✺ 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. gold02-08-98.html %-%-% gold02-08-98.pdf

✺ Education-Technology Superstar Presentations: Proposal from Domingos Begalli (ICS UCI), Mike Fried (Prof. of Math. UCI) and Steve Franklin (Comp. Sci. UCI) for a seminar series featuring educational-technology presentations. Funded by Dean Ron Stern, of the Physical Sciences at UCI for the years 2000 to 2002, before I left for Montana. Includes:

• rationale for having the seminars
• rubric for gathering an audience and choosing speakers
• lists of speaker sources and related proposer expertise
• example format for the presentations
• budget for funding three presentations during Spring quarter 2000; possible future venues

✺ Retention of Students using Electronic Portfolios: June 2004: This is a seed paper to a book in progress: Interactive E-Mail Assessment, also known to UCI students as IQs (I(nteractive) Q(uestionnaire)s). Here are the topics:

1. How Interactive Portfolios Work:
2. How Class Projects Work with Portfolios:
3. Electronic Grading:
4. Why I Can't Agree With Loading the Internet with Courses:

✺ Brochure for the UCI Masters' of Mathematics with Teacher Credential: Last rev: 06/06/2000: Includes flexible adjustments for keeping students in a mathematics TAship while they do supervised teaching. broch_ms.pdf

✺ MSU-Billings, campus presention of the Continuous Assessment Office: Assessing a Quality Education, Jan. 25, 2005.

1. Laws Connecting Dots: Examples of why this presentation has something to offer many instructors
2. Context and value of WebWorks: Crisis at Univ. of Rochester (example meaning for Continuous Assessment)
3. I(nteractive)Q(uestionnaires): Step Thinking, analysis of reading, and writing
4. The project oriented university: Managing complicated interactions
5. CAO Objectives: For students, faculty, the University's community presence)

✺ Presentation on Continuous Assessment 3/16/2006, a powerpoint presentation (there is a CD on the full presentation done on an overhead projector, commissioned by William Draves of LERN) on these topics:

• Need for Continuous Assessment
• I(nteractive)Q(uestionnaires): Step Thinking
• IQ Goals
• IQs as Tools: Designed to leverage HTML, a system of tags allow polling the portfolio
• The project oriented university: Technology manages complicated interactions

Below are two Press Releases from Matthew Peterson's MIND Research Institute

✺ 09-15-09 MIND Institute Press release on Growth in Orange County Student Math achievement using Mind Software: Data for school years 2008/09 and 2007/08 was analyzed for growth in the percentage points of students in the Proficient and Advanced levels. A jump from 50% to 60% is a jump of 10 points by this measure. The 2008/09 within-grade average growth for all grades (2-5) at all Orange County Math Initiative schools was 12.82 points. For comparison, the 2008/09 within-grade average growth for the state of California for grades 2-5 was 4.5 points. This and other press release statistics note that the improvement registered strongest from movement into the advanced proficiency category. mind-OCMathInitGradeCohort09.html

✺ Irvine man has kids loving math, 01-07-08 Orange County Register Press Release. Neuroscientist Matthew Peterson applies his varied education to doing something exciting about Mathematics Education. His background shows why he has been able to combine graphics, technology and mathematics in a curriculum that has high school students loving math the way (surprise) grade school kids do. This article concentrates on the use of his software in elementary schools where large percentages of students have English as a second language. ocr-mattPeter01-07-08.html

✺ Non-Profit MIND Research's Algebra Readiness Curriculum Adopted by the California Board of Education, 11-08-07, Business Wire Release. This is an Algebra Readiness text (the html file explains its distinction from pre-algebra), with programs, developed in response to the persistent low student success rate in Algebra I. Matthew Peterson developed the text and software to meet the requirement to pass a math exit exam for a high school student to receive a diploma.Dr. Peterson studied and analyzed the mathematics teaching methods and textbooks of countries that are highly successful in teaching math, especially Singapore. He also consulted with nationally renowned mathematicians, including W. Stephen Wilson, professor of mathematics at Johns Hopkins University, as well as highly experienced middle school math teachers. For information about the program or pricing, call MIND Research toll free at (888) 751-5443 or visit its website at www.mindresearch.net. The pdf file is the table of contents for Matthew's text adopted by 270 schools. mind-res-alg-read.html %-%-% mind-res-alg-read.pdf