Abstract:

Overview 
Graduate Record Examination
(GRE) Preparation

This four week 8 session workshop prepares prospective students to take the computer-adaptive Graduate Records Examination. The purpose of the course is to improve students’ performance on the GRE test by:

• Providing students with successful test management techniques
• Familiarizing students with question types specific to the GRE
• Teaching the logical, rhetorical, and mathematical problem-solving techniques relevant to the GRE
• Teaching essential grammatical and mathematical concepts and techniques in application to real test problems
• Identifying the specific problems posed by the GRE, and analyzing common test-taking errors
• Improving performance and reducing test anxiety through practice testing

This workshop is taught by Mary Gallagher who has helped hundreds of students perform better on their GRE examinations. While this workshop provides participants with very valuable information, techniques and strategies for maximizing their potential on the GRE. Please note that this course does not replace studying. In addition to taking this workshop we recommend that students dedicate significant time to studying for the examination in order to be truly prepared.

Please visit the Graduate Record Examination web site at www.gre.org to view information on the GRE exam.

Sept 17- Oct 10, 2019

T/TH 6:30-9:15pm

$50 DISCOUNT CODE: GRE19FLR

LSAT

Overview Law School Admissions Test Preparation (In-Person)

This four-week, eight session workshop prepares students to take the Law School Admission Test (LSAT). Enrollees will review the fundamentals of each section of the LSAT (Logical Reasoning, Analytical Reasoning, and Critical Reading sections) and develop a rigorous test preparation schedule. The instructor will provide handouts, testing materials, and scored analytics for each student. Course objectives include:

• Sitting for a full-length, proctored, practice LSAT
• Classifying and dissecting key problem-types from each LSAT section
• Reviewing logical principles (with a focus on necessary vs. sufficient conditions and correlation vs. causality)
• Learning to simplify questions by reducing them to their most essential components (with emphasis placed on Logical Reasoning questions)
• Utilizing formal notation and diagramming strategies to convey rules efficiently in logic games
• Synthesizing and combining rules and strengthening inferencing ability

The course will conclude with each student having establishing a personalized preparation timeline goals and setting personalized timing-checkpoints for each LSAT section.

This workshop is taught by Simon Maxwell who scored in the top 99th percentile of the LSAT test.  While this workshop provides participants with very valuable information, techniques and strategies for maximizing their potential on the LSAT. Please note that this course does not replace studying. In addition to taking this workshop we recommend that students dedicate significant time to studying for the examination in order to be truly prepared.

Oct 1-24, 2019

T/TH 6-9:30pm

$50 DISCOUNT CODE: LSAT19FLR
Learn more and sign up: TESTPREP.UMBC.EDU

provided by the British Online Archives.

These papers cover the growth of the British Union of Fascists and the impact of World War II upon them.  The documents include both their official publications and the imprisonment of their leader Oswald Mosley. 

The pre-war fascist newspapers include Fascist week, The Blackshirt and The East London Pioneer. Action was published from February 1936 until June 1940, by which point a growing number of the BUF were interned. Sir Oswald and Lady Diane Mosley’s imprisonment caused much debate. These papers include government records of why they were arrested and Oswald Mosley’s time in prison, with additional files.

The trial will run until October 15, 2019 and access is available on and off-campus. 

Feedback on the content and usability of the database is encouraged.

• Education Week Online, featuring daily news, commentary and analysis on policy, legislative and overall shifts and trends in the U.S. K-12 space.
• Education Week digital edition, an electronic replica of the print edition, days before the print edition is delivered.
• Teacher Channel perfect for teachers and professional development with daily news, stories and content focused on the teaching profession, including videos, case studies and best practices.
• Digital Directions with daily online features for education technology trends and insights, geared towards IT specialists and media/technology professionals.
• Industry & Innovations for K-12 decision-makers, reporting on the intersection of K-12 schools and districts and vendors, trends, best practices and much more.
• Quality Counts, Diplomas Count and Technology Counts annual reports and archives, and special reports, story packages and archives.
• State Highlight Reports which provide over 40 data indicators to assess and compare performance in key areas, by state.
• 33 years of fully-searchable archives, so you can research and focus on specific hot-button issues and events.
• Exclusive online-only content, including 60 blogs on vitally important K-12 topics.
• Multimedia tools, including district geographic maps, videos & infographics and photo galleries.
• Ed Week Research Center, with special reports, surveys and access to our staff of full-time researchers for customized research needs.
• Education Counts database, where you can build customized tables and reports by state and other indicators.

Comments and feedback are greatly appreciated! 

Tutoring has begun in the Academic Success Center!

Drop-in tutoring for math, biology, chemistry, economics, physics, computer science at the Math and Science Tutoring Center (1st floor, AOK Library)

Writing Center appointment and drop-in tutoring for any writing assignments for any course (1st floor, AOK Library)

Appointment Tutoring for many 1st and 2nd year courses at the Academic Success Center (Sherman Hall, 345)

You can view tutoring schedules online and book appointments using the ASC scheduling system, TutorTrac.

Click on the ASC Tutor Schedule to check for available tutors and reserve your sessions.

If you want to know more about how to use TutorTrac, download the Student procedures.

Title of your research project: 

“Comparing Predictive Data Assimilation Methods on S-I-R Epidemic Forecasts”

 

Describe your project:

 My objectives are to compare two statistical tracking methods, specifically the Ensemble Kalman Filter (EnKF) and the Ensemble Optimal Statistical Interpolation (EnOSI) method, to see which one more accurately predicts the spread of a S-I-R epidemic model for airborne infectious diseases.

 

Who is your mentor(s) for your project? Why did you choose them?

I took Dr. Sousedik’s Math 341 (Computational Methods) class. Dr. Sousedik teaches in a way that I don’t feel like I just learned the textbook material, but rather a better comprehension of mathematical logic and problem solving methods in general, so I knew Dr. Sousedik would be a perfect research mentor for me. My advisor also was invaluable for steering me in the right direction for who to ask for research opportunities. 

 

How did you become interested in this project?

I’ve always been interested in classes that involved math modeling or data prediction, particularly when the variables dealt with demographic data. When Dr. Sousedik proposed a research topic about statistical tracking for epidemic models, I was very enthusiastic as the topic encapsulated all of my favorite math concepts. 

 

What has been the hardest part about your research/what was the most unexpected thing about being a researcher? 

 There isn’t a website or a book that tells you clearly how to write the code for your program, or how to adapt an equation to the problem, so there were many hours where Dr. Sousedik and I just had to work things out on pen and paper, or invent a new way of dealing with an error from scratch. It can be unsettling to think there isn’t one right answer to a problem, but I was left with insight to how researchers apply math to real world problems. 

 

What has been the most rewarding part?

 When I first started the research, the related studies I read seemed at times like another language, but after some effort and time I realized I was capable of understanding and applying mathematical concepts that were incomprehensible a few months ago. This research opportunity gave me confidence in my potential to have a STEM career in the future. 

 

How will you disseminate your research?

 I intend to submit the research paper to the UMBC review and the SIAM Undergraduate Research Online. Ideally, our research will add enough novelty to existing methods to lead to a regular research journal publication. 

 

What is your advice to other students about getting involved in research? 

I would advise any student getting involved in undergraduate research to speak with the faculty in their department. The professors and advisors will more than likely be willing to go the extra mile to make any ideas for projects you have a reality. 

 

What are your career goals?

After more research experience, I ultimately want to apply mathematical models to the planning of urban infrastructure. Ideally, I am interested in working collaboratively with an interdisciplinary team of computer programming, architecture, mathematics, and statistics experts to improve land-use allocation. 

Be like Maya!  Get started on an undergraduate research project and become a URA Scholar: ur.umbc.edu

Thank you!