The purpose of 15.840 is to:

Introduce key marketing ideas and phenomena.
Develop students’ skills in marketing analysis and planning.
Provide a forum (both written and oral) for presenting and defending recommendations and critically examining and discussing those of others. An emphasis is placed on theory and practice that draws on market research, competitive analysis, and marketing science.

In collaboration with a mechanical engineering technology (MET) faculty member and a librarian colleague, the author received federal funding from NIST (award #70NANB16H261) to develop open educational resources (OERs) to foster the integration of standards education into engineering and technology undergraduate programs.

The activity begins with an explanation of the Caesar Shift for message encryption (Singh, 1999). The Caesar Shift is a translation of the alphabet; for example, a five-letter shift would code the letter a as f, b as g, … z as e. We describe a five-step process for decoding an encrypted message. First, groups of size 4 construct a frequency table of the letters in two lines of a coded message. Second, students construct a bar chart for a reference message of the frequency of letters in the English language. Third, students create a bar chart of the coded message. Fourth, students visually compare the bar chart of the reference message (step 2) to the bar chart of the coded message (step 3). Based on this comparison, students hypothesize a shift. Fifth, students apply the shift to the coded message.

The classic Stern-Gerlach Experiment shows that atoms have a property called spin. Spin is a kind of intrinsic angular momentum, which has no classical counterpart. When the z-component of the spin is measured, one always gets one of two values: spin up or spin down.

Short Description:
This was a collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing classes.

Word Count: 12599

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Explore stretching just a single strand of DNA using optical tweezers or fluid flow. Experiment with the forces involved and measure the relationship between the stretched DNA length and the force required to keep it stretched. Is DNA more like a rope or like a spring?

Students investigate how sound travels through string and air. First, they analyze the sound waves with a paper cup attached to a string. Then, they combine the string and cup with a partner to model a string telephone. Finally, they are given a design challenge to redesign the string telephone for distance. They think about their model as it compares a modern telephone and the impact the invention of the telephone has had on society.

A Student’s Guide to Tropical Marine Biology is written entirely by students enrolled in the Keene State College Tropical Marine Biology course taught by Dr. Karen Cangialosi. Our goal was to investigate three main aspects of tropical marine biology: understanding the system, identifying problems, and evaluating solutions. Each of the sections contains chapters that utilize openly licensed material and images, and are rich with hyperlinks to other sources. Some of the most pressing tropical marine ecosystem issues are broken up into five sections: Coral Reefs and Diversity, Common Fishes to the Coral Reef, Environmental Threats, Reef Conservation, and Major Marine Phyla. These sections are not mutually exclusive; repetition in some content between chapters is intentional as we expect that users may not read the whole book. This work represents a unique collaborative process with many students across semesters authoring and editing, and therefore reflects the interests and intentions of a broad range of students, not one person’s ideas. This collaboration began with contributions from KSC students in the 2017 semester and includes work from the 2019 class, as well as new content and editorial work from 2017 & 2019 alumni. We look forward to future editions of this book. Enjoy exploring the rainforests of the sea through our collaborative project and please share with those who care!

The disciplines of music history and music theory have been slow to embrace the digital revolutions that have transformed other fields’ text-based scholarship (history and literature in particular). Computational musicology opens the door to the possibility of understanding—even if at a broad level—trends and norms of behavior of large repertories of music. This class presents the major approaches, results, and challenges of computational musicology through readings in the field, gaining familiarity with datasets, and hands on workshops and assignments on data analysis and “corpus” (i.e., repertory) studies. Class sessions alternate between discussion/lecture and labs on digital tools for studying music. A background in music theory and/or history is required, and experience in computer programming will be extremely helpful. Coursework culminates in an independent research project in quantitative or computational musicology that will be presented to the class as a whole.

Students take an in-depth look at what goes into planning a research project, which prepares them to take the lead on their own projects. Examining a case study, students first practice planning a research project that compares traditional cook stoves to improved cook stoves for use in the developing world. Then they compare their plans to one used in the real-world by professional researchers, gaining perspective and details on the thought and planning that goes into good research work. Then students are provided with example materials, a blank template and support to take them from brainstorming to completing a detailed research plan for their own air quality research projects. Conducting students’ AQ-IQ research studies requires additional time and equipment beyond this planning activity. Then after the data is collected and analyzed, teams interpret the data and present summary research posters by conducting the next associated activity Numerous student handouts and a PowerPoint® presentation are provided.

Course Introduction: This course offers students an orientation to TCAT Knoxville’s learning environment. Its designed to cultivate lifetime learners through the combination of conceptual knowledge with practical application. Students successfully completing the course will be equipped with the study and time management skills needed to be successful at TCAT.

The issue of sustainability and specifically sustainable business is of increasing interest and importance to students of business and also students in the sciences, government, public policy, planning and other fields. There can be significant benefits from students learning about sustainable business from the rich experiences of business practice.

The Sustainable Business Case Book by Gittell, Magnusson and Merenda is one of the first of its kind. It combines the the theory of sustainability with key concepts, analytical information and contextual information with a collection of cases which provide insights, perspective and practical guidance on how sustainable businesses operate from different business functional area perspectives.

The Sustainable Business Case Book can be used as a stand-alone text or as a supplemental textbook for undergraduate courses that have an interest in sustainable business. While the book's primary focus is on the relationship between business and sustainability, the book can also be used in courses offered in fields other than business, including environmental and earth systems sciences, environmental studies, urban planning, economics and public policy.

The first part of The Sustainable Business Case Book, Chapter 1 through Chapter 3, introduces students to the meaning of sustainability, and the practice of sustainable business. The introductory chapters also describe key concepts, analytical frameworks, and contextual information relevant for the understanding of business sustainability. Chapter 1, defines sustainability and describes how and why businesses choose to engage in sustainable practices and how sustainable business practices relate to corporate profitability and social responsibility. Chapters 2 and 3 provide important background and contextual information affecting sustainable business practice. Chapter 2, The Science of Sustainability, reviews scientific evidence about climate change and the human and business influences on climate change. Chapter 3, Sustainability, Public Policy and Business, describes the significant role of government and public policy in sustainability, including setting the rules, regulations and laws that define the market and market opportunities for sustainable business practice.

TED Studies, created in collaboration with Wiley, are curated video collections — supplemented by rich educational materials — for students, educators and self-guided learners. In Reworking the Western Diet, speakers examine how that diet — processed, high in refined sugars, and heavy in corn, soy, meat and dairy — is making us and the environment sick. These TED Talks blaze the trail to sustainable farming and a more sensible diet. 

The “Systems Are Everywhere” module was originally written for high school science teachers or counselors to use in any setting (in class or in extracurricular programs). However, during field-testing, we found that many elementary and middle school teachers were able to use these lessons successfully with their students. The module is made up of three lessons that serve to foster students’ understanding of systems, systems models, and systems thinking at every level of learning and across many content areas. Blended throughout the lessons are career connections that will introduce students to diverse systems thinkers in STEM, and provide context for how systems approaches are used in real life to address complex problems. The lessons and module can be used as a stand-alone set of activities or can be integrated into any course as an extension or enrichment.

The module begins with students modeling a complex system. Students will brainstorm and sketch the parts and connections of the system, then use an online tool (Loopy) to model the interactions of those parts and connections. Next, students will develop their understanding of systems thinking skills and their application for addressing problems and solutions. Then, students will apply their knowledge and skills to model a system of their choosing. Lastly, they will showcase their skills by creating a student profile and integrating their systems thinking skills into a resume.

Target Audience
This is our introductory module that we recommend teaching before each of our other modules to give students a background in systems and to help them understand the many careers available in STEM. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. It works very well when teaching virtually and in-person. If you are looking for an introduction to systems that can be delivered in-person with more kinesthetic activities, please see our Introduction to Systems module. The Intro to Systems module works best with 8-12 grade students, though can be used with some modifications for 6-7th graders. This Systems are Everywhere module can work well for elementary through secondary grades.

SLaM (Systems Leadership and Management) Praxis is a course is designed to introduce students to the dynamics of strategic decision making in corporate boardrooms through team exercises, simulations, and role playing. The case studies and team exercises will introduce students to strategy choices in the high tech sector, but these learnings are just as valid in other industries. We will also have invited guest speakers from the industry who have lived through difficult corporate situations and can provide insights into the cases discussed in class.

Purpose & Overview: This 2-part exercise introduces students to the concepts and methods employed within the disciplines of taxonomy and phylogeny.

In part I, students work with a collection of approximately 25 species of extant and fossil bivalve mollusks (C-Bivalvia) without knowing in advance of their taxonomic group assignments. Based on the shell morphology they observe and the soft part morphology they acquire from a collection of figures, they are asked to build a classification scheme (i.e., place the bivalves in some hierarchical taxonomic structure). They are intentionally not given any guidance and are welcome to organize the species using any method they wish. Students accomplish this is groups. The hope or intent is that countless taxonomic schemes will be generated by the class and therefore recognize the subjectivity involved. (When their taxonomic schemes are later compared against the MacClade-derived cladograms they learn that the majority of their taxa are not monophyletic clades.)

Part II should not begin until after part I has been completed. For part II, the same bivalve species (specimens and figures) are used, but now the class is asked to collaborate to generate a large morphological character data matrix that will become the data set used with MacClade. Each student then working independently with MacClade on a Macintosh computer (a university computer laboratory is reserved for this meeting) creates a cladogram of their intuition-based taxonomic topology using the data matrix and the treelength is noted. Then, using MacClade's tools, each student attempts to find one or more most parsimonious cladograms. All most parsimonious cladograms are collected and compiled to generate a consensus tree. Ultimately each student is then asked to compare their intuition-based topology against the consensus, most parsimonious cladogram. In a written assignment, the discrepancies are explained.

Materials:
1. A collection of ~ 25 species of extant and fossil bivalves. The species used for the FGCU exercise are listed in an attached document. Virtually any collection would suffice. It's beneficial, however, to have a variety of subclasses and orders represented. Ideally and with students working in groups it's best to have a collection of 25 specimens for each group.
2. Figures illustrating the soft part morphology of the bivalve species. I've assembled a collection of figures taken from an identification book authored by "Mikkelsen & Bieler" (see full citation below). The figures I use are assembled as a PowerPoint presentation; this is either shared electronically with the students or color photocopies are brought to class. (See attached PowerPoint file.) Some species are not represented by figures in this text. In those situations, I've chosen the most closely related species within the book as a proxy.
3. A collection of Macintosh computers and MacClade software (v. 4.08 the most recent). FGCU has a site license so the software can be run on multiple machines simultaneously. The software is loaded within a computer laboratory.

Procedure:
For Part I:
1. The class is assembled into groups (3 or 4 persons per group is ideal) and each group is given a collection of bivalve species and the collection of figures. Each species is uniquely numbered; species names can be provided, but students must not research their taxonomic affiliations. Each group is asked to place the species within a hierarchical classification scheme. They must have some rationale for its organization. The classification scheme they develop should be graphically drafted as a nested hierarchy (as a tree). (30 mins)
2. Each group reports back to the class. (15 mins)

For Part II:
1. The goal for this step is to obtain one comprehensive matrix that the entire class will use for the cladistic analysis. The groups first reassemble (at a later date once part I is complete) to identify characters and character states. The entire class is reunited to collect the best characters, character states, and state codes for each species. This is facilitated as quickly as possible in a class-wide discussion. At home the students are required to generate a formal matrix (either by hand or using Excel) in the appropriate format for MacClade. (30 mins)
2. In a subsequent meeting, the students assemble in a computer lab to conduct the cladistic analysis using MacClade. If time permits, each student may enter the data matrix, or the instructor can upload the matrix in advance of the meeting.
3. Students should first manipulate a cladogram by hand representing the taxonomy developed in part I. A treelength should be obtained and the cladogram should be saved and printed.
4. Students are then tasked with finding the most parsimonious cladograms by using MacClade's branch swapping tools. One species is designated as the outgroup; and this is used to define character polarity. (In my collection of bivalves, Nucula is the outgroup.) Students work independently upon this. Once a new cladogram with a shorter treelength is discovered, the students are redirected to find equally or more parsimonious alternatives. After some finite length of time (typically a class period: 45 -- 60 mins for the entire computer lab meeting), the most parsimonious cladograms are collected and saved.
5. At a later meeting, the instructor generates a consensus cladogram of the most parsimonious and this tree plus each individual most parsimonious cladogram is distributed to the students. The students at this point may be tasked to analyze the results individually without any further guidance; they may be asked to do that analysis in small groups; or a class-wide facilitated discussion may accomplish the same thing. Once this is complete, students are given the writing assignment and a deadline is established.

The following files are uploaded as supportive teaching materials:
1. PowerPoint file with figures of bivalves taken from Mikkelsen & Bieler, 2007. Titled: SW FL Common Bivalve Morphologies.
2. Handout given to students describing part I. Word file titled: Exercise 5 Pt I Bivalve Taxonomy.
3. Handout given to students describing part II. Word file titled: Exercise 5 Pt II Bivalve Phylogeny.
4. Handout given to student with list of species names of bivalves within the collection. Word file titled: Common Southwest Florida Bivalve Mollusks.
5. Word file for instructors only with same list of bivalve species but within the established classification hierarchy. Titled: Common Southwest Florida Bivalve Mollusks with taxonomy.
6. Sample list of characters and character states defined by a recent class. Word file titled: Bivalve Characteristics and States.
7. Sample character matrix for the above bivalve species developed by a recent class. Excel file titled: Bivalve Character Matrix.

8. A file with instructor notes containing helpful hints, thoughts, and observations about the exercise's implementation. Word file titled: Instructor Notes Bivalve Phylogeny.

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This resource is a collection of climate change-related graphs for teachers to use in their classrooms, with links to the source articles and an explanation of how to guide students through reflecting on and learning from the graphs.

This class looks at the special structural and practical needs of theatrical scenery and effects and how they can be constructed. We map the technical design process from initial meetings to realization on stage. The class emphasizes safety, budgeting, and problem solving. Ten 1-3 page Tech notes are required as well as a final project. Work includes actual production assignments as well as paper design projects.