Welcome to the June edition of our eNewsletter. This month, we are excited to share with you a number of new tools and features that will help us communicate more effectively with students, alumni and the BYU community.

We live in an exciting time with a number of new technologies that enable quick, quality communication across the globe. Whether it be over Facebook, Twitter or streaming video, it is now easier than ever before to share information over vast distances and feel connected to something bigger.

We’ve already had great success with these “New Media” tools in connecting and interacting with our friends and alumni who have moved forward with their lives and careers in different parts of the world. Your reading of this eNewsletter is just one great example of the power and reach these technologies possess in connecting people with the college.

However, we also realize that a monthly email is not always sufficient to share all of the great news and events happening here in Provo, nor for you to interact with the college and with each other the way many of you wish. Thus, in order to better connect with you and to help you keep in touch with others, we will be strengthening our online presence to provide even more ways to interact with the college and other alumni and friends.

First, you can now become a fan of CPMS on Facebook and follow us on Twitter. Many of our friends and alumni use these social networks on a regular basis, which will allow us to more effectively keep you posted about college events and happenings.

Also, we are currently in the process of producing original video content to promote

and educate people about our departments and the great work being performed by the faculty and students here. You can view these videos and more on our official Vimeo channel, CPMStv.

We have already completed the pilot webisode of our new online video series, “Hands On,” which will highlight the research activities of several current students. You can view the first episode by clicking the thumbnail image below, and stay tuned to CPMStv, Facebook, and Twitter for information about more segments to come in the very near future!

These new tools will allow us to better communicate with our students, alumni and friends on the many platforms of our changing world. I encourage you to log on, check us out, and interact with the college online as we move toward a brighter, more integrated future.

As always, we look forward to keeping in touch in new and exciting ways.

Click on the thumbnail image below to view the first webisode of our new online video series, "Hands On."


CPMS Associate Dean delivers university forum address to BYU community
Local elementary and high school students participate in National Lab Day
Faculty members team up to further development of wireless Web
Number Theory proves to be both work and fun for math professor
Students, faculty members look to improve everyday objects with MEMS
Professor uses stats to increase potato yield
CPMS Homepage
Giving to the College
CPMS on Facebook
CPMS on Twitter


At the front of the class, demonstrations are given and tough problems are solved—but this time it’s the students that are doing the explaining. Steven Williams, a faculty member in the Department of Mathematics Education, has published research on how these classrooms still incorporate traditional teaching methods.

Williams’ publication is all about how the student can benefit from being more involved in the learning process. Along with a colleague from the University of Oregon, Williams studied classroom interactions at schools who had implemented a new approach to teaching math.

Under the direction of university and college professionals in their area, these schools implemented a reformed teaching method where students work towards solutions together and then share their solutions with the class. The teacher makes specific suggestions that guide students toward the correct methods. This concept is referred to as "scaffolding," where understanding is initiated as the teacher helps to point out connections. This approach seeks to avoid one drawback of the traditional classroom setup, where students are told the answers in a rigid, formalized lecture.

“When students get used to a teacher telling them everything they need to know, they begin to tune out until they get to what they think is the important part,” Williams said.

So, when do teachers tell? Through his research, Williams found that the dilemma of telling is two-sided. In the reformed approach, how and when teachers choose to tell is still vital to learning. His research shows that teachers were able to scaffold student-led discussion by having clear expectations and keeping a high level of involvement in the classroom.


For more information about the college, contact Lynn Patten at
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