Academic Integrity

• Looking at another student's paper
• Using or attempting to use unauthorized resources such as notes and electronic devices
• Allowing someone else to complete an assignment that is submitted as one's own.
• Obtain or trying to obtain a test or test questions early.

Inclusion and Diversity

• Disability: Any condition of the body or mind that makes it more difficult for the person with the condition to do certain activities and interact with the world around them. (CDC.gov 2020)
• Ethnicity: A classification based on culture, customs, and traditions shared among people. This can include religion, language, nationality, etc.
• Gender Identity: A classification based on a person's sense of their personal gender. This can be female, male, both, neither, or in-between. It may also be the same as or different from a person's birth-assigned sex.
• Race: A classification based on sets of distinct physical traits shared among people.
• Sexual Orientation: A classification based on the gender or genders that a person is romantically, emotionally, and physically attracted to.
• Socioeconomic Status: A classification based upon a person's income, education, and occupation.

• This exercise will reduce math anxiety and reveal content relevance.
• Math Mindset Modules prepare students for challenging math topics with interactive and reflective exercises on relevant topics.

What Is Growth Mindset?

• Encountering Challenging Questions ▲
  Scenario: You are working through an exam prep test and you encounter a word problem. You attempt the problem and it takes you a good chunk of time. You check an answer key and discover you got it wrong.

  Fixed Mindset: You give up on the problem or ask a classmate for their solution to see how they got their answer. You also put the question in a search engine and find the full solution online.

  Growth Mindset: You review your work and compare your steps with similar problems from class. You move on to other questions and return to the word problem later. You cover up your previous attempt and try again. If you are still stuck, you consult a classmate on a step, but not the entire process.
• "You Lost Me..." ▲
  Scenario: Your instructor is presenting a concept, and halfway through the lecture, you find that you are completely lost.

  Fixed Mindset: You shut down and give up on the lecture. Your immediate thought is that the instructor is not explaining it well, but you do not ask questions. You may ask a classmate for their notes after class, but for the rest of your lecture, you sit there and let your attention drift.

  Growth Mindset: You immediately ask your instructor questions about what confused you. You keep working through the lecture in hopes that something is explained in a different way later on. If you end up being lost at the end of the lecture, you make an appointment to go to your instructor's office hours.
• X Marks the Spot ▲
  Scenario: You get your exam back and you see that you got a 60%. You thought you knew—really, really knew—the material going into it. Many questions have red Xs, and there are comments written next to the incorrect questions.

  Fixed Mindset: You figure you thought you knew it and it is clear you were not smart enough. You put the test in your desk drawer and never speak of it again.

  Growth Mindset: You bring your exam home and rework the questions you got incorrect. For questions you are stumped on, you make an appointment with your instructor during their office hours and ask clarifying questions about where you went wrong.

Problem Solving in Math and Statistics

• Example 1▲
  A television set is being advertised as 50 inches. The size of a television is equal to the diagonal distance across the screen. If the screen measures 24 inches in height, what is the width of the screen to the nearest inch?

  Step 1: Understand the problem	In this problem, we are asked to find the width of the TV screen to the nearest inch, and we are given: The diagonal distance of the screen. The height of the screen. Since we are finding the width of a TV screen, a negative number would not be an appropriate answer.
  Step 2: Devise a Plan	Since the screen is a rectangle, draw a picture to visualize the scenario: From the picture, we can see that we are looking at the sides of a right triangle. The Pythagorean Theorem relates the lengths of the sides of a right triangle: a2 + b2 = c2 Note: In the Pythagorean Theorem, a and b are the sides that form the right angle and c is the hypotenuse.
  Step 3: Carry out the plan	Plug in what we know to the Pythagorean Theorem: a2 + b2  =  c2 (24)2 + w2  =  (50)2 Solve for w: 576  +  w2  =  2500 −576 −576 w2  =  1924 w2  =  1924   w ≈ 43.86
  Step 4: Look Back	The question was to find the width of the screen to the nearest inch. Therefore, the width of the screen is approximately 44 inches.

• Example 2▲
  A bag contains 6 white marbles, 4 green marbles, 8 red marbles, and 3 yellow marbles. You pick one marble without looking. What is the probability that the marble will be yellow?

  Step 1: Understand the problem	In this problem, we are told that a bag of marbles contains: 6 white marbles 4 green marbles 8 red marbles 3 yellow marbles We are being asked to find the probability of choosing a yellow marble if one marble is randomly picked from the bag. Since this is a probability, we need to get an answer between 0 (no chance) or 1 (must be yellow). There are yellow marbles, so answer will not be zero. There are marbles of other colors, so answer will not be 1.
  Step 2: Devise a Plan	The probability of an event occurring is found by forming a fraction: Number of ways an event can occur Total number of outcomes
  Step 3: Carry out the plan	Number of yellow marbles: 3 Total number of outcomes (marbles): 6 + 4 + 8 + 3 = 21 Probability =  3 21  =  1 7  ≈ 0.1429
  Step 4: Look Back	The probability that a yellow marble is chosen is approximately 14.29%. It makes sense for the probability to be low, since the number of yellow marbles was the lowest out of the four options.

How to Do Math and Statistics Homework

The Why

The When

The How

(a)

What are two words to describe when you should be working on your homework?

Early and often Early and monthly     Late and occasionally Late and often

(b)

Consequence(s) of working on homework assignments at the last minute include: (Select all that apply.)

Running out of time to complete the assignment Not having time to ask questions if I struggle Moving on to the next section when I don't really understand the current one There are no consequences of waiting until the last minute to complete assignments

(c)

When I manage my time well, I find it easier to successfully complete my homework assignments.

Strongly Agree Agree     Disagree Strongly Disagree

(d)

When I am completing homework assignments, I focus on learning the content.

Strongly Agree Agree     Disagree Strongly Disagree

(e)

What are strategies that I will try when completing homework assignments this semester? (Select all that apply.)

Write everything down. Refer to my notes. Visit the tutoring center or ask my instructor for help Continue to work on problems until I am comfortable with the material, versus just finishing the assignment. Plan my time so that I do not have to complete more than one section of content per day.

Online Learning Strategies

• Manage Your Expecations▲
  Manage your expectations for the time requirement that will be needed. Some students think that an online course will take less time since there are no regularly scheduled class meetings. However, as a student in an online class, you will need to put in the time to both work through the course content and complete the assignments. Working through the content on your own often takes longer than it would if you were in a classroom, since you cannot just raise your hand when you have a question. Many students find they end up spending more time working in their online courses than they would in a seated section.
• Create a Workspace▲
  Create a workspace that is conducive to studying and will fit your individual needs. Some students prefer a quiet environment while others do their best work with background noise, such as music. Your workspace should have a strong internet connection, which may require you to utilize an outside location such as a coffee shop or library. It is also important to limit distractions as much as possible. You may decide to use an app that helps prevents interruptions on your phone.
• Organize Yourself▲
  Organize yourself and your course materials so that you have everything you need when you are working on your assignments. Items that you should keep together include a notebook or binder with dividers, a pencil and highlighters, a calculator, and a physical textbook (if you have one). Throughout the semester it is also important to keep your course materials organized by date and/or concept for easy reference.
• Set a Schedule▲
  Set a schedule that fits your lifestyle. Some considerations include the time of day you work best, childcare (or lack thereof), work schedule, other courses, extracurricular activities, household chores, etc. Keeping your unique needs in mind, set up a schedule that allows you to work on the course content multiple times throughout the week. This will prevent you from working through multiple sections in one sitting, which can get overwhelming. In addition, look for important dates, such as the due dates for exams or other high stakes assignments, and make sure you incorporate those into your schedule. Throughout the semester, commit to holding yourself accountable to the schedule that you set.
• Participate Actively▲
  Participate actively in the course by communicating with your instructor as much as possible. If your course has virtual meeting times, engage in the class by asking questions and working with your classmates. If your course does not have virtual meeting times, seek out other ways to get connected with your peers. Some courses include discussion boards or other forums that facilitate communication between classmates. Creating a study group, even a virtual one, can provide a support network for when you need help with the content.
• Know the Resources▲
  Know the resources you have available to you such as your instructor's office hours and the tutoring center at your institution. Some instructors have drop-in hours while others may require to you schedule an appointment. If you do not feel like an online class is the right fit, talk to your advisor to see if there are any other course delivery options available to you.

• Process of Communication▲
  Communication is the transfer of messages and ideas. You can communicate verbally, in writing, and physically with facial expressions, gestures, and other forms of body language. You can also communicate ideas through art, drama, journalism, song, poetry, and advertising.

  Good communication happens when a message remains unchanged by the recipient. It can also include positive and productive feedback.
• Communicator▲
  A communicator is a person or group sending a message. The message may be information or an idea intended to persuade. The communicator's goal is clarity. Whether writing or speaking, it is important for the communicator to understand what he or she wants to convey. Understanding the values, beliefs, and attitudes of the recipient will help the communicator to make the message more persuasive.
• Recipient▲
  The recipient is a person or group that receives a message. The goal of the recipient is to clearly understand the message. This can be difficult if the message is vague, complex, or at odds with the beliefs or desires of the recipient. The recipient must wade through distraction, emotion, and other obstacles to understand the message and respond when necessary.
• Physical Obstacles▲
  Sometimes people are separated by a physical distance, and this makes it hard to connect. We have trouble with the phone, or we find ourselves yelling in a noisy room. Notice these physical obstacles to communication when they occur, and point them out so that you and the recipient are both aware of the challenge. Even if there is no way to overcome the physical obstacles, sharing this knowledge will help the quality of your communication because it will promote mutual understanding of the situation.
• Mental Obstacles▲
  Every person has a unique set of knowledge and skills. Some people will understand what you mean immediately, while others may require further explanation. Sometimes this obstacle is created by the use of complex vocabulary. Other times, the recipient may filter out only what he or she wants to hear. When communicating with others, be aware of this phenomenon and do your best to avoid it.
• Emotional Obstacles▲
  If the communicator or recipient is feeling stress, happiness, or anger, these emotions can cause distraction and misunderstanding. Emotions can also cause the recipient to add to the meaning of the message in ways that are not intended by the communicator.
• Benefits of Collaboration▲
  Effective communication helps us to collaborate more effectively, and this helps us to accomplish more in less time. When we engage the people around us and develop supportive relationships, we also complete tasks with greater ease. Establishing networks of collaboration can also lead to personal growth and exchange. As you collaborate diplomatically with people from different backgrounds, you will learn new skills and learn from each person's unique perspective.

communicator recipient    

mental physical     emotional

Ask the group members to review the readings before the next meeting. Quiz the group members as she explains the best approach to the presentation.     Make a joke about how she's the only one doing the reading.