH 175 Analytic Geometry & Calculus II 4 ____ MATH 187 Discrete Mathematics 4 ____ MATH 253 Principles of Applied Statistics 3 ____ MATH 275 Analytic Geometry & Calculus III 4
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Science not a Priority • • • Far more ELA and even Math in normal school day than Science Kits no longer supported although expendables can be replaced (allegedly) No Science Teacher training in 2014-15, off-hours in 2013-14 Blue 7:45-9:00 Day 1 HUM Day 2 Day 3 MATH ELA Day 4 SCI Day 5 Day 6 MATH ELA 9:05-10:15 Intervent Intervent Intervent Intervent Intervent 10:2011:25 MATH ELA HUM MATH ELA 12:05-1:05 1:10-2:15 ELA SCI 2:20-3:20 Special Special Special Special Special Special SCI MATH ELA MATH ELA HUM Intervent SCI HUM MATH MATH ELA
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Figure 4: Logic Model for the Quality Enhancement Plan Figure 6. Logic M odel for the Q uality Enhancement Plan Ra tionale Inputs Activities Outputs Outcome Why is this important? What are we doing now? What will we do? What products, events, & services will lead to program outcomes? What learning outcomes will be achieved? • Students must be C urriculum • Global learning content in general education (core) courses • Global learning content in selected academic majors representing each academic college • Collaboration with community resources with global focus to support course assignments • Study abroad program prepared to compete in a global market • Students must understand their role within an international community • Students need to be prepared to engage in increasingly diverse communities C o-Curricular • Global learning/engagement activities sponsored by student organizations • Freshman common read program • International learning community in residence hall Budget to support QEP activities • $1,153,233 budgeted over five year implementation period C urriculum • Incorporate global learning/engagement content/activities in general education (core) discipline courses • Conduct curriculum mapping for coursework in selected majors to enhance global learning/engagement C ampus Initiatives • Increase service learning opportunities within Study Abroad program • Coordinate student recognition and curriculum development activities with the Service Learning program C o-Curricular • Expand global learning/engagement activities sponsored by Student organizations • Increase international interactions C ommunity • Increase collaborative work with community organizations to support global learning/engagement activities • Increase collaborative work with international organizations to support global learning/engagement activities Curriculum E nhance ment • Number of general education (core) courses modified to include global learning/engagement activities • Number of courses in academic majors modified to include global learning/engagement activities • Number of students by college participating in global learning/engagement courses • Number and type of faculty participating in professional development activities and learning communities Co-Curricular • Number of student organizations sponsoring global learning/engagement activities • Number and demographics of students participating in global learning/engagement activities Community • Number of community organizations supporting global learning/engagement activities • Number of international organizations supporting global learning/engagement activities Knowledge • Students identify, describe, and explain global and intercultural conditions and interdependencies. • Students make informed critical assessments of global events, processes, trends and issues and convey the interconnectedness of political, economic and environmental systems. Skills • Students analyze, interpret, and evaluate global and intercultural issues via engagement strategies including the use of information technologies. • Students demonstrate an ability to communicate and interact effectively with members of other cultures. Attitude s • Students reflect upon and integrate global learning and engagement experiences. • Students recognize and appreciate cultural diversity and multiple world views.
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