Lecture notes defining Monte Carlo simulations, and introducing applications
Lecture notes for examples of using Monte Carlo simulations
Lecture notes for using Crystal Ball for modelling
Textbook for 1000- level Communication course: Introduction to Films Studies
This course will start with the conceptual framework of negotiations as it applies to all areas of negotiation in both the public and private sectors. As the course progresses, you will focus on business negotiation skills and strategies designed to help you maintain healthy business relationships. Specifically, you will learn about the concepts, processes, strategies, and ethical issues related to negotiation as well as appropriate conduct in multicultural business contexts. You will also learn to better understand the theory, processes, and practices of negotiation, conflict resolution, and relationship management so that you can be a more effective negotiator in a wide variety of situations. If you take advantage of the opportunities this course offers, you will be more comfortable and more productive managing negotiations as well as professional and personal relationships.
Lecture notes on data science applications to financial risk management, part 1
Lecture notes on data science applications to financial risk management, part 2
Lecture notes on data science applications in financial risk management, part 4
Background:
In my experience, I have discovered many common roadblocks to non-traditional and under-represented student participation in hydrogeology:
Time constraints -- many students have complicated schedules and demands on their time that a traditional undergraduate does not have. For example, many of these students are working full time, and required experiences outside of the classroom often pose scheduling conflicts for students.
Communication skills -- many under-represented students arrive in the classroom with communication skills that are not fully developed. Students are often learning English as they are learning the complex vocabulary of hydrogeology.
Math skills -- many students are under prepared in math and/or have math phobias
Funding -- many students are unable to pay laboratory and field trip fees.
I currently teach at minority serving institution. Here, I find that hands-on practice is the most successful learning experience for students. Students grasp concepts such as discharge, flux, and residence time more effectively when they are active participants in the learning process. The most effective method I have found for addressing these issues and encouraging under represented student participation in hydrogeology is to create student-designed group research projects. I used this strategy three quarters in a row, and the same students (as well as new students they recruit) continue to sign up for these courses. This trend, in addition to students' growing confidence in engaging in the scientific method, is my primary evidence for success.
Resources are very limited at my institution, so here are a couple of suggestions that work well.
Borrow equipment -- from other universities, from consulting companies, from colleagues.
Simplify analyses -- many interesting conclusions can be drawn from simply pH, conductivity, and temperature data. But, there are also relatively inexpensive test kits on the market that are sufficient for class purposes (ex. LaMotte urban water test kit ~$30).
Description
Everyone will have different class sizes, student preparation levels, and goals when attempting an exercise like this, so I will provide general information, which others can modify to meet their needs. Below I briefly outline the steps I take the students through during the project and highlight ideas for improving success for the targeted groups.
Form groups -- depending on class size, 2-4 students per group (I try to ensure the groups are balanced based on skills and student interests)
Choose topic -- I usually provide a list of possible topics and have students adapt a topic from the list that interests them. Students require a lot of guidance at this stage to assure selection of a manageable topic for a quarter-long project. This is the most important step - guiding students into a topic they are passionate about and where they can be successful is key. Students usually have no shortage of questions they want to answer about water in an urban environment! Since most of the students have spent their whole lives in an urban situation, they are deeply passionate about these issues.
Research literature -- students perform a background search for previous work on their topic to help guide them. I provide a laboratory session on how to search the library and databases for related information, as well as provide a list of recommended journals and websites. In addition, students locate supporting data (discharge, well levels, precipitation)
Plan study -- we discuss study design, sample types, sampling location, frequency. During this phase, students use maps, study weather patterns, and determine site accessibility.
Collect data -- we set aside lab periods for collecting data together. These are the sessions where you should be prepared to answer all sort of questions. Once the students begin implementing their study, many new questions come up.
Analyze and interpret results -- multiple lab periods are used to analyze data; student data are the basis of the remainder of labs. Techniques discussed are applied to their group projects.
Present findings -- students assemble posters and present results to their classmates.
Urban topics
Below is a short list of topics to stimulate ideas. Equipment required includes pH meter, conductivity meter, flow meter, Lamotte test kits.
Sources of N and P to the Los Angeles River
Contribution of golf courses to urban runoff
Extent of tidal influence on Ballona Creek
Metal fluxes from storm drains to the ocean
Relationship of land use to water quality
Relationship of population demographics to water quality
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Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.
This nonprofit organization development program consists of 13 modules and can help you accomplish a great deal for your nonprofit -- and for you. This program can be implemented by service organizations to promptly provide a nonprofit and management development program in their locale -- this program can be adopted "as is" or modified.
The February 2018 issue of Page One Economics: Focus on Finance focuses on an important milestone in transitioning to adulthood—getting your own place. The article discusses important topics related to renting, including careful preparation and effective planning, a realistic budget, weighing options against important criteria to make the best choice, and understanding a lease.
This example is an in-class market simulation conducted with paper cards assigning each student a buyer or seller role and a reservation price. This example is appropriate for both upper and lower division courses. Open Outcry Market was developed by Barry P. Keating at the University of Notre Dame.
This sample shell is produced by the California Community Colleges CVC-OEI to support faculty in the use of Open Educational Resources and development of courses aligned to the OEI Course Design Rubric. The shell may be used for online, hybrid, &/or face-to-face classes. The shell is available for all faculty, not just those faculty in the CCC system. The team producing this shell includes Helen Graves, Liezl Madrona, Cyrus Helf, Nicole Woolley & Barbara Illowsky. If you are having challenges importing the shell, here are some steps to take. (1) Create an empty shell in your sandbox. (2) Import the Canvas Commons course into your shell. (3) Adapt the content as you wish. (4) If all else fails, contact your college IT person or Canvas administrator.
Introduction to Business covers the scope and sequence of most introductory business courses. The book provides detailed explanations in the context of core themes such as customer satisfaction, ethics, entrepreneurship, global business, and managing change. Introduction to Business includes hundreds of current business examples from a range of industries and geographic locations, which feature a variety of individuals. The outcome is a balanced approach to the theory and application of business concepts, with attention to the knowledge and skills necessary for student success in this course and beyond.
This sample shell is produced by the California Community Colleges CVC-OEI to support faculty in the use of Open Educational Resources and development of courses aligned to the OEI Course Design Rubric. The shell may be used for online, hybrid, &/or face-to-face classes. The shell is available for all faculty, not just those faculty in the CCC system. The team producing this shell includes Helen Graves, Liezl Madrona, Cyrus Helf, Nicole Woolley & Barbara Illowsky. If you are having challenges importing the shell, here are some steps to take. (1) Create an empty shell in your sandbox. (2) Import the Canvas Commons course into your shell. (3) Adapt the content as you wish. (4) If all else fails, contact your college IT person or Canvas administrator.
"Open textbooks are textbooks that have been funded, published, and licensed to be freely used, adapted, and distributed. These books have been reviewed by faculty from a variety of colleges and universities to assess their quality. These books can be downloaded for no cost, or printed at low cost."
In this course, you will learn the fundamentals of operations management as they apply to both production and service-based operations. Successful completion of this course will empower you to implement the concepts you have learned in your place of business. Even if you do not plan to work in operations, every department of every company has processes that must be completed; someone savvy with operations management will be able to improve just about any process.
A public interest group claims that pharmaceutical companies overstate the costs of developing drugs because they include the foregone earnings from the money invested in drug development. The story can be used to discuss the concepts of opportunity cost and normal profit.
This OpenStax resource aligns to introductory courses in Organizational Behavior. The text presents the theory, concepts, and applications with particular emphasis on the impact that individuals and groups can have on organizational performance and culture. An array of recurring features engages students in entrepreneurial thinking, managing change, using tools/technology, and responsible management; furthermore, the unique chapter on Social Media and Communication contextualizes the importance and implications of various platforms and communications methods.