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Based on this textbook, lecture and student notes have been created to provide 30 sets of slides for the integral calculus course. The student notes are skeleton versions of the lecture notes and come in two versions, either plain or with extra space on the side and legend to use a note taking system similar to the Cornell-style. LaTex material is available by contacting Petra Menz directly (pmenz@sfu.ca). Contact Petra Menz (pmenz@sfu.ca) with your suggestions for improvements, new content, or errata. Also let her know if you are using this textbook in your courses.
Author: Menz, Petra, Author: Mulberry, Nicola, Author: Guichard, David (original author), Author: Lyryx Learning Team (original author)
Date created: 2018
Based on this textbook, lecture and student notes have been created to provide 30 sets of slides for the integral calculus course. The student notes are skeleton versions of the lecture notes and come in two versions, either plain or with extra space on the side and legend to use a note taking system similar to the Cornell-style. LaTex material is available by contacting Petra Menz directly (pmenz@sfu.ca). Contact Petra Menz (pmenz@sfu.ca) with your suggestions for improvements, new content, or errata. Also let her know if you are using this textbook in your courses.
Author: Menz, Petra, Author: Mulberry, Nicola, Author: Guichard, David (original author), Author: Lyryx Learning Team (original author)
Date created: 2018
We proposed to create a clicker question bank for a third-year undergraduate course in numerical analysis (MACM 316). The purpose of this question bank is three-fold. First, we aimed to better engage students in the MACM 316 classroom. This course is taught mostly in a lecture style and many students struggle with the material. We believed that providing the students with some opportunity for more active interaction in lectures will go a long way towards keeping their attention, engaging them more with the material, and encouraging them to reflect more deeply on important concepts. Secondly, we wanted to gauge students’ understanding of prerequisite material as well as determining which new concepts introduced in lecture require further explanation. To this end, we aimed to focus on developing two types of questions: “warm-ups” that focus on prerequisite material and are given at the start of class; and deeper concept tests that attempt to measure how well ideas just presented in lecture have been assimilated. Thirdly, having such a well-designed and comprehensive bank of questions that is openly accessible should (we hope) also encourage other instructors at SFU and elsewhere to implement them in their lectures.
Author: Stockie, John, Author: Menz, Petra
Date created: 2019