You can download and make an Evernote account at

https://evernote.com

The files attached are sample note pages from a student's logbook

I found an applet on http://mathinsight.org/applet/function_iteration_cobweb_combined. I'm going to talk about it a little bit and then embed it here. This should allow you to fiddle with cobwebs a little easier.

The left frame shows the cobweb diagram (horizontal axis y or "input" and vertical axis z or "output"). In blue is the reproduction function (z=f(x)) derived from the difference equation (x_{n+1}=f(x_{n})) and in red is (z=y). You have the ability to enter in a new reproduction curve and initial condition but make sure you hit Enter for the changes to take effect. Tapping the iterate button will start the difference equation by plotting (x_n) one at a time. Hitting reset will clear stuff and in the upper right you have navigation controls. The right panel is a time series for the difference equation showing you the same data, but as it would appear as collected data.

A short (3:22 min) clip from the documentary "The Empowerment Project: Ordinary Women doing Extraordinary Things", directed by Sarah Moshman.  In this clip, Prof. Radunskaya explains why she loves nonlinear differential equations.

Syllabus and course assignments for a course in math modeling & scientific writing

This is a collaboration in calculus II with the writing director on best practices in peer-review.   This link is to the version on arxiv, but the full is published in PRIMUS.

PRIMUS article - PRIMUS had a special issue on writing in mathematics and this is one on mathematical modeling in particular.

Modeling problems from previous modeling competitions (powered by COMAP).

http://jmahaffy.sdsu.edu/courses/f09/math636/outline.html

Elsevier article on writing a scientific paper

Written by Joe Mahaffy

http://jmahaffy.sdsu.edu/courses/f09/math636/lectures/lotka/qualde2.html#predatorprey

This form is filled by each student to evaluate each team member's contribution (including themself's) to the research project. (Source: Blerta Shtylla & Erin Bodine.)

We summarize guidelines on how to decide on whether a student or a collaborator gets authorship. 

Basic data scraping and cleaning, and machine learning modeling in R.

4 sets of videos on

1. improving marketing strategies, 
2. movie animation,
3. making better filters for water/waste,
4. finding the best place to store nuclear waste.

These notes are based on instructions on team preparation and roles assignment from the Mathematical Contest in Modeling. (Source: Blerta Shtylla.)

Ignite Phoenix presentation trying to excite folks about mathematics.

Some solid advice on how to write a successful NSF grant.

Assumes basic familiarity with regression modeling and quickly goes through a bunch of different types of models with sample R code to fit them on some sample datasets.

I use this template often for class notes.  It prioritizes margin space with margin notes and I think it promotes using the notes in a more "engaging" way.

https://www.ctan.org/pkg/tufte-latex?lang=en

A blog post from Chronicles of Higher Ed with links to three other note-taking guides. The third link includes the following tips:

• Identify key concepts in the day’s lesson: “Now here’s something you need to have in your notes. Listen carefully.”
• Challenge students to retrieve things from their notes: “Look at your notes from November 5. What have you got about X? Nothing? That’s not good.”
• Provide a definition, pause, and give students one minute to rewrite it in their own words. Ask students why it might be important to do so.
• At the beginning of the period, give students three minutes to review their notes and summarize them in a sentence. Have several students share their summary, which the class then compares, revises, etc.
• At the end of class have students trade notes with somebody sitting near them and use their partner’s notes to review the class session. Ask them to identify what was the same and different about their notes and those of their partner?
• For frequently missed exam questions, have everyone find the date when that content was covered and see what they have in their notes that relates to the question. Ask someone who got the question correct to read what they have in their notes.
• Tell students that any notes they take in class today can be used when they take the quiz tomorrow. Follow-up at the end of class by asking how that changed listening and note-taking.