Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Wednesday, July 31, 2019

UCLA's New Undergraduate Major in "Data Theory"

Monday, October 22, 2018

"Network Science In Education: Transformational Approaches in Teaching and Learning"

Our book on network science in education just came out. Here are some details.

Title: Network Science In Education: Transformational Approaches in Teaching and Learning

Editors: Catherine B. Cramer, Mason A. Porter, Hiroki Sayama, Lori Sheetz, and Stephen Miles Uzzo

The book also includes my chapter about developing my undergraduate mathematics course about networks.

Wednesday, August 30, 2017

"Skype a Scientist" Program

I just received a classroom 'match' through the Skype a Scientist. My match is a 9th-grade classroom, but the range is kindergarten through 12th gradel.

Fellow scientists: You should sign up for this! It's a really good cause!

"Skype a Scientist matches scientists with classrooms around the world! Scientists will skype into the classroom for 30-60 minute Q and A sessions that can cover the scientist’s expertise or what it’s like to be a scientist. We want to give students the opportunity to get to know a “real scientist”, and this program allows us to reach students from all over the world without having to leave the lab!"

Update (9/06/17): I now have been matched with a second classroom. I believe I indicated that I was happy being matched with up to two classrooms.

Sunday, July 16, 2017

Bansky's Tweet about Modern-Day Education

The cartoon below illustrates the point very effectively.

Just about* every time that I got into trouble at school was an instance of rebelling against this (which was already the case when I was in elementary school and high school).

* Most other instances involved a radio and a baseball game.



(Tip of the cap to Nalini Joshi.)

Friday, June 16, 2017

How Do People from Different Cultures Draw Circles?

Here is a really interesting article about how people from different cultures draw circles.

I was once — well, at least once — told in elementary school that I was drawing circles the wrong way (because I was using the wrong sense around the clock). I think I responded with the definition of a circle and that the definition doesn't depend on the sense in which one draws it, and I think my teacher did not appreciate that.

On a similar note, in high school, I once lost 50% of the point total on an answer for misspelling ellipse (by using one 'l' instead of two), which was the correct answer. I called bullshit (on the grounds that it was my mathematics knowledge that was being tested), but unfortunately I lost.

More closely related to the article, one thing I noticed in the UK is that the most common way to write an 'x' there is with two arcs, so that they won't always cross if one writes quickly. In contrast, I write two attempts at lines that explicitly cross. (I haven't checked if this is US versus UK convention.)

And, indeed, most Americans drew their circles counterclockwise in this data set, and I draw mine clockwise.

(Tip of the cap to Improbable Research for their Facebook post.)

Update: Here is a lovely quote from the article: In a 1977 paper Theodore Blau, then-president of the American Psychological Association and creator of the torque test, argued that drawing clockwise circles was a sign of learning and behavioral aberrance.

Monday, May 29, 2017

"Skype a Scientist": Matching Scientists with School Classrooms

I signed up to talk to a couple of classrooms via the Skype a Scientist initiative. Maybe you will too?

(Tip of the cap to Noelle Beckman.)

Tuesday, January 31, 2017

A UCLA Math Undergrad's Data-Analysis Blog

UCLA undergraduate student Ritvik Kharkar, who is doing some research with me, is doing some spiffy data analysis on his blog. Go take a look at it!

It includes entries about community detection (in the Harry Potter universe), education issues, and UCLA salaries.

Sunday, January 08, 2017

"Mathematics for Human Flourishing"

I just read Francis Su's address from the 2017 Joint Mathematics Meetings as the conclusion of his tenure as Mathematical Association of America (MAA) president. This is an important read for those of us teaching mathematics at universities (and for many others).

(Tip of the cap to Susan Holmes.)

Thursday, October 27, 2016

Kickstarter Project: A Robot to Teach Coding

Here is a Kickstarter page for a robot to teach coding. But be careful with off-by-one errors (like in Robot Turtles), because now it's live action.


(Tip of the cap to Todd Gingrich.)

Monday, August 29, 2016

"What Are Essential Concepts About Networks?"

Our paper describing the process of how we created the networks literacy handbook finally has its volume, issue, and page numbers. (It was otherwise posted in final form late last year.) You can find it here, and here is some information about the paper's specs.

Title: What Are Essential Concepts About Networks?

Authors: Hiroki Sayama, Catherine Cramer, Mason A. Porter, Lori Sheetz, and Stephen Uzzo

Abstract: Networks have become increasingly relevant to everyday life as human society has become increasingly connected. Attaining a basic understanding of networks has thus become a necessary form of literacy for people (and for youths in particular). At the NetSci 2014 conference, we initiated a year-long process to develop an educational resource that concisely summarizes essential concepts about networks that can be used by anyone of school age or older. The process involved several brainstorming sessions on one key question: 'What should every person living in the 21st century know about networks by the time he/she finishes secondary education?' Different sessions reached diverse participants, which included professional researchers in network science, educators and high-school students. The generated ideas were connected by the students to construct a concept network. We examined community structure in the concept network to group ideas into a set of important themes, which we refined through discussion into seven essential concepts. The students played a major role in this development process by providing insights and perspectives that were often unrecognized by researchers and educators. The final result, 'Network Literacy: Essential Concepts and Core Ideas', is now available as a booklet in several different languages from http://tinyurl.com/networkliteracy.


Note (8/30/16): Clearly, I was tired when I wrote this blog entry, as I wrote the word "comments" instead of "concepts" in the paper title. I have now fixed this.

Tuesday, July 28, 2015

Redshirts

Wow, this press release from Cornell University has made me realize that there is another meaning of the term "redshirt" besides the one that comes from Star Trek.

Given the meaning that originated in Star Trek, the press release's title amused me considerably.

Tuesday, June 09, 2015

"College is Not a Commodity. Stop Treating it Like One."

Former Cornell University president Hunter Rawlings has written a brilliant essay called "College is not a commodity. Stop treating it like one." about what the role of universities (and professors) and, especially, students play in getting the most out of the experience of going to university --- about what it really means to get an education. I can't make the points any better then he did, so I'll simply express my heartfelt agreement and encourage you to read the short essay.

As an additional brief note, it is my role as a professor (and College tutor) to try to put my students in what I think is the best position for them to succeed. This need not be --- and reasonably often is not --- the same as what they think is the best position for them to succeed.

(Tip of the cap to Aaron Clauset.)

Sunday, June 07, 2015

High School Chalkboard Writing from 1917 Unearthed

Some chalkboards with writing from 1917 were recently unearthed (figuratively) during a high school's renovation. They're pretty cool.

Thursday, March 12, 2015

"Network Literacy: Essential Concepts and Core Ideas"

I am happy to announce the availability of a booklet, Network Literacy: Essential Concepts and Core Ideas, that represents the distillation of thoughts, comments, and writings from more than 30 network science researchers, educators, teachers, and students.

We live in a connected age, and the ideas in the network literacy booklet are what we collectively think that every person should know about networks.

Start spreading the news!

Wednesday, December 17, 2014

"SKIES App Aids Learning in Caltech Classrooms"

I want to congratulate my friend and classmate Julius Su (of capacitor fame, among other things) for his awesome innovations that are helping education at Caltech. He is also doing some excellent outreach efforts.

I am looking forward to when he's famous, so I can tell my many Julius stories to a wider audience. (Capacitors --- and counting to 1 and occasionally perhaps toilet paper or predicting the number somebody is thinking of by looking into their eyes --- will of course play an important role.) Julius is already very much one of the legends of Caltech, and his innovations in education are going to make a huge contribution to the world (and are already making major contributions at Caltech and among local students).

Tuesday, October 07, 2014

Another Victory for The Onion: Education Edition

Wow, The Onion has scored yet another victory with this scathing article about education. I don't agree with what appears to be the underlying opinion of whoever wrote the article, but I still enjoyed its scathing humor. I don't think it's all doom and gloom, though: I genuinely think that one can reach students who are from the wrong side of the tracks or have other difficulties to overcome. (I do happen to believe a great deal in outreach and in attempting to inspire people.) At the same time, one shouldn't be naive and think that inspiration itself is enough, so it's not like there aren't any relevant implied points in this article.

Update: Thinking about this further, maybe the point of the author is that we should get behind all of our students --- and that is something with which I agree wholeheartedly. I was reading a more insidious message (i.e., not bothering with the difficult cases) into what I thought the author was suggesting, but maybe I was misreading the underlying opinion?