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.

Article on difference between taking notes by hand vs on a computer.

Main information page for applying for math bio grants from NSF DMS. Be aware that you can apply to this program on a special RUI (Research at Undergraduate Institutions) track.

Main information page for applying for applied math grants from NSF DMS. Be aware that you can apply to this program on a special RUI (Research at Undergraduate Institutions) track.

This is from Sarah Blunt, Katie Hsia, Alicia Rocha, and Doug Shea, from work they did in Bjorn Sandstede's class at Brown University, shared by Chad Topaz.

An article in the Notices by Kathryn Leonard (then at Cal State Channel Islands) where she reflects on her undergraduate research experience.  Includes good tips and links to other resources.

This is a handout I use for my classes for how to listen to a mathematical presentation. It has how to dialogue with yourself and what questions that could lead you to ask a speaker.

What the Best College Students Do
(http://www.hup.harvard.edu/catalog.php?isbn=9780674066649)

This is the second chapter from this book - this talks about deep learning vs shallow learning and the way in which motivation affects the way information is encoded. Disclaimer: This reading made my students mad.