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BEGIN:VEVENT
SUMMARY:Eric Stade (University of Colorado\, Boulder)
DTSTART;VALUE=DATE-TIME:20200414T160000Z
DTEND;VALUE=DATE-TIME:20200414T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/1
DESCRIPTION:Title: Calculus in context: Introducing calculus Ideas through epidemiology m
odels\nby Eric Stade (University of Colorado\, Boulder) as part of Onl
ine Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nNow is p
robably as good a time as any\, unfortunately\, to argue for a first-semes
ter Calculus course that begins with the S-I-R\, or Susceptible-Infected-R
ecovered\, dynamical system from epidemiology. I’ll describe how I use S
-I-R to kick-start a course\, that\, eventually\, gets to all of the usual
Calc I stuff\, and is richly satisfying to math geeks (like me) while sti
ll appealing to students who are perhaps less geeky\, or geeky in differen
t directions. This course is based on the brilliantly subversive\, but won
derfully accessible\, text Calculus and Context by the Five-College Calcul
us Team: James Callahan\, David A. Cox\, Kenneth R. Hoffman\, Donal O'Shea
\, Harriet Pollatsek\, and Lester Senechal.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rachel Levy (Math Association of America)
DTSTART;VALUE=DATE-TIME:20200428T160000Z
DTEND;VALUE=DATE-TIME:20200428T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/2
DESCRIPTION:Title: Project based learning\nby Rachel Levy (Math Association of Americ
a) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nA
bstract\nProject-based learning can take many forms\, from small challenge
s in a single class to longer assignments. Let's have a conversation. How
do you develop problems that your students find meaningful? How do you han
dle individual and group aspects of learning? How often do you regroup for
a mini-lesson? How do you structure assessment? What are important consid
erations for distance learning? I look forward to sharing some experience
and learning from each other.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Yvonne Lai (University of Nebraska-Lincoln)
DTSTART;VALUE=DATE-TIME:20200512T160000Z
DTEND;VALUE=DATE-TIME:20200512T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/3
DESCRIPTION:Title: What mathematical knowledge improves high school math teaching?\nb
y Yvonne Lai (University of Nebraska-Lincoln) as part of Online Seminar On
Undergraduate Mathematics Education\n\n\nAbstract\nOnly recently has ther
e been research on what sort of mathematics training is actually useful to
teachers. I will begin with brief survey of this research\, for both elem
entary and high school teaching. I will discuss some recent results on how
policy tends to be more consistent with these findings at the elementary
level than at the high school level\, and why this may be. I will conclude
with some open questions about the mathematical preparation of high schoo
l teachers\, and the potential role of mathematicians in addressing these
questions.\n\nTo join the seminar\, go to https://cornell.zoom.us/j/169462
410\n\nFor more information on ESME: http://math.mit.edu/seminars/esme/\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:George Kinnear (University of Edinburgh)
DTSTART;VALUE=DATE-TIME:20200526T160000Z
DTEND;VALUE=DATE-TIME:20200526T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/4
DESCRIPTION:Title: Reliable classification of classroom practices using lecture recording
s\nby George Kinnear (University of Edinburgh) as part of Online Semin
ar On Undergraduate Mathematics Education\n\n\nAbstract\nI will describe t
he development of a new classroom observation protocol\, FILL+\, which gen
erates a timeline showing the type of activity taking place at each second
("lecturer talk"\, "student question"\, etc). This provides much finer de
tail about classroom practices than other protocols (such as COPUS\, which
notes activities taking place in 2-minute intervals). The timeline can be
summarised quantitatively\, for instance by computing the proportion of t
ime spent on lecturer talk compared with other activities\, or counting ho
w often lecturers pose questions to the class and how often students respo
nd. I will present some of the insights gained from applying FILL+ to reco
rdings of 220 STEM lectures\, including 94 in mathematics. A key finding w
as that the FILL+ protocol can be applied reliably by novice coders\, foll
owing minimal training.\n\n\nTo join the seminar\, go to https://cornell.z
oom.us/j/169462410\n\nFor more information on ESME: http://math.mit.edu/se
minars/esme/\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rick Cleary (Babson College)
DTSTART;VALUE=DATE-TIME:20200915T160000Z
DTEND;VALUE=DATE-TIME:20200915T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/5
DESCRIPTION:Title: A Touch of Calculus: Shaking Up the Pre-Requisite Structure of College
Mathematics\nby Rick Cleary (Babson College) as part of Online Semina
r On Undergraduate Mathematics Education\n\nAbstract: TBA\n\nThe seminar m
eets every other Tuesday at noon eastern time\, using Zoom and is open to
all. Click here to join the seminar. The meeting ID is 920 7826 7146 and t
he password is "esme". If you do not have Zoom installed\, you will be pro
mpted to install it.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rob Beezer (University of Puget Sound)
DTSTART;VALUE=DATE-TIME:20201013T160000Z
DTEND;VALUE=DATE-TIME:20201013T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/6
DESCRIPTION:by Rob Beezer (University of Puget Sound) as part of Online Se
minar On Undergraduate Mathematics Education\n\nAbstract: TBA\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Uri Treisman (University of Texas at Austin)
DTSTART;VALUE=DATE-TIME:20201110T170000Z
DTEND;VALUE=DATE-TIME:20201110T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/7
DESCRIPTION:Title: Welcoming freshmen to the world of mathematics\nby Uri Treisman (U
niversity of Texas at Austin) as part of Online Seminar On Undergraduate M
athematics Education\n\n\nAbstract\nHow can we help our students make an i
nformed choice about pursuing a life in mathematics or in a mathematics-in
tensive profession? How can we practically and productively assess the imp
act of our introductory courses on our students' academic and career choic
es? Erica and Uri will share some of their recent work on acculturating st
udents to the norms\, values and aesthetics of our discipline. They will d
escribe some of the novel structures\, routines and rituals which constitu
te the heart of their equity-minded classroom practice. Finally\, they wil
l show excerpts of Erica’s interviews with class alumni reflecting on th
e impact of the course on their undergraduate experience. Those of you fam
iliar with Uri’s work will recognize the structures\, routines and ritua
ls presented as a natural evolution of those at the heart of the Emerging
Scholars program he developed at Berkeley in the late 1970s.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Jason Martin\; Michael Tallman\; Matt Thomas\; Aaron Weinber
g (University of Central Arkansas\; Oklahoma State\; Ithaca College\;
Ithaca College)
DTSTART;VALUE=DATE-TIME:20201027T160000Z
DTEND;VALUE=DATE-TIME:20201027T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/8
DESCRIPTION:Title: Quantitative Reasoning and Intellectual Need as Design Principles for
Instructional Materials\nby Jason Martin\; Michael Tallman\; Matt
Thomas\; Aaron Weinberg (University of Central Arkansas\; Oklahoma Stat
e\; Ithaca College\; Ithaca College) as part of Online Seminar On Under
graduate Mathematics Education\n\n\nAbstract\nWe will describe the ideas o
f quantitative reasoning and intellectual need\, and describe how we have
used these ideas as design principles for creating instructional videos an
d related materials for introductory calculus. These ideas have implicatio
ns for courses beyond calculus and for instructional materials beyond vide
os. We will show how important it is for students to think about calculus
concepts in terms of quantities and share examples from our materials that
demonstrate imagery that supports this quantitative reasoning. We will de
scribe how we have used intellectual need to envision calculus concepts in
terms of a series of perturbations and resolutions\, and how these ideas
have been translated into instructional materials.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Shay Fuchs (University of Toronto)
DTSTART;VALUE=DATE-TIME:20201201T170000Z
DTEND;VALUE=DATE-TIME:20201201T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/9
DESCRIPTION:by Shay Fuchs (University of Toronto) as part of Online Semina
r On Undergraduate Mathematics Education\n\nAbstract: TBA\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Maria Anderson (Busynessgirl)
DTSTART;VALUE=DATE-TIME:20201215T170000Z
DTEND;VALUE=DATE-TIME:20201215T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/10
DESCRIPTION:by Maria Anderson (Busynessgirl) as part of Online Seminar On
Undergraduate Mathematics Education\n\nAbstract: TBA\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Jo Hardin (Pomona College)
DTSTART;VALUE=DATE-TIME:20210119T170000Z
DTEND;VALUE=DATE-TIME:20210119T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/11
DESCRIPTION:Title: The Value of Computational Thinking in Statistics Education\nby J
o Hardin (Pomona College) as part of Online Seminar On Undergraduate Mathe
matics Education\n\n\nAbstract\nIn a seminal paper\, Nolan and Temple Lang
(2010) argued for the fundamental role of computing in the statistics cur
riculum. In the intervening decade the statistics education community has
acknowledged that computational skills are as important to statistics and
data science practice as mathematics. There remains a notable gap\, howeve
r\, between our intentions and our actions. To understand that gap\, toget
her with Nick Horton\, we assembled a collection of papers for a special i
ssue of the Journal of Statistics and Data Science Education (2021) focuse
d on what has changed over the last ten years with respect to computing in
the statistics curriculum. Broadly\, the collection of papers (1) suggest
creative structures to integrate computing\, (2) describe novel data scie
nce skills and habits\, and (3) propose ways to teach computational thinki
ng. My talk describes the special issue with particular focus on the last
of the three aspects: the role of computational thinking: The computer as
part of the thinking process and not only a tool for implementing mathemat
ical theory.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Doug Ensley (Shippensburg University)
DTSTART;VALUE=DATE-TIME:20210202T170000Z
DTEND;VALUE=DATE-TIME:20210202T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/12
DESCRIPTION:Title: Mathematical Proof\, Online Assessment\, and High School Connections
in First-Year Discrete Mathematics\nby Doug Ensley (Shippensburg Unive
rsity) as part of Online Seminar On Undergraduate Mathematics Education\n\
nAbstract: TBA\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Christine von Renesse (Westfield State University)
DTSTART;VALUE=DATE-TIME:20210216T170000Z
DTEND;VALUE=DATE-TIME:20210216T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/13
DESCRIPTION:Title: Title To Be Announced\nby Christine von Renesse (Westfield State
University) as part of Online Seminar On Undergraduate Mathematics Educati
on\n\nAbstract: TBA\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Vilma Mesa (University of Michigan)
DTSTART;VALUE=DATE-TIME:20210316T160000Z
DTEND;VALUE=DATE-TIME:20210316T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/14
DESCRIPTION:Title: Title To Be Announced\nby Vilma Mesa (University of Michigan) as
part of Online Seminar On Undergraduate Mathematics Education\n\nAbstract:
TBA\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Bus Jaco\, Oklahoma State and Mike Oehrtman\, Oklahoma State (Okla
homa State University)
DTSTART;VALUE=DATE-TIME:20210413T160000Z
DTEND;VALUE=DATE-TIME:20210413T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/15
DESCRIPTION:Title: The Mathematical Inquiry Project: A statewide project fostering mathe
matical learning through inquiry in entry-level college mathematics\nb
y Bus Jaco\, Oklahoma State and Mike Oehrtman\, Oklahoma State (Oklahoma S
tate University) as part of Online Seminar On Undergraduate Mathematics Ed
ucation\n\n\nAbstract\nThe Mathematical Inquiry Project (MIP) supports sta
tewide faculty collaborationon inquiry-oriented learning in entry-level co
llege mathematics classes. MIP activities beginwith faculty workshops to i
dentify and characterize critical concepts in each entry level course\, sm
all collaborative teams to develop resources with guidance from the worksh
ops and feedback from the broader community\, regional workshops allowing
more faculty to participate and share their expertise\, and mentoring rela
tionships to support long-term classroom implementation.We will discuss th
e foundationaldefinitions of the project and successes and challenges in n
urturing a state-wide faculty community of practice around improving instr
uction and learning in entry-level college mathematics.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Jason Siefken (University of Toronto)
DTSTART;VALUE=DATE-TIME:20210511T160000Z
DTEND;VALUE=DATE-TIME:20210511T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/16
DESCRIPTION:Title: Onboarding instructors to an an active learning class\nby Jason S
iefken (University of Toronto) as part of Online Seminar On Undergraduate
Mathematics Education\n\n\nAbstract\nLinear Algebra I at the University of
Toronto is a large course with around 7 sections of 200 students per seme
ster. Recently all Linear Algebra I sections have switched to an active le
arning approach\, with significant components of in-class peer collaborati
on and full-class discussion. However\, the majority of instructors who te
ach Linear Algebra I are graduate students and postdocs with limited teach
ing experience and exposure to active learning teaching methods. In this s
ession\, I will share with you my program for onboarding instructors to te
ach an active learning course\, that includes an instructor course design
manual\, peer observations and mock teaching sessions. I will also discuss
the successes and challenges of these onboarding activities from a course
coordinator perspective.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Lew Ludwig (Denison University)
DTSTART;VALUE=DATE-TIME:20210914T160000Z
DTEND;VALUE=DATE-TIME:20210914T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/17
DESCRIPTION:Title: A cheat-proof calculus exam?\nby Lew Ludwig (Denison University)
as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbst
ract\nDuring remote instruction necessitated by the pandemic\, many instru
ctors tried to adapt their in-person\, timed exams to a remote setting. As
we know\, this caused a host of issues. In this presentation\, we will di
scuss an assessment technique that I developed to avoid many of the issues
referred to above. We will consider an intro calculus assessment that: ca
n be graded in same or less time as traditional written tests\; evolves wi
th semester content and student understanding\; can be used in remote or i
n-person classes\; moves students beyond rote computation\; allows student
choice and flexibility\; allows for student creativity\; and yes\, is nea
rly cheat-prrof. Due to the success of this assessment\, I will use it in
my traditional in-person classes moving forward. As a group\, we will disc
uss the pros and cons of this assessment technique and brainstorm ways to
expand this approach into other courses.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Gil Strang (MIT)
DTSTART;VALUE=DATE-TIME:20210928T160000Z
DTEND;VALUE=DATE-TIME:20210928T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/18
DESCRIPTION:Title: Linear Algebra and Deep Learning\nby Gil Strang (MIT) as part of
Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\n"Deep
learning" is shorthand for the creation of a function F(x\, v) so that th
e inputs v (the training data) produce correct outputs. So it is a new typ
e of interpolation. The mathematics is a combination of linear algebra and
calculus (optimizing the weights) and statistics (controlling the varianc
e). The 18.065 course at MIT has become a "second course in linear algebra
" for students from all departments and all years. It has a textbook\, Lin
ear Algebra and Learning from Data. Video lectures are on OpenCourseWare.
The key link from linear algebra to data science is the Singular Value Dec
omposition. It has become the foundation of applied linear algebra and we
need to teach it.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Stepan Paul (NCSU)
DTSTART;VALUE=DATE-TIME:20211026T160000Z
DTEND;VALUE=DATE-TIME:20211026T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/19
DESCRIPTION:Title: Manipulative Calculus: Active Learning with 3D Models\nby Stepan
Paul (NCSU) as part of Online Seminar On Undergraduate Mathematics Educati
on\n\n\nAbstract\nManipulative Calculus is a project based at Harvard Univ
ersity focused on developing active learning lessons in calculus courses c
entered around digitally fabricated 3D models. In these lessons\, we put d
igitally fabricated models into students'\nhands\, and they are asked to m
ake geometric sense of the concepts learned in the course through problems
requiring them to handle\, discuss\, and sketch on the models. At this po
int\, the lessons and models have been in use for several semesters by doz
ens of instructors and thousands of students. In this talk\, I will give s
ome background by describing some of the lessons and accompanying 3D model
s and then report on the findings of assessments we've conducted on the pr
oject thus far.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rekha Thomas (University of Washington)
DTSTART;VALUE=DATE-TIME:20211109T170000Z
DTEND;VALUE=DATE-TIME:20211109T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/20
DESCRIPTION:Title: Rethinking Linear Algebra\nby Rekha Thomas (University of Washing
ton) as part of Online Seminar On Undergraduate Mathematics Education\n\n\
nAbstract\nWith the surge of interest in Data Science among undergraduates
across the university\, linear algebra is fast becoming one of the most s
ought after math courses\, along with probability and optimization Are pur
e math departments ready for this? At the University of Washington\, the i
ntroductory linear algebra course caters to over 2500 students each year.
It used to be taught by a wide variety of instructors\, in a wide variety
of ways. In the last five years we undertook a massive overhaul of this co
urse (which ends with eigenvalues) and created a follow-up course (that st
arts with eigenvalues and goes onto singular values)\, both aimed at non-m
ajors. The introductory course is now coordinated\, with a uniform philoso
phy and materials. The second course is attracting strong advanced undergr
aduates\, and even some graduate students\, from all over campus who are h
ungry to understand the math behind the algorithms they have learned in ap
plied courses. In this talk\, I will discuss these projects.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Edouard Tchertchian (Pierce College)
DTSTART;VALUE=DATE-TIME:20211123T170000Z
DTEND;VALUE=DATE-TIME:20211123T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/21
DESCRIPTION:Title: Mentoring Community College Math Students through Transfer\nby Ed
ouard Tchertchian (Pierce College) as part of Online Seminar On Undergradu
ate Mathematics Education\n\n\nAbstract\nMost underrepresented minority st
udents in community colleges (CCs) do not take full advantage of great REU
opportunities. Socio-economic status and life hardships these students go
through while getting their education is a big part of the problem – ma
ny of them work fulltime jobs while attending school\, support children or
other family members\, and cannot give up employment or drop other respon
sibilities for a prolonged period (6-8 weeks) to solely participate in an
REU. Additionally\, CC faculty’s primary focus and responsibilities seme
ster-to-semester are on duties related directly to their teaching assignme
nt. Yet research shows that the earlier students are exposed to REU-type p
rograms\, mentorship\, and team work\, the more likely they are to continu
e on and get a STEM degree. Join us in exploring an approach that has show
n great potential in collaboration between CC and four-year university fac
ulty that leads to progress in mentoring CC math students!\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Kathryn Leonard (Occidental College)
DTSTART;VALUE=DATE-TIME:20211207T170000Z
DTEND;VALUE=DATE-TIME:20211207T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/22
DESCRIPTION:Title: Fostering Positive Collaboration\nby Kathryn Leonard (Occidental
College) as part of Online Seminar On Undergraduate Mathematics Education\
n\n\nAbstract\nMathematics rarely happens in isolation\, and is also more
fun when done with other people. But effective collaboration can be challe
nging — the mathematical sciences alone have several notorious collabora
tive fallings out that have damaged both the relationships involved and th
e associated mathematical progress. Fortunately\, collaboration is a skill
that can be developed and practiced. This talk will present research from
colleagues in the social sciences that can help us as mathematicians to c
reate and maintain positive collaborative relationships. We will also pres
ent a concrete implementation of these ideas for an undergraduate research
group.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Megan Wawro (Virginia Tech)
DTSTART;VALUE=DATE-TIME:20220913T160000Z
DTEND;VALUE=DATE-TIME:20220913T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/23
DESCRIPTION:Title: The Inquiry-Oriented Linear Algebra Project\nby Megan Wawro (Virg
inia Tech) as part of Online Seminar On Undergraduate Mathematics Educatio
n\n\n\nAbstract\nThe Inquiry-Oriented Linear Algebra (IOLA) project promot
es a research- based\, student-centered approach to the teaching and learn
ing of introductory linear algebra at the university level. Based on the i
nstructional design theory of Realistic Mathematics Education\, the IOLA c
urricular materials build from a set of experientially real tasks that all
ow for active student engagement in the guided reinvention of key mathemat
ical ideas through student and instructor inquiry. The online instructiona
l support materials include resources such as rationales for task design\,
implementation suggestions\, and examples of typical student work. In thi
s talk\, I will share some IOLA tasks and associated examples of student r
easoning\, as well as some guiding principles for inquiry-oriented instruc
tion.\n\nZoom link: https://cornell.zoom.us/j/92415199317\, passcode: olsu
me\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Gianluca Guadagni (University of Virginia)
DTSTART;VALUE=DATE-TIME:20220927T160000Z
DTEND;VALUE=DATE-TIME:20220927T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/24
DESCRIPTION:Title: Reshaping the Calculus sequence for Engineering students\nby Gian
luca Guadagni (University of Virginia) as part of Online Seminar On Underg
raduate Mathematics Education\n\n\nAbstract\nThis is the story\, or at lea
st my version of it\, of how the Applied Math faculty tried to update the
calculus curriculum in our Engineering School to fit departments' requirem
ents and our desire for course innovation\, after decades of stagnation. W
e designed three different tracks to map all entering students\, with trac
k selection based only on their math background. Each track was built on a
ctive learning pedagogies with in-class teaching assistants. An online "Ma
th Lab" library [this was before Covid] was created throughout the project
\, and it was made available to all our students as reference material. Th
e result was mixed. I will discuss what went well\, just ok\, or bad\, wha
t we learned from the experiment\, and how this is helping us to design ne
w math courses for non-math majors with a focus on DEI.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Hortensia Soto (Colorado State University)
DTSTART;VALUE=DATE-TIME:20221011T160000Z
DTEND;VALUE=DATE-TIME:20221011T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/25
DESCRIPTION:Title: Embodied Cognition: What is it? How Does it Involve Mathematics?
\nby Hortensia Soto (Colorado State University) as part of Online Seminar
On Undergraduate Mathematics Education\n\n\nAbstract\nEmbodied cognition i
s a philosophy that claims that learning is body-based. One might ask how
that has anything to do with teaching and learning mathematics. In this ta
lk\, I will illustrate ways in which this lens can facilitate learning esp
ecially for students whose second language is English. I argue that most f
aculty probably already adopt aspects of embodied cognition into their cou
rses and my hope is to help make faculty more aware of how they do this. P
lease bring your fun meters so we can experience some of these ideas toget
her.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Sheila Tabanli (Rutgers University)
DTSTART;VALUE=DATE-TIME:20230926T160000Z
DTEND;VALUE=DATE-TIME:20230926T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/26
DESCRIPTION:Title: Reducing the Research to Practice Gap (R2PG) with Faculty Team Collab
orations\nby Sheila Tabanli (Rutgers University) as part of Online Sem
inar On Undergraduate Mathematics Education\n\n\nAbstract\nThere is a larg
e body of research on the importance of explicitly teaching students about
evidence-driven strategies for effective learning. Incorporating instruct
ional strategies grounded in cognitive science can enable educators and le
arners to prosper in their academic goals. As educators\, specifically dur
ing an era of pandemic induced learning loss and the loss of motivation an
d interest in higher education\, we strive to explore novel methods to tra
nsform our teaching practices. To reduce the gap between research on learn
ing and the practice (R2PG) while addressing the needs of the whole person
\, the presenter developed an innovative instructional framework that can
be adopted as “learning bits” and low-stakes assessments to cultivate
students’ self-regulated learning. In this talk\, I would like to start
a conversation about promoting the implementation of research-based teachi
ng practices through faculty team collaborations to increase the impact of
our isolated efforts while offering equitable mathematics learning experi
ence\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rachel Weir (Allegheny College)
DTSTART;VALUE=DATE-TIME:20231024T160000Z
DTEND;VALUE=DATE-TIME:20231024T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/27
DESCRIPTION:Title: Encouraging and Supporting the Adoption of Alternative Grading Method
s in Higher Education\nby Rachel Weir (Allegheny College) as part of O
nline Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nOver t
he past few years\, the use of alternative grading techniques\, such as ma
stery-based testing\, specifications grading\, and ungrading\, has become
more prevalent in undergraduate mathematics courses and\, more generally\,
across higher education. In this talk\, I will describe my own grading jo
urney\, the efforts of myself and others to promote the use of alternative
grading\, and lessons learned about how to effectively encourage widespre
ad adoption of alternative grading approaches.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Alan Garfinkel (University of California\, Los Angeles)
DTSTART;VALUE=DATE-TIME:20231010T160000Z
DTEND;VALUE=DATE-TIME:20231010T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/28
DESCRIPTION:Title: Teaching Dynamics to Biology Undergrads\nby Alan Garfinkel (Unive
rsity of California\, Los Angeles) as part of Online Seminar On Undergradu
ate Mathematics Education\n\n\nAbstract\nThere is a need to reform how we
introduce math to beginning students in Life Science. The usual “Calculu
s for Life Sciences”\, which is a watered down version of Calculus I\, p
ossibly including some trivial biological examples\, has failed to inspire
students. Even worse\, the math gateway courses into the life sciences se
rve as powerful filters keeping women and under-represented minorities out
of the life sciences and medicine. We designed such a course\, and are cu
rrently teaching it to ~2000 students/year. The course introduces students
\, on day 1\, to the concept of modeling a system that has multiple intera
cting variables and nonlinear relations. The student quickly learns that m
odels give rise to ‘change equations’ and that these differential equa
tions can always be “solved” (that is\, simulated numerically) using E
uler’s method. They learn to program their own code for Euler’s method
in a Python-like environment. Throughout\, there is an emphasis on biolog
ical applications of these concepts\, such as feedback behaviors in physio
logy and ecology\, oscillations in insulin and glucose levels and in biolo
gical populations.\n\nFor more information on OLSUME: https://olsume.org/\
nZoom link: https://cornell.zoom.us/j/92415199317\, passcode olsume\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Lisa Carbone (Rutgers University)
DTSTART;VALUE=DATE-TIME:20231107T170000Z
DTEND;VALUE=DATE-TIME:20231107T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/29
DESCRIPTION:Title: Active Learning in Proof-based Math Courses\nby Lisa Carbone (Rut
gers University) as part of Online Seminar On Undergraduate Mathematics Ed
ucation\n\n\nAbstract\nWe discuss some initiatives at Rutgers math departm
ent that aim to bring active learning into higher\nlevel proof-based math
courses. One such established program is active learning in our Intro Math
Reasoning course\, in collaboration with the Rutgers Learning Centers. An
other recent initiative is an NSF funded grant to explore the possibilitie
s of introducing active learning into 300 level proof based Linear Algebra
.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Paul Hand (Northeastern University)
DTSTART;VALUE=DATE-TIME:20231121T170000Z
DTEND;VALUE=DATE-TIME:20231121T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/30
DESCRIPTION:Title: Developing math projects that are authentic and allow student voice a
nd choice\nby Paul Hand (Northeastern University) as part of Online Se
minar On Undergraduate Mathematics Education\n\n\nAbstract\nDr. Hand has h
elped develop mathematics projects for a variety of learning environments\
, including K-12 STEM camps\, professional development for K-12 educators\
, and college classrooms. He will share stories and lessons learned from
attempting to build projects that inspire students to pursue STEM. The
talk will focus specifically on creating projects that are authentic to st
udents' lives\, permit students to express their unique voice\, and give s
tudents an appropriate amount of choice. These projects have been delive
red in the Tapia Camps at Rice University funded in part from Houston Inde
pendent School District\, and at San Jacinto College as part of an NSF-fun
ded grant.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Lionel Levine (Cornell University)
DTSTART;VALUE=DATE-TIME:20231205T170000Z
DTEND;VALUE=DATE-TIME:20231205T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/31
DESCRIPTION:Title: Math (education) for AI safety\nby Lionel Levine (Cornell Univers
ity) as part of Online Seminar On Undergraduate Mathematics Education\n\n\
nAbstract\nMany of today’s math majors will be tomorrow’s AI engineers
. How can we empower our students to succeed in a world pervaded by AI\, a
nd to shape that world? Tech progress may be inevitable\, but it is also p
ath-dependent: The technologies we pursue as a civilization are ultimately
a function of choices made by individual human beings. The future of AI h
olds great promise and\, many believe\, great peril. What is the best way
to encourage our students – especially those going into tech careers –
to wrestle with the moral and ethical dimensions of AI? This talk will be
interactive\, and I’ll mostly supply questions rather than answers\, so
please come prepared to debate!\n\nFor more information on OLSUME: https:
//olsume.org/\nZoom link: https://cornell.zoom.us/j/92415199317\, passcode
olsume\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Daniel Reinholz (San Diego State University)
DTSTART;VALUE=DATE-TIME:20240130T170000Z
DTEND;VALUE=DATE-TIME:20240130T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/32
DESCRIPTION:Title: Strategies for equitable and engaging mathematics teachin\nby Dan
iel Reinholz (San Diego State University) as part of Online Seminar On Und
ergraduate Mathematics Education\n\n\nAbstract\nThis talk focuses on pract
ical strategies that college mathematics instructors can use to promote an
equitable and engaging classroom environment. I illustrate these strategi
es using a case study including video clips from a professional developmen
t program that I have been running for math faculty members over the past
five years. In addition to offering specific strategies\, I also discuss a
learning process that faculty members can engage in to help them better u
ptake the strategies in an effective way. I draw heavily from my new book\
, Equitable and Engaging Mathematics Teaching: A Guide to Disrupting Hiera
rchies in the Classroom\, which is freely available as an ebook to MAA Mem
bers.\n\nFor more information on OLSUME: https://olsume.org/\nZoom link: h
ttps://cornell.zoom.us/j/92415199317\, passcode olsume\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Caroline Junkins (McMaster University)
DTSTART;VALUE=DATE-TIME:20240213T170000Z
DTEND;VALUE=DATE-TIME:20240213T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/33
DESCRIPTION:Title: The Calculus Baseline Assessment\nby Caroline Junkins (McMaster U
niversity) as part of Online Seminar On Undergraduate Mathematics Educatio
n\n\n\nAbstract\nA diagnostic tool that aims to capture student voice at s
cale\, using text analytics and data visualization.\n\nDiagnostic tools ca
n be used to measure student mastery of prerequisite skills and preparedne
ss for a given course. For a large-enrollment course serving students with
a variety of backgrounds\, skillsets\, and\nmotivations\, can we use this
type of tool to generate action-oriented insights and inform teaching? In
this project\, we propose a framework for a diagnostic tool designed to p
rovide nuanced information about a student cohort's preparedness in a scal
able way.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Niek de Kleijn (TU Delft)
DTSTART;VALUE=DATE-TIME:20240312T160000Z
DTEND;VALUE=DATE-TIME:20240312T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/34
DESCRIPTION:Title: Designing an Inductive Course for Probability & Statistics\nby Ni
ek de Kleijn (TU Delft) as part of Online Seminar On Undergraduate Mathema
tics Education\n\n\nAbstract\nInductive teaching flips the order of tradit
ional mathematics education. Instead of rigidly introducing concepts and t
heorems and then considering examples and practice problems to understand
them\, we start by letting students consider the problems and examples and
then encourage them to come up with\nthe relevant concepts themselves. In
ductive teaching can often have a positive effect on the motivation of stu
dents to master the content of a mathematics course. In this talk I will d
escribe our attempt to incorporate inductive teaching into our interfacult
y probability and statistics courses. Mathematics is a fundamentally deduc
tive field of study\, this leads to dilemmas on both a didactical and soci
al level. I will consider these dilemmas in particular.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Ankur Moitra (MIT)
DTSTART;VALUE=DATE-TIME:20240319T160000Z
DTEND;VALUE=DATE-TIME:20240319T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/35
DESCRIPTION:Title: Linear Algebra and Optimization\nby Ankur Moitra (MIT) as part of
Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nIn F
all 2020\, we piloted a new version of introductory linear algebra at MIT
(and have been teaching it ever since). Our goal was to emphasize modeling
and computation\, and not just problems that have a recipe-driven solutio
n. For example\, when you come across a problem in another domain\, can yo
u recognize when it is just linear algebra in disguise? Such examples help
students better appreciate the expressive power of the abstractions they
are learning. We also integrate hands-on projects so that students can put
what they've learned into action. In this talk I will give some salient e
xamples\, report on our experiment\, and what we've learned along the way.
I will also discuss how our course came about (spoiler: It was driven by
growing demand for a new data science major).\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Su Dorée (Augsburg University) and Jennifer Quinn (University of
Washington\, Tacoma)
DTSTART;VALUE=DATE-TIME:20240402T160000Z
DTEND;VALUE=DATE-TIME:20240402T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/36
DESCRIPTION:Title: Building an Active Classroom Using the Active Learning Pedagogy Seque
nce\nby Su Dorée (Augsburg University) and Jennifer Quinn (University
of Washington\, Tacoma) as part of Online Seminar On Undergraduate Mathem
atics Education\n\n\nAbstract\nMathematics organizations have called for m
ore active learning in college mathematics classrooms. But exactly how can
faculty get started with active learning? What should faculty do to try a
gain if first attempts are unsuccessful? How can faculty build a toolkit o
f techniques? How can we use active learning in ways that improve equity?
Even when strategies work well\, how do we build student (and colleague) t
rust? In this seminar we introduce the Active Learning Pedagogy Sequence (
ALPS) as a tool to begin to answer these questions. The ALPS groups all ac
tive learning techniques into categories\, ordered by difficulty and time
for instructors and students. We believe both instructors' teaching skills
and students' learning skills develop along the ALPS.\n\n\nFor more infor
mation on OLSUME: https://olsume.org/\nZoom link: https://cornell.zoom.us/
j/92415199317\, passcode olsume\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rachel Levy (North Carolina State University)
DTSTART;VALUE=DATE-TIME:20240416T160000Z
DTEND;VALUE=DATE-TIME:20240416T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/37
DESCRIPTION:Title: Rigor in Data Science\nby Rachel Levy (North Carolina State Unive
rsity) as part of Online Seminar On Undergraduate Mathematics Education\n\
n\nAbstract\nIn mathematics\, rigor is both a practice and a value. Howe
ver\, the term isn't exclusive to our field. How in the growing field of
data science can we define rigor? What are the implications for the cla
ssroom? In what ways are our definitions of rigor influenced by the di
scipline where we practice it? Can we find analogies between definitions
of rigor in pure and applied arenas? In what ways can we expect rigor f
rom developers and practitioners of data science\, in the classroom as wel
l as the workplace?\n\n\nFor more information on OLSUME: https://olsume.or
g/\nZoom link: https://cornell.zoom.us/j/92415199317\, passcode olsume\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Deborah Moore-Russo (University of Oklahoma)
DTSTART;VALUE=DATE-TIME:20240430T160000Z
DTEND;VALUE=DATE-TIME:20240430T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/38
DESCRIPTION:Title: Studying Organizational Performance and Change in Entry-Level Univer
sity Mathematics\nby Deborah Moore-Russo (University of Oklahoma) as p
art of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract
\nTheoretical frameworks provide structure and common terminology for educ
ational research studies\, and the theories used often impact the findings
that are reported. In this talk\, we will consider different theoretical
frameworks that may be used to study entry-level mathematics endeavors fro
m the performance of mathematics tutoring centers to systemic departmental
change efforts.\n\nhttps://cornell.zoom.us/j/92415199317\,\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Greg Kestin
DTSTART;VALUE=DATE-TIME:20240924T160000Z
DTEND;VALUE=DATE-TIME:20240924T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/39
DESCRIPTION:Title: AI-powered Activities: Design Principles and Impact on Student Learni
ng\nby Greg Kestin as part of Online Seminar On Undergraduate Mathemat
ics Education\n\n\nAbstract\nAI-powered activities in STEM education offer
a way to blend well-established active learning techniques with personali
zed instruction. These AI-supported lessons adapt to each student's needs\
, providing an alternative that can improve engagement\, motivation\, and
learning outcomes. This presentation will cover the design and implementat
ion of these activities and present insights from a study comparing AI-dri
ven instruction with in-class active learning methods.\n\nFor more informa
tion on OLSUME: https://olsume.org/\n\nZoom link: https://cornell.zoom.us/
j/92415199317\, passcode olsume\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Melissa Mills (Oklahoma State University)
DTSTART;VALUE=DATE-TIME:20241008T160000Z
DTEND;VALUE=DATE-TIME:20241008T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/40
DESCRIPTION:Title: Exploring Tutoring Interactions: What Moves do Undergraduate Mathemat
ics Tutors Make?\nby Melissa Mills (Oklahoma State University) as part
of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nI
t has been shown that attending peer tutoring is correlated to improved ou
tcomes for undergraduate mathematics students. This talk will explore resu
lts from our research on tutoring interactions. Although undergraduate pee
r tutors don't behave like expert instructors\, their contributions to stu
dent learning are unique and benefit students. Our research exposes some o
pportunities for tutor training that meets the tutors where they are and l
everages their natural tendencies. I will also discuss some of my recent w
ork regarding the role of mathematics learning\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Rachel Diethorn (Oberlin College)
DTSTART;VALUE=DATE-TIME:20241022T160000Z
DTEND;VALUE=DATE-TIME:20241022T170000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/41
DESCRIPTION:Title: Building Metacognitive Skills in Calculus (& Beyond)\nby Rachel D
iethorn (Oberlin College) as part of Online Seminar On Undergraduate Mathe
matics Education\n\n\nAbstract\nResearch links strong metacognitive skills
with increased academic and math performance\; however\, incorporating op
portunities for students to learn and practice metacognitive skills within
our mathematics courses can be challenging. In this talk\, we will explo
re the literature on metacognition\, with a focus on what we as instructor
s can do to build metacognition into our courses. I will share my own exp
erience building a Weekly Learning Strategy program into a large multi-sec
tion calculus course at Yale\, and reflect on successes\, challenges\, and
ideas for improvements. We will also think about how to adapt these idea
s for early proof-based.\n
LOCATION:
END:VEVENT
BEGIN:VEVENT
SUMMARY:Santiago Cañez (Northwestern)\, Michael Young (Carnegie Melon)\
, and Julianna Tymoczko (Smith College)
DTSTART;VALUE=DATE-TIME:20241105T170000Z
DTEND;VALUE=DATE-TIME:20241105T180000Z
DTSTAMP;VALUE=DATE-TIME:20241107T171239Z
UID:ESME/42
DESCRIPTION:Title: Creating Pathways to a Math PhD\nby Santiago Cañez (Northwest
ern)\, Michael Young (Carnegie Melon)\, and Julianna Tymoczko (Smith Coll
ege) as part of Online Seminar On Undergraduate Mathematics Education\n\n\
nAbstract\nBridge programs provide crucial academic and mentorship resourc
es to help students transition smoothly into PhD programs. In this panel d
iscussion\, Creating Pathways to a Math PhD\, leaders from various bridge
programs will share the pivotal role these initiatives play in preparing s
tudents for graduate studies in mathematics. Program representatives will
briefly share insights into their curricula\, student outcomes\, and suppo
rt for underrepresented or nontraditional students. A moderated discussion
will follow\, exploring the broader impact of these programs on graduate
education and how institutions can adopt similar initiatives to strengthen
the pipeline to math PhDs. This session aims to raise awareness and foste
r collaboration among colleagues interested in supporting students' paths
to doctoral studies.\n\nFor more information on OLSUME: https://olsume.org
/\nZoom link: https://cornell.zoom.us/j/92415199317\, passcode olsume\n
LOCATION:
END:VEVENT
END:VCALENDAR