HTML or PDF (or PPT) files in ./edlist-sloan

HTML and/or PDF files in the folder edlist-sloan
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✺ Prelude to I(nteractive) Q(uestionnaire)s: Successful students need two distinct modes of learning:

One to help them pass tests comfortably;
the other to gain examples of expert knowledge.

They also need the ability to switch between these modes in today's difficult high school and college courses. Picking up the basic ideas used by experts is hard, and even the best written text books don't help. The "simplify-passing-tests" mode is akin to doing crossword puzzles: Fill in the blanks with partial help from answers on overlapping clues. This plays on using memory devices. The book explains why students need both. Further, they need (some) teachers who can write exams that use both, guiding them to superior use of basic expert skills based on using the crossword skill. IQ-prelude.html

Above is the prelude to the book on the I(nteractive) Q(uestionnaire) technology.
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There are four sections below, representing the three parts of the book on the IQ technology, and a 4th of supporting papers:
Part I: How Crosswords and their clues work: Chapters 1–?:

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Part II: Applying the Crossword Metaphor, and extracting expert basics: Chapters ?–?:

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Part III: Anticipating questions about material: Chapters ?–?:

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Papers supporting the IQ technology.: Chapters ?–?:

✺ Interactive E-Mail Assessment, MAA Vol. on Assessment, B. Gold, S.Z. Keith, and W.A. Marion, eds., Assessment in Undergraduate Mathematics, MAA Notes #49, Wash. DC, 1999, 80–84. Initially, administrators balked at my insistence that they were not seeing the significance of the sophomore courses that impeded progress for so many students. The larger cohort of freshman calculus seemed like more "bang for the buck." Until I brought up the case of Howard Thompson, they didn't realize the course I was talking about was a total bottleneck for minority students ever participating in Mathematics, Science or Engineering. The html file explains that. The pdf file is the published paper on my "I(nteractive) Q(uestionnaire" assessment techology. In real time, that technology increased by an order of magnitude what students were learning in difficult courses. It gave the tools to intercede, without loss of class time, long before final exam failure. maa_em-ass.html %-%-% maa_em-ass.pdf