Proposals
Below are some proposals for talks from the past (and current). By clicking on the ID number, more details are shown. By default, these are sorted chronologically (recent first) and by then by last name. The data can be sorted by alternate means by using the links at the top right, each allowing ascending or descending orders.
Displaying 121-140 of 471 results.
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ID:
545
Year: 2019
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Developmental Mathematics and the Transitions from High School to College to Career
Abstract: So-called developmental mathematics courses have become a significant barrier to students' timely and successful completion of college. Too many students are placed into these courses, the failure rate is high, and there is too much overlap with secondary school courses. These courses have not been successful in their traditional role of remediating students’ algebra skills, they are often redundant with respect to the high school courses and tests students have taken, and they are not “developmental” in that they have not been successful in aligning with students’ needs in their chosen career paths or in developing skills for quantitative literacy in the modern world. An examination of the problem of developmental mathematics leads inevitably to a consideration of the broader context of transitions into and out of post-secondary education, as captured by two pressing questions: Are high school students college ready? Are college students career ready? There are three logical components of this broad context of college and career readiness: Mathematics transition from high school to college College developmental/remedial/QR mathematics courses Preparation for adult life, work, career After outlining some recommendations and references for each of these components, we will take up the challenge of designing a "robust" college developmental mathematics course.
Year: 2019
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Developmental Mathematics and the Transitions from High School to College to Career
Abstract: So-called developmental mathematics courses have become a significant barrier to students' timely and successful completion of college. Too many students are placed into these courses, the failure rate is high, and there is too much overlap with secondary school courses. These courses have not been successful in their traditional role of remediating students’ algebra skills, they are often redundant with respect to the high school courses and tests students have taken, and they are not “developmental” in that they have not been successful in aligning with students’ needs in their chosen career paths or in developing skills for quantitative literacy in the modern world. An examination of the problem of developmental mathematics leads inevitably to a consideration of the broader context of transitions into and out of post-secondary education, as captured by two pressing questions: Are high school students college ready? Are college students career ready? There are three logical components of this broad context of college and career readiness: Mathematics transition from high school to college College developmental/remedial/QR mathematics courses Preparation for adult life, work, career After outlining some recommendations and references for each of these components, we will take up the challenge of designing a "robust" college developmental mathematics course.
ID:
565
Year: 2021
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Mathematics Course Placement -- How? Why? For whom? Recommended Guidelines for an Effective Placement Process for the First College Mathematics Course
Abstract: The issue of mathematics transitions that students navigate as they move through high school to college and on to career is many faceted and critically impactful across education and workforce development, and affects educators at all levels, business and civic leaders, and most importantly, current and future Iowa students. A new state group has been formed to help address this issue—the Iowa Higher Education Mathematics Transition Advisory Council (IHEMTAC). The charge of the Advisory Council is to examine the relevant research and related literature around mathematical transitions for the purpose of developing and making recommendations and taking appropriate action steps relating to the mathematics transitions students make from high school through college. The Council is comprised of representatives from two- and four-year public and private institutions of higher education and representatives of high schools in Iowa, and is organized into action groups focused on three general objectives: • AG 1 – Provide Effective High School Mathematics Pathways • AG 2 – Provide an Effective Mathematics Transition from High School to College • AG 3 – Provide Effective College Mathematics Pathways In this session, we will focus on AG 2. In particular, we will present our near-final draft of recommendations for an effective mathematics course placement process. These recommendations are based on best practice and research. Please join us to help shape the final draft and move this work forward!
Year: 2021
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Mathematics Course Placement -- How? Why? For whom? Recommended Guidelines for an Effective Placement Process for the First College Mathematics Course
Abstract: The issue of mathematics transitions that students navigate as they move through high school to college and on to career is many faceted and critically impactful across education and workforce development, and affects educators at all levels, business and civic leaders, and most importantly, current and future Iowa students. A new state group has been formed to help address this issue—the Iowa Higher Education Mathematics Transition Advisory Council (IHEMTAC). The charge of the Advisory Council is to examine the relevant research and related literature around mathematical transitions for the purpose of developing and making recommendations and taking appropriate action steps relating to the mathematics transitions students make from high school through college. The Council is comprised of representatives from two- and four-year public and private institutions of higher education and representatives of high schools in Iowa, and is organized into action groups focused on three general objectives: • AG 1 – Provide Effective High School Mathematics Pathways • AG 2 – Provide an Effective Mathematics Transition from High School to College • AG 3 – Provide Effective College Mathematics Pathways In this session, we will focus on AG 2. In particular, we will present our near-final draft of recommendations for an effective mathematics course placement process. These recommendations are based on best practice and research. Please join us to help shape the final draft and move this work forward!
ID:
574
Year: 2021
Name: Sergio Loch
Institution: Grand View University
Subject area(s):
Title of Talk: Initial Report on work about Math Transition
Abstract: Approaching existing issues for the high school to college transition requires the collaboration of the players involved in this transition: students, parents, teachers, instructors, counselors, and all their institutions and professional organizations. IHEMTAC is attempting to develop and propose ideas in the crucial area of mathematics to facilitate this interaction.
Year: 2021
Name: Sergio Loch
Institution: Grand View University
Subject area(s):
Title of Talk: Initial Report on work about Math Transition
Abstract: Approaching existing issues for the high school to college transition requires the collaboration of the players involved in this transition: students, parents, teachers, instructors, counselors, and all their institutions and professional organizations. IHEMTAC is attempting to develop and propose ideas in the crucial area of mathematics to facilitate this interaction.
ID:
491
Year: 2017
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Five Types of Discrete Mathematics Problems that Should Be Part of Every College Student’s Quantitative Literacy Expectations
Abstract: Quantitative literacy requirements (aka general education math requirements) should include some discrete mathematics, in addition to the most commonly included areas–algebra, statistics, and probability. In particular, in this talk I propose that all college students should have some understanding of five discrete mathematics problem types – enumeration, sequential change, networks, fair decision making, and information processing. This proposal has implications for developmental math courses as well as quantitative literacy and math for liberal arts courses. I will present some elaboration and examples.
Year: 2017
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Five Types of Discrete Mathematics Problems that Should Be Part of Every College Student’s Quantitative Literacy Expectations
Abstract: Quantitative literacy requirements (aka general education math requirements) should include some discrete mathematics, in addition to the most commonly included areas–algebra, statistics, and probability. In particular, in this talk I propose that all college students should have some understanding of five discrete mathematics problem types – enumeration, sequential change, networks, fair decision making, and information processing. This proposal has implications for developmental math courses as well as quantitative literacy and math for liberal arts courses. I will present some elaboration and examples.
ID:
258
Year: 2009
Name: Eugene Herman
Institution: Grinnell College
Subject area(s):
Title of Talk: Hankel Operators and Combinatorial Identities
Abstract: We show that every bounded Hankel operator H on the Hilbert space of square-summable sequences can be factored as H = MM^*, where M maps a space of square-integrable functions to their corresponding moment sequences. By expanding these functions in a Fourier series of orthogonal polynomials, we obtain identities that connect the entries of the Hankel matrices with the orthogonal polynomials.
Year: 2009
Name: Eugene Herman
Institution: Grinnell College
Subject area(s):
Title of Talk: Hankel Operators and Combinatorial Identities
Abstract: We show that every bounded Hankel operator H on the Hilbert space of square-summable sequences can be factored as H = MM^*, where M maps a space of square-integrable functions to their corresponding moment sequences. By expanding these functions in a Fourier series of orthogonal polynomials, we obtain identities that connect the entries of the Hankel matrices with the orthogonal polynomials.
ID:
527
Year: 2019
Name: Hongyuan Zhang
Institution: Grinnell College
Subject area(s): applied topology
Title of Talk: Artworks and Articles Meet Mapper and Persistent Homology
Abstract: Since its recent birth, topological data analysis (TDA) has proven to be a very useful tool when studying large and high-dimensional data sets. We will talk about the application of two TDA tools, persistent homology and the Mapper algorithm, to the Metropolitan Museum of Art (MET) artwork data set and two scholarly literature databases: arXiv and Google Scholar. For the MET data, we use the Mapper Algorithm to guide feature selection in building a logistic regression model for classifying certain artworks. Then we use persistent homology to help differentiate between two subsets of artwork. For the arXiv data, we use persistent homology to derive a general sense of the shape of the data. With help of the Mapper Algorithm, we further explore the point cloud by analyzing trends and features in visualizations. For the Google Scholar data, we find that there are interesting correlations between academic category of the paper and number of pages, number of references, and published date.
Year: 2019
Name: Hongyuan Zhang
Institution: Grinnell College
Subject area(s): applied topology
Title of Talk: Artworks and Articles Meet Mapper and Persistent Homology
Abstract: Since its recent birth, topological data analysis (TDA) has proven to be a very useful tool when studying large and high-dimensional data sets. We will talk about the application of two TDA tools, persistent homology and the Mapper algorithm, to the Metropolitan Museum of Art (MET) artwork data set and two scholarly literature databases: arXiv and Google Scholar. For the MET data, we use the Mapper Algorithm to guide feature selection in building a logistic regression model for classifying certain artworks. Then we use persistent homology to help differentiate between two subsets of artwork. For the arXiv data, we use persistent homology to derive a general sense of the shape of the data. With help of the Mapper Algorithm, we further explore the point cloud by analyzing trends and features in visualizations. For the Google Scholar data, we find that there are interesting correlations between academic category of the paper and number of pages, number of references, and published date.
ID:
281
Year: 2010
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Placement,
Title of Talk: A System to Place Incoming Students in Computer Science, Mathematics and Statistics
Abstract: Joint work with Andrew Hirakawa and Russel Steinbach. Colleges utilize various methods of placing students, but many methods are time intensive, have limited scope, or lack precision. The placement system described here resolves many of these issues using a PHP based inference engine with extensively-researched rules. The system's placements compare favorably with those created manually by faculty, and students perform well in the system-recommended courses. Scripts store placements in a MySQL database and later generate individual LaTeX-based letter for each student. The scripts from this project run efficiently, follow established software-engineering principles, and are easily modifiable. The project automates every step of the process from loading student data into the database to generating individual letters for students.
Year: 2010
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Placement,
Title of Talk: A System to Place Incoming Students in Computer Science, Mathematics and Statistics
Abstract: Joint work with Andrew Hirakawa and Russel Steinbach. Colleges utilize various methods of placing students, but many methods are time intensive, have limited scope, or lack precision. The placement system described here resolves many of these issues using a PHP based inference engine with extensively-researched rules. The system's placements compare favorably with those created manually by faculty, and students perform well in the system-recommended courses. Scripts store placements in a MySQL database and later generate individual LaTeX-based letter for each student. The scripts from this project run efficiently, follow established software-engineering principles, and are easily modifiable. The project automates every step of the process from loading student data into the database to generating individual letters for students.
ID:
303
Year: 2011
Name: Christopher French
Institution: Grinnell College
Subject area(s): Number theory and Combinatorics
Title of Talk: Catalan Numbers and Hankel Transformations
Abstract: We explore recurrence relations obtained from taking the Hankel transform of various linear combinations of Catalan numbers.
Year: 2011
Name: Christopher French
Institution: Grinnell College
Subject area(s): Number theory and Combinatorics
Title of Talk: Catalan Numbers and Hankel Transformations
Abstract: We explore recurrence relations obtained from taking the Hankel transform of various linear combinations of Catalan numbers.
ID:
48
Year: 2004
Name: Christopher French
Institution: Grinnell College
Subject area(s): Number Theory
Title of Talk: Fifth roots of Fibonacci Fractions
Abstract: The quotients of consecutive Fibonacci numbers converge to the golden ratio. In fact, the continued fraction expansion for such ratios consists of the nth truncation of the continued fraction expansion for the golden ratio. In a similar way, if F_n denotes the nth Fibonacci number, then the kth root of F_{n+k}/F_n converges to the golden ratio, and one can investigate the continued fraction expansion for these roots. Something rather remarkable happens when k=5.
Year: 2004
Name: Christopher French
Institution: Grinnell College
Subject area(s): Number Theory
Title of Talk: Fifth roots of Fibonacci Fractions
Abstract: The quotients of consecutive Fibonacci numbers converge to the golden ratio. In fact, the continued fraction expansion for such ratios consists of the nth truncation of the continued fraction expansion for the golden ratio. In a similar way, if F_n denotes the nth Fibonacci number, then the kth root of F_{n+k}/F_n converges to the golden ratio, and one can investigate the continued fraction expansion for these roots. Something rather remarkable happens when k=5.
ID:
56
Year: 2004
Name: Andrea Brennen
Institution: Grinnell College
Subject area(s): Chaos Theory
Title of Talk: Chaos in Action: Discovering a Basin of Attraction
Abstract: This project is an analysis of the dynamics of a particular subset of 3-D discrete nilpotent maps represented by the general system of equations: x=y; y=x^2-y^2. The analysis focuses on defining the Basin of Attraction and locating invariant manifolds for maps of this type using Liapunov Equations, Functional Equations, and computer imaging/modeling.
Year: 2004
Name: Andrea Brennen
Institution: Grinnell College
Subject area(s): Chaos Theory
Title of Talk: Chaos in Action: Discovering a Basin of Attraction
Abstract: This project is an analysis of the dynamics of a particular subset of 3-D discrete nilpotent maps represented by the general system of equations: x=y; y=x^2-y^2. The analysis focuses on defining the Basin of Attraction and locating invariant manifolds for maps of this type using Liapunov Equations, Functional Equations, and computer imaging/modeling.
ID:
58
Year: 2004
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s):
Title of Talk: Unbounded Orbits and Binary Digits
Abstract: We consider iterating the map f(x)=x - 1/x, starting at x=2. Ron Graham asked whether the orbit is bounded. This problem intersects number theory (rationals, the normality of numbers) and dynamics (dynamcis on an interval, chaos). You will find out why this is such a hard problem! The talk will be accessible to a general audience.
Year: 2004
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s):
Title of Talk: Unbounded Orbits and Binary Digits
Abstract: We consider iterating the map f(x)=x - 1/x, starting at x=2. Ron Graham asked whether the orbit is bounded. This problem intersects number theory (rationals, the normality of numbers) and dynamics (dynamcis on an interval, chaos). You will find out why this is such a hard problem! The talk will be accessible to a general audience.
ID:
334
Year: 2012
Name: Henry Walker
Institution: Grinnell College
Subject area(s): MAA CUPM Subcommittee Status Report
Title of Talk: MAA Program Study Group on Computer Science and Computational Science
Abstract: The MAA CUPM currently is working on a revision of its curricular recommendations for undergraduate programs and departments. As part of this effort, CUPM has appointed several Program Study Groups to explore how mathematics programs might support and collaborate with programs in other areas. Topics for consideration include supporting courses, minors, double majors, and other interdisciplinary opportunities. This session will review the current activities of the MAA Program Study Group on Computer Science and Computational Science. Feedback from the session attendees will be sought to help clarify what types of information might be helpful within a forthcoming Study Group report.
Year: 2012
Name: Henry Walker
Institution: Grinnell College
Subject area(s): MAA CUPM Subcommittee Status Report
Title of Talk: MAA Program Study Group on Computer Science and Computational Science
Abstract: The MAA CUPM currently is working on a revision of its curricular recommendations for undergraduate programs and departments. As part of this effort, CUPM has appointed several Program Study Groups to explore how mathematics programs might support and collaborate with programs in other areas. Topics for consideration include supporting courses, minors, double majors, and other interdisciplinary opportunities. This session will review the current activities of the MAA Program Study Group on Computer Science and Computational Science. Feedback from the session attendees will be sought to help clarify what types of information might be helpful within a forthcoming Study Group report.
ID:
339
Year: 2012
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): analysis
Title of Talk: A Beautiful Cantor-like Function
Abstract: Analysis students encounter various functions with exotic properties. This could include functions with infinitely many discontinuities (Dirichlet function, Thomae function, windmill functions) or continuous functions which grow in a bizarre way (Cantor function, Minkowski's question mark function). After quickly reviewing these, we introduce a new function f(x) which combines enticing properties from both of these classes: a dense set of discontinuities, fractal structure, a base-3 digital representation, satisfies f(f(x))=x, and has surprising integral properties. This function makes an excellent study to conclude a first course in analysis.
Year: 2012
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): analysis
Title of Talk: A Beautiful Cantor-like Function
Abstract: Analysis students encounter various functions with exotic properties. This could include functions with infinitely many discontinuities (Dirichlet function, Thomae function, windmill functions) or continuous functions which grow in a bizarre way (Cantor function, Minkowski's question mark function). After quickly reviewing these, we introduce a new function f(x) which combines enticing properties from both of these classes: a dense set of discontinuities, fractal structure, a base-3 digital representation, satisfies f(f(x))=x, and has surprising integral properties. This function makes an excellent study to conclude a first course in analysis.
ID:
114
Year: 2005
Name: Karen Shuman
Institution: Grinnell College
Subject area(s): mathematics education
Title of Talk: Getting Students to Read a Linear Algebra Text--Methods and Reactions
Abstract: Linear algebra may be the first undergraduate course in which is it crucial for students to understand definitions, theorems, and special examples. Exposing students to new material for the first time in class can take up a lot of time and prevent other, deeper material from being covered. This talk will focus on how I have gotten students to write and think about new material that they read on their own, how I have responded to them, and how students have reacted to the experience.
Year: 2005
Name: Karen Shuman
Institution: Grinnell College
Subject area(s): mathematics education
Title of Talk: Getting Students to Read a Linear Algebra Text--Methods and Reactions
Abstract: Linear algebra may be the first undergraduate course in which is it crucial for students to understand definitions, theorems, and special examples. Exposing students to new material for the first time in class can take up a lot of time and prevent other, deeper material from being covered. This talk will focus on how I have gotten students to write and think about new material that they read on their own, how I have responded to them, and how students have reacted to the experience.
ID:
117
Year: 2005
Name: Eugene Herman
Institution: Grinnell College
Subject area(s): Linear geometry
Title of Talk: Equidistant Sets and Similarity Transformations
Abstract: The main result to be presented is the following: If f is a nonconstant function from R^n to R^n that preserves equality of distances, then f is a similarity transformation. A key concept in the proof is a special type of affinely independent set of points -- a set of points that are equidistant from one another. The proof uses elementary linear algebra and geometric reasoning and little else. Much of the emphasis in the presentation will be on the interplay of algebra and geometry. Also, there will be some remarks on the connections with classical geometry, including the Fundamental Theorem of Affine Geometry.
Year: 2005
Name: Eugene Herman
Institution: Grinnell College
Subject area(s): Linear geometry
Title of Talk: Equidistant Sets and Similarity Transformations
Abstract: The main result to be presented is the following: If f is a nonconstant function from R^n to R^n that preserves equality of distances, then f is a similarity transformation. A key concept in the proof is a special type of affinely independent set of points -- a set of points that are equidistant from one another. The proof uses elementary linear algebra and geometric reasoning and little else. Much of the emphasis in the presentation will be on the interplay of algebra and geometry. Also, there will be some remarks on the connections with classical geometry, including the Fundamental Theorem of Affine Geometry.
ID:
118
Year: 2005
Name: Charles Jepsen
Institution: Grinnell College
Subject area(s): Geometry
Title of Talk: Equidissections of Trapezoids
Abstract: Denote by T(a) the trapezoid with vertices (0,0), (1,0), (0,1), (a,1). We are interested in dissections of T(a) into triangles of equal areas (i.e., equidissections of T(a)). What numbers of triangles are possible? We answer this question for certain infinite collections of trapezoids where a has the form a = p + q*sqrt(d). These results lead to a conjecture as to what might be true for all such values of a .
Year: 2005
Name: Charles Jepsen
Institution: Grinnell College
Subject area(s): Geometry
Title of Talk: Equidissections of Trapezoids
Abstract: Denote by T(a) the trapezoid with vertices (0,0), (1,0), (0,1), (a,1). We are interested in dissections of T(a) into triangles of equal areas (i.e., equidissections of T(a)). What numbers of triangles are possible? We answer this question for certain infinite collections of trapezoids where a has the form a = p + q*sqrt(d). These results lead to a conjecture as to what might be true for all such values of a .
ID:
119
Year: 2005
Name: Christopher French
Institution: Grinnell College
Subject area(s): convex geometry
Title of Talk: Graphs of Polytopes
Abstract: A polytope is a bounded intersection of half-spaces in R^n. The vertices and edges of a polytope form a graph. The graph of a 3 dimensional polytope is planar, since the surface of the polytope is homeomorphic to a sphere. It follows that such graphs cannot have K_5 minors. We generalize this fact, showing that graphs of n-dimensional polytopes cannot have K_{n+2} minors.
Year: 2005
Name: Christopher French
Institution: Grinnell College
Subject area(s): convex geometry
Title of Talk: Graphs of Polytopes
Abstract: A polytope is a bounded intersection of half-spaces in R^n. The vertices and edges of a polytope form a graph. The graph of a 3 dimensional polytope is planar, since the surface of the polytope is homeomorphic to a sphere. It follows that such graphs cannot have K_5 minors. We generalize this fact, showing that graphs of n-dimensional polytopes cannot have K_{n+2} minors.
ID:
421
Year: 2015
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): general, educational
Title of Talk: Popularizing Mathematics with YouTube
Abstract: How is mathematics being popularized with YouTube? We show various math channels, including the speaker's channel Tipping Point Math, and explain what goes into making such videos.
Year: 2015
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): general, educational
Title of Talk: Popularizing Mathematics with YouTube
Abstract: How is mathematics being popularized with YouTube? We show various math channels, including the speaker's channel Tipping Point Math, and explain what goes into making such videos.
ID:
167
Year: 2006
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): undergrad level analysis
Title of Talk: Mathematics by Experiment
Abstract: The use of computer packages has brought us to a point where the computer can be used for many tasks: discover new mathematical patterns and relationships, create impressive graphics to expose mathematical structure, falsify conjectures, confirm analytically derived results, and perhaps most impressively for the purist, suggest approaches for formal proofs. This is the thrust of experimental mathematics. This talk will give some examples to discover or prove results concerning goemetry, integrals, binomial sums, and infinite series.
Year: 2006
Name: Marc Chamberland
Institution: Grinnell College
Subject area(s): undergrad level analysis
Title of Talk: Mathematics by Experiment
Abstract: The use of computer packages has brought us to a point where the computer can be used for many tasks: discover new mathematical patterns and relationships, create impressive graphics to expose mathematical structure, falsify conjectures, confirm analytically derived results, and perhaps most impressively for the purist, suggest approaches for formal proofs. This is the thrust of experimental mathematics. This talk will give some examples to discover or prove results concerning goemetry, integrals, binomial sums, and infinite series.
ID:
439
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.