BEGIN:VCALENDAR VERSION:2.0 PRODID:researchseminars.org CALSCALE:GREGORIAN X-WR-CALNAME:researchseminars.org BEGIN:VEVENT SUMMARY:Eric Stade (University of Colorado\, Boulder) DTSTART:20200414T160000Z DTEND:20200414T170000Z DTSTAMP:20260422T212710Z UID:ESME/1 DESCRIPTION:Title: Cal culus in context: Introducing calculus Ideas through epidemiology models\nby Eric Stade (University of Colorado\, Boulder) as part of Online Sem inar On Undergraduate Mathematics Education\n\n\nAbstract\nNow is probably as good a time as any\, unfortunately\, to argue for a first-semester Cal culus course that begins with the S-I-R\, or Susceptible-Infected-Recovere d\, 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 still appe aling to students who are perhaps less geeky\, or geeky in different direc tions. This course is based on the brilliantly subversive\, but wonderfull y accessible\, text Calculus and Context by the Five-College Calculus Team : James Callahan\, David A. Cox\, Kenneth R. Hoffman\, Donal O'Shea\, Harr iet Pollatsek\, and Lester Senechal.\n LOCATION:https://researchseminars.org/talk/ESME/1/ END:VEVENT BEGIN:VEVENT SUMMARY:Rachel Levy (Math Association of America) DTSTART:20200428T160000Z DTEND:20200428T170000Z DTSTAMP:20260422T212710Z UID:ESME/2 DESCRIPTION:Title: Pro ject based learning\nby Rachel Levy (Math Association of America) as p art of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract \nProject-based learning can take many forms\, from small challenges 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 handle ind ividual and group aspects of learning? How often do you regroup for a mini -lesson? How do you structure assessment? What are important consideration s for distance learning? I look forward to sharing some experience and lea rning from each other.\n LOCATION:https://researchseminars.org/talk/ESME/2/ END:VEVENT BEGIN:VEVENT SUMMARY:Yvonne Lai (University of Nebraska-Lincoln) DTSTART:20200512T160000Z DTEND:20200512T170000Z DTSTAMP:20260422T212710Z UID:ESME/3 DESCRIPTION:Title: Wha t mathematical knowledge improves high school math teaching?\nby Yvonn e Lai (University of Nebraska-Lincoln) as part of Online Seminar On Underg raduate Mathematics Education\n\n\nAbstract\nOnly recently has there been research on what sort of mathematics training is actually useful to teache rs. I will begin with brief survey of this research\, for both elementary 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 t han at the high school level\, and why this may be. I will conclude with s ome open questions about the mathematical preparation of high school teach ers\, and the potential role of mathematicians in addressing these questio ns.\n\nTo join the seminar\, go to https://cornell.zoom.us/j/169462410\n\n For more information on ESME: http://math.mit.edu/seminars/esme/\n LOCATION:https://researchseminars.org/talk/ESME/3/ END:VEVENT BEGIN:VEVENT SUMMARY:George Kinnear (University of Edinburgh) DTSTART:20200526T160000Z DTEND:20200526T170000Z DTSTAMP:20260422T212710Z UID:ESME/4 DESCRIPTION:Title: Rel iable classification of classroom practices using lecture recordings\n by George Kinnear (University of Edinburgh) as part of Online Seminar On U ndergraduate Mathematics Education\n\n\nAbstract\nI will describe the deve lopment of a new classroom observation protocol\, FILL+\, which generates a timeline showing the type of activity taking place at each second ("lect urer talk"\, "student question"\, etc). This provides much finer detail ab out classroom practices than other protocols (such as COPUS\, which notes activities taking place in 2-minute intervals). The timeline can be summar ised quantitatively\, for instance by computing the proportion of time spe nt on lecturer talk compared with other activities\, or counting how often lecturers pose questions to the class and how often students respond. I w ill present some of the insights gained from applying FILL+ to recordings of 220 STEM lectures\, including 94 in mathematics. A key finding was that the FILL+ protocol can be applied reliably by novice coders\, following m inimal training.\n\n\nTo join the seminar\, go to https://cornell.zoom.us/ j/169462410\n\nFor more information on ESME: http://math.mit.edu/seminars/ esme/\n LOCATION:https://researchseminars.org/talk/ESME/4/ END:VEVENT BEGIN:VEVENT SUMMARY:Rick Cleary (Babson College) DTSTART:20200915T160000Z DTEND:20200915T170000Z DTSTAMP:20260422T212710Z UID:ESME/5 DESCRIPTION:Title: A T ouch of Calculus: Shaking Up the Pre-Requisite Structure of College Mathem atics\nby Rick Cleary (Babson College) as part of Online Seminar On Un dergraduate Mathematics Education\n\nAbstract: TBA\n\nThe seminar meets ev ery other Tuesday at noon eastern time\, using Zoom and is open to all. Cl ick here to join the seminar. The meeting ID is 920 7826 7146 and the pass word is "esme". If you do not have Zoom installed\, you will be prompted t o install it.\n LOCATION:https://researchseminars.org/talk/ESME/5/ END:VEVENT BEGIN:VEVENT SUMMARY:Rob Beezer (University of Puget Sound) DTSTART:20201013T160000Z DTEND:20201013T170000Z DTSTAMP:20260422T212710Z 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:https://researchseminars.org/talk/ESME/6/ END:VEVENT BEGIN:VEVENT SUMMARY:Uri Treisman (University of Texas at Austin) DTSTART:20201110T170000Z DTEND:20201110T180000Z DTSTAMP:20260422T212710Z UID:ESME/7 DESCRIPTION:Title: Wel coming freshmen to the world of mathematics\nby Uri Treisman (Universi ty of Texas at Austin) as part of Online Seminar On Undergraduate Mathemat ics Education\n\n\nAbstract\nHow can we help our students make an informed choice about pursuing a life in mathematics or in a mathematics-intensive profession? How can we practically and productively assess the impact of our introductory courses on our students' academic and career choices? Eri ca and Uri will share some of their recent work on acculturating students to the norms\, values and aesthetics of our discipline. They will describe some of the novel structures\, routines and rituals which constitute the heart of their equity-minded classroom practice. Finally\, they will show excerpts of Erica’s interviews with class alumni reflecting on the impac t of the course on their undergraduate experience. Those of you familiar w ith Uri’s work will recognize the structures\, routines and rituals pres ented as a natural evolution of those at the heart of the Emerging Scholar s program he developed at Berkeley in the late 1970s.\n LOCATION:https://researchseminars.org/talk/ESME/7/ 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:20201027T160000Z DTEND:20201027T170000Z DTSTAMP:20260422T212710Z UID:ESME/8 DESCRIPTION:Title: Qua ntitative Reasoning and Intellectual Need as Design Principles for Instruc tional Materials\nby Jason Martin\;  Michael Tallman\;  Matt Thomas\ ;  Aaron Weinberg (University of Central Arkansas\; Oklahoma State\; It haca College\;  Ithaca College) as part of Online Seminar On Undergraduat e Mathematics Education\n\n\nAbstract\nWe will describe the ideas of quant itative reasoning and intellectual need\, and describe how we have used th ese ideas as design principles for creating instructional videos and relat ed materials for introductory calculus. These ideas have implications for courses beyond calculus and for instructional materials beyond videos. We will show how important it is for students to think about calculus concept s in terms of quantities and share examples from our materials that demons trate imagery that supports this quantitative reasoning. We will describe how we have used intellectual need to envision calculus concepts in terms of a series of perturbations and resolutions\, and how these ideas have be en translated into instructional materials.\n LOCATION:https://researchseminars.org/talk/ESME/8/ END:VEVENT BEGIN:VEVENT SUMMARY:Shay Fuchs (University of Toronto) DTSTART:20201201T170000Z DTEND:20201201T180000Z DTSTAMP:20260422T212710Z 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:https://researchseminars.org/talk/ESME/9/ END:VEVENT BEGIN:VEVENT SUMMARY:Maria Anderson (Busynessgirl) DTSTART:20201215T170000Z DTEND:20201215T180000Z DTSTAMP:20260422T212710Z UID:ESME/10 DESCRIPTION:by Maria Anderson (Busynessgirl) as part of Online Seminar On Undergraduate Mathematics Education\n\nAbstract: TBA\n LOCATION:https://researchseminars.org/talk/ESME/10/ END:VEVENT BEGIN:VEVENT SUMMARY:Jo Hardin (Pomona College) DTSTART:20210119T170000Z DTEND:20210119T180000Z DTSTAMP:20260422T212710Z UID:ESME/11 DESCRIPTION:Title: Th e Value of Computational Thinking in Statistics Education\nby Jo Hardi n (Pomona College) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nIn a seminal paper\, Nolan and Temple Lang (2010) argued for the fundamental role of computing in the statistics curriculum . In the intervening decade the statistics education community has acknowl edged that computational skills are as important to statistics and data sc ience practice as mathematics. There remains a notable gap\, however\, bet ween our intentions and our actions. To understand that gap\, together wit h Nick Horton\, we assembled a collection of papers for a special issue of the Journal of Statistics and Data Science Education (2021) focused on wh at has changed over the last ten years with respect to computing in the st atistics curriculum. Broadly\, the collection of papers (1) suggest creati ve structures to integrate computing\, (2) describe novel data science ski lls and habits\, and (3) propose ways to teach computational thinking. 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 mathematical th eory.\n LOCATION:https://researchseminars.org/talk/ESME/11/ END:VEVENT BEGIN:VEVENT SUMMARY:Doug Ensley (Shippensburg University) DTSTART:20210202T170000Z DTEND:20210202T180000Z DTSTAMP:20260422T212710Z UID:ESME/12 DESCRIPTION:Title: Ma thematical Proof\, Online Assessment\, and High School Connections in Firs t-Year Discrete Mathematics\nby Doug Ensley (Shippensburg University) as part of Online Seminar On Undergraduate Mathematics Education\n\nAbstra ct: TBA\n LOCATION:https://researchseminars.org/talk/ESME/12/ END:VEVENT BEGIN:VEVENT SUMMARY:Christine von Renesse (Westfield State University) DTSTART:20210216T170000Z DTEND:20210216T180000Z DTSTAMP:20260422T212710Z UID:ESME/13 DESCRIPTION:Title: Ti tle To Be Announced\nby Christine von Renesse (Westfield State Univers ity) as part of Online Seminar On Undergraduate Mathematics Education\n\nA bstract: TBA\n LOCATION:https://researchseminars.org/talk/ESME/13/ END:VEVENT BEGIN:VEVENT SUMMARY:Vilma Mesa (University of Michigan) DTSTART:20210316T160000Z DTEND:20210316T170000Z DTSTAMP:20260422T212710Z UID:ESME/14 DESCRIPTION:Title: Ti tle To Be Announced\nby Vilma Mesa (University of Michigan) as part of Online Seminar On Undergraduate Mathematics Education\n\nAbstract: TBA\n LOCATION:https://researchseminars.org/talk/ESME/14/ END:VEVENT BEGIN:VEVENT SUMMARY:Bus Jaco\, Oklahoma State and Mike Oehrtman\, Oklahoma State (Okla homa State University) DTSTART:20210413T160000Z DTEND:20210413T170000Z DTSTAMP:20260422T212710Z UID:ESME/15 DESCRIPTION:Title: Th e Mathematical Inquiry Project: A statewide project fostering mathematical learning through inquiry in entry-level college mathematics\nby Bus J aco\, Oklahoma State and Mike Oehrtman\, Oklahoma State (Oklahoma State Un iversity) as part of Online Seminar On Undergraduate Mathematics Education \n\n\nAbstract\nThe Mathematical Inquiry Project (MIP) supports statewide faculty collaborationon inquiry-oriented learning in entry-level college m athematics classes. MIP activities beginwith faculty workshops to identify and characterize critical concepts in each entry level course\, small col laborative teams to develop resources with guidance from the workshops and feedback from the broader community\, regional workshops allowing more fa culty to participate and share their expertise\, and mentoring relationshi ps to support long-term classroom implementation.We will discuss the found ationaldefinitions of the project and successes and challenges in nurturin g a state-wide faculty community of practice around improving instruction and learning in entry-level college mathematics.\n LOCATION:https://researchseminars.org/talk/ESME/15/ END:VEVENT BEGIN:VEVENT SUMMARY:Jason Siefken (University of Toronto) DTSTART:20210511T160000Z DTEND:20210511T170000Z DTSTAMP:20260422T212710Z UID:ESME/16 DESCRIPTION:Title: On boarding instructors to an an active learning class\nby Jason Siefken (University of Toronto) as part of Online Seminar On Undergraduate Mathema tics Education\n\n\nAbstract\nLinear Algebra I at the University of Toront o is a large course with around 7 sections of 200 students per semester. R ecently all Linear Algebra I sections have switched to an active learning approach\, with significant components of in-class peer collaboration and full-class discussion. However\, the majority of instructors who teach Lin ear Algebra I are graduate students and postdocs with limited teaching exp erience and exposure to active learning teaching methods. In this session\ , I will share with you my program for onboarding instructors to teach an active learning course\, that includes an instructor course design manual\ , peer observations and mock teaching sessions. I will also discuss the su ccesses and challenges of these onboarding activities from a course coordi nator perspective.\n LOCATION:https://researchseminars.org/talk/ESME/16/ END:VEVENT BEGIN:VEVENT SUMMARY:Lew Ludwig (Denison University) DTSTART:20210914T160000Z DTEND:20210914T170000Z DTSTAMP:20260422T212710Z 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\nAbstract\nD uring remote instruction necessitated by the pandemic\, many instructors t ried to adapt their in-person\, timed exams to a remote setting. As we kno w\, this caused a host of issues. In this presentation\, we will discuss a n assessment technique that I developed to avoid many of the issues referr ed to above. We will consider an intro calculus assessment that: can be gr aded in same or less time as traditional written tests\; evolves with seme ster content and student understanding\; can be used in remote or in-perso n classes\; moves students beyond rote computation\; allows student choice and flexibility\; allows for student creativity\; and yes\, is nearly che at-prrof. Due to the success of this assessment\, I will use it in my trad itional in-person classes moving forward. As a group\, we will discuss the pros and cons of this assessment technique and brainstorm ways to expand this approach into other courses.\n LOCATION:https://researchseminars.org/talk/ESME/17/ END:VEVENT BEGIN:VEVENT SUMMARY:Gil Strang (MIT) DTSTART:20210928T160000Z DTEND:20210928T170000Z DTSTAMP:20260422T212710Z UID:ESME/18 DESCRIPTION:Title: Li near Algebra and Deep Learning\nby Gil Strang (MIT) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\n"Deep learni ng" is shorthand for the creation of a function F(x\, v) so that the input s v (the training data) produce correct outputs. So it is a new type of in terpolation. The mathematics is a combination of linear algebra and calcul us (optimizing the weights) and statistics (controlling the variance). The 18.065 course at MIT has become a "second course in linear algebra" for s tudents from all departments and all years. It has a textbook\, Linear Alg ebra and Learning from Data. Video lectures are on OpenCourseWare. The key link from linear algebra to data science is the Singular Value Decomposit ion. It has become the foundation of applied linear algebra and we need to teach it.\n LOCATION:https://researchseminars.org/talk/ESME/18/ END:VEVENT BEGIN:VEVENT SUMMARY:Stepan Paul (NCSU) DTSTART:20211026T160000Z DTEND:20211026T170000Z DTSTAMP:20260422T212710Z UID:ESME/19 DESCRIPTION:Title: Ma nipulative Calculus: Active Learning with 3D Models\nby Stepan Paul (N CSU) as part of Online Seminar On Undergraduate Mathematics Education\n\n\ nAbstract\nManipulative Calculus is a project based at Harvard University focused on developing active learning lessons in calculus courses centered around digitally fabricated 3D models. In these lessons\, we put digitall y fabricated models into students'\nhands\, and they are asked to make geo metric sense of the concepts learned in the course through problems requir ing them to handle\, discuss\, and sketch on the models. At this point\, t he lessons and models have been in use for several semesters by dozens of instructors and thousands of students. In this talk\, I will give some bac kground by describing some of the lessons and accompanying 3D models and t hen report on the findings of assessments we've conducted on the project t hus far.\n LOCATION:https://researchseminars.org/talk/ESME/19/ END:VEVENT BEGIN:VEVENT SUMMARY:Rekha Thomas (University of Washington) DTSTART:20211109T170000Z DTEND:20211109T180000Z DTSTAMP:20260422T212710Z UID:ESME/20 DESCRIPTION:Title: Re thinking Linear Algebra\nby Rekha Thomas (University of Washington) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstra ct\nWith the surge of interest in Data Science among undergraduates across the university\, linear algebra is fast becoming one of the most sought a fter math courses\, along with probability and optimization Are pure math departments ready for this? At the University of Washington\, the introduc tory 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 course (w hich ends with eigenvalues) and created a follow-up course (that starts wi th eigenvalues and goes onto singular values)\, both aimed at non-majors. The introductory course is now coordinated\, with a uniform philosophy and materials. The second course is attracting strong advanced undergraduates \, and even some graduate students\, from all over campus who are hungry t o understand the math behind the algorithms they have learned in applied c ourses. In this talk\, I will discuss these projects.\n LOCATION:https://researchseminars.org/talk/ESME/20/ END:VEVENT BEGIN:VEVENT SUMMARY:Edouard Tchertchian (Pierce College) DTSTART:20211123T170000Z DTEND:20211123T180000Z DTSTAMP:20260422T212710Z UID:ESME/21 DESCRIPTION:Title: Me ntoring Community College Math Students through Transfer\nby Edouard T chertchian (Pierce College) as part of Online Seminar On Undergraduate Mat hematics Education\n\n\nAbstract\nMost underrepresented minority students in community colleges (CCs) do not take full advantage of great REU opport unities. Socio-economic status and life hardships these students go throug h while getting their education is a big part of the problem – many of t hem work fulltime jobs while attending school\, support children or other family members\, and cannot give up employment or drop other responsibilit ies for a prolonged period (6-8 weeks) to solely participate in an REU. Ad ditionally\, CC faculty’s primary focus and responsibilities semester-to -semester are on duties related directly to their teaching assignment. Yet research shows that the earlier students are exposed to REU-type programs \, mentorship\, and team work\, the more likely they are to continue on an d get a STEM degree. Join us in exploring an approach that has shown great potential in collaboration between CC and four-year university faculty th at leads to progress in mentoring CC math students!\n LOCATION:https://researchseminars.org/talk/ESME/21/ END:VEVENT BEGIN:VEVENT SUMMARY:Kathryn Leonard (Occidental College) DTSTART:20211207T170000Z DTEND:20211207T180000Z DTSTAMP:20260422T212710Z UID:ESME/22 DESCRIPTION:Title: Fo stering Positive Collaboration\nby Kathryn Leonard (Occidental College ) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAb stract\nMathematics rarely happens in isolation\, and is also more fun whe n done with other people. But effective collaboration can be challenging — the mathematical sciences alone have several notorious collaborative f allings out that have damaged both the relationships involved and the asso ciated mathematical progress. Fortunately\, collaboration is a skill that can be developed and practiced. This talk will present research from colle agues in the social sciences that can help us as mathematicians to create and maintain positive collaborative relationships. We will also present a concrete implementation of these ideas for an undergraduate research group .\n LOCATION:https://researchseminars.org/talk/ESME/22/ END:VEVENT BEGIN:VEVENT SUMMARY:Megan Wawro (Virginia Tech) DTSTART:20220913T160000Z DTEND:20220913T170000Z DTSTAMP:20260422T212710Z UID:ESME/23 DESCRIPTION:Title: Th e Inquiry-Oriented Linear Algebra Project\nby Megan Wawro (Virginia Te ch) as part of Online Seminar On Undergraduate Mathematics Education\n\n\n Abstract\nThe Inquiry-Oriented Linear Algebra (IOLA) project promotes a re search- based\, student-centered approach to the teaching and learning of introductory linear algebra at the university level. Based on the instruct ional design theory of Realistic Mathematics Education\, the IOLA curricul ar materials build from a set of experientially real tasks that allow for active student engagement in the guided reinvention of key mathematical id eas through student and instructor inquiry. The online instructional suppo rt materials include resources such as rationales for task design\, implem entation suggestions\, and examples of typical student work. In this talk\ , I will share some IOLA tasks and associated examples of student reasonin g\, as well as some guiding principles for inquiry-oriented instruction.\n \nZoom link: https://cornell.zoom.us/j/92415199317\, passcode: olsume\n LOCATION:https://researchseminars.org/talk/ESME/23/ END:VEVENT BEGIN:VEVENT SUMMARY:Gianluca Guadagni (University of Virginia) DTSTART:20220927T160000Z DTEND:20220927T170000Z DTSTAMP:20260422T212710Z UID:ESME/24 DESCRIPTION:Title: Re shaping the Calculus sequence for Engineering students\nby Gianluca Gu adagni (University of Virginia) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nThis is the story\, or at least my v ersion of it\, of how the Applied Math faculty tried to update the calculu s curriculum in our Engineering School to fit departments' requirements an d our desire for course innovation\, after decades of stagnation. We desig ned three different tracks to map all entering students\, with track selec tion based only on their math background. Each track was built on active l earning pedagogies with in-class teaching assistants. An online "Math Lab" library [this was before Covid] was created throughout the project\, and it was made available to all our students as reference material. The resul t was mixed. I will discuss what went well\, just ok\, or bad\, what we le arned from the experiment\, and how this is helping us to design new math courses for non-math majors with a focus on DEI.\n LOCATION:https://researchseminars.org/talk/ESME/24/ END:VEVENT BEGIN:VEVENT SUMMARY:Hortensia Soto (Colorado State University) DTSTART:20221011T160000Z DTEND:20221011T170000Z DTSTAMP:20260422T212710Z UID:ESME/25 DESCRIPTION:Title: Em bodied Cognition: What is it? How Does it Involve Mathematics?\nby Ho rtensia Soto (Colorado State University) as part of Online Seminar On Unde rgraduate Mathematics Education\n\n\nAbstract\nEmbodied cognition is a phi losophy that claims that learning is body-based. One might ask how that ha s anything to do with teaching and learning mathematics. In this talk\, I will illustrate ways in which this lens can facilitate learning especially for students whose second language is English. I argue that most faculty probably already adopt aspects of embodied cognition into their courses an d my hope is to help make faculty more aware of how they do this. Please b ring your fun meters so we can experience some of these ideas together.\n LOCATION:https://researchseminars.org/talk/ESME/25/ END:VEVENT BEGIN:VEVENT SUMMARY:Sheila Tabanli (Rutgers University) DTSTART:20230926T160000Z DTEND:20230926T170000Z DTSTAMP:20260422T212710Z UID:ESME/26 DESCRIPTION:Title: Re ducing the Research to Practice Gap (R2PG) with Faculty Team Collaboration s\nby Sheila Tabanli (Rutgers University) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nThere is a large body of research on the importance of explicitly teaching students about eviden ce-driven strategies for effective learning. Incorporating instructional s trategies grounded in cognitive science can enable educators and learners to prosper in their academic goals. As educators\, specifically during an era of pandemic induced learning loss and the loss of motivation and inter est in higher education\, we strive to explore novel methods to transform our teaching practices. To reduce the gap between research on learning and the practice (R2PG) while addressing the needs of the whole person\, the presenter developed an innovative instructional framework that can be adop ted as “learning bits” and low-stakes assessments to cultivate student s’ self-regulated learning. In this talk\, I would like to start a conve rsation about promoting the implementation of research-based teaching prac tices through faculty team collaborations to increase the impact of our is olated efforts while offering equitable mathematics learning experience\n LOCATION:https://researchseminars.org/talk/ESME/26/ END:VEVENT BEGIN:VEVENT SUMMARY:Rachel Weir (Allegheny College) DTSTART:20231024T160000Z DTEND:20231024T170000Z DTSTAMP:20260422T212710Z UID:ESME/27 DESCRIPTION:Title: En couraging and Supporting the Adoption of Alternative Grading Methods in Hi gher Education\nby Rachel Weir (Allegheny College) as part of Online S eminar On Undergraduate Mathematics Education\n\n\nAbstract\nOver the past few years\, the use of alternative grading techniques\, such as mastery-b ased testing\, specifications grading\, and ungrading\, has become more pr evalent in undergraduate mathematics courses and\, more generally\, across higher education. In this talk\, I will describe my own grading journey\, the efforts of myself and others to promote the use of alternative gradin g\, and lessons learned about how to effectively encourage widespread adop tion of alternative grading approaches.\n LOCATION:https://researchseminars.org/talk/ESME/27/ END:VEVENT BEGIN:VEVENT SUMMARY:Alan Garfinkel (University of California\, Los Angeles) DTSTART:20231010T160000Z DTEND:20231010T170000Z DTSTAMP:20260422T212710Z UID:ESME/28 DESCRIPTION:Title: Te aching Dynamics to Biology Undergrads\nby Alan Garfinkel (University o f California\, Los Angeles) as part of Online Seminar On Undergraduate Mat hematics Education\n\n\nAbstract\nThere is a need to reform how we introdu ce math to beginning students in Life Science. The usual “Calculus for L ife Sciences”\, which is a watered down version of Calculus I\, possibly including some trivial biological examples\, has failed to inspire studen ts. Even worse\, the math gateway courses into the life sciences serve as powerful filters keeping women and under-represented minorities out of the life sciences and medicine. We designed such a course\, and are currently teaching it to ~2000 students/year. The course introduces students\, on d ay 1\, to the concept of modeling a system that has multiple interacting v ariables and nonlinear relations. The student quickly learns that models g ive rise to ‘change equations’ and that these differential equations c an always be “solved” (that is\, simulated numerically) using Euler’ s method. They learn to program their own code for Euler’s method in a P ython-like environment. Throughout\, there is an emphasis on biological ap plications of these concepts\, such as feedback behaviors in physiology an d ecology\, oscillations in insulin and glucose levels and in biological p opulations.\n\nFor more information on OLSUME: https://olsume.org/\nZoom l ink: https://cornell.zoom.us/j/92415199317\, passcode olsume\n LOCATION:https://researchseminars.org/talk/ESME/28/ END:VEVENT BEGIN:VEVENT SUMMARY:Lisa Carbone (Rutgers University) DTSTART:20231107T170000Z DTEND:20231107T180000Z DTSTAMP:20260422T212710Z UID:ESME/29 DESCRIPTION:Title: Ac tive Learning in Proof-based Math Courses\nby Lisa Carbone (Rutgers Un iversity) as part of Online Seminar On Undergraduate Mathematics Education \n\n\nAbstract\nWe discuss some initiatives at Rutgers math department tha t aim to bring active learning into higher\nlevel proof-based math courses . One such established program is active learning in our Intro Math Reason ing course\, in collaboration with the Rutgers Learning Centers. Another r ecent initiative is an NSF funded grant to explore the possibilities of in troducing active learning into 300 level proof based Linear Algebra.\n LOCATION:https://researchseminars.org/talk/ESME/29/ END:VEVENT BEGIN:VEVENT SUMMARY:Paul Hand (Northeastern University) DTSTART:20231121T170000Z DTEND:20231121T180000Z DTSTAMP:20260422T212710Z UID:ESME/30 DESCRIPTION:Title: De veloping math projects that are authentic and allow student voice and choi ce\nby Paul Hand (Northeastern University) as part of Online Seminar O n Undergraduate Mathematics Education\n\n\nAbstract\nDr. Hand has helped d evelop mathematics projects for a variety of learning environments\, inclu ding K-12 STEM camps\, professional development for K-12 educators\, and c ollege classrooms.  He will share stories and lessons learned from attemp ting to build projects that inspire students to pursue STEM.  The talk wi ll focus specifically on creating projects that are authentic to students' lives\, permit students to express their unique voice\, and give students an appropriate amount of choice.  These projects have been delivered in the Tapia Camps at Rice University funded in part from Houston Independent School District\, and at San Jacinto College as part of an NSF-funded gra nt.\n LOCATION:https://researchseminars.org/talk/ESME/30/ END:VEVENT BEGIN:VEVENT SUMMARY:Lionel Levine (Cornell University) DTSTART:20231205T170000Z DTEND:20231205T180000Z DTSTAMP:20260422T212710Z UID:ESME/31 DESCRIPTION:Title: Ma th (education) for AI safety\nby Lionel Levine (Cornell University) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstra ct\nMany of today’s math majors will be tomorrow’s AI engineers. How c an we empower our students to succeed in a world pervaded by AI\, and to s hape that world? Tech progress may be inevitable\, but it is also path-dep endent: The technologies we pursue as a civilization are ultimately a func tion of choices made by individual human beings. The future of AI holds gr eat promise and\, many believe\, great peril. What is the best way to enco urage our students – especially those going into tech careers – to wre stle with the moral and ethical dimensions of AI? This talk will be intera ctive\, and I’ll mostly supply questions rather than answers\, so please come prepared to debate!\n\nFor more information on OLSUME: https://olsum e.org/\nZoom link: https://cornell.zoom.us/j/92415199317\, passcode olsume \n LOCATION:https://researchseminars.org/talk/ESME/31/ END:VEVENT BEGIN:VEVENT SUMMARY:Daniel Reinholz (San Diego State University) DTSTART:20240130T170000Z DTEND:20240130T180000Z DTSTAMP:20260422T212710Z UID:ESME/32 DESCRIPTION:Title: St rategies for equitable and engaging mathematics teachin\nby Daniel Rei nholz (San Diego State University) as part of Online Seminar On Undergradu ate Mathematics Education\n\n\nAbstract\nThis talk focuses on practical st rategies that college mathematics instructors can use to promote an equita ble and engaging classroom environment. I illustrate these strategies usin g a case study including video clips from a professional development progr am that I have been running for math faculty members over the past five ye ars. In addition to offering specific strategies\, I also discuss a learni ng process that faculty members can engage in to help them better uptake t he strategies in an effective way. I draw heavily from my new book\, Equit able and Engaging Mathematics Teaching: A Guide to Disrupting Hierarchies in the Classroom\, which is freely available as an ebook to MAA Members.\n \nFor more information on OLSUME: https://olsume.org/\nZoom link: https:// cornell.zoom.us/j/92415199317\, passcode olsume\n LOCATION:https://researchseminars.org/talk/ESME/32/ END:VEVENT BEGIN:VEVENT SUMMARY:Caroline Junkins (McMaster University) DTSTART:20240213T170000Z DTEND:20240213T180000Z DTSTAMP:20260422T212710Z UID:ESME/33 DESCRIPTION:Title: Th e Calculus Baseline Assessment\nby Caroline Junkins (McMaster Universi ty) as part of Online Seminar On Undergraduate Mathematics Education\n\n\n Abstract\nA diagnostic tool that aims to capture student voice at scale\, using text analytics and data visualization.\n\nDiagnostic tools can be us ed to measure student mastery of prerequisite skills and preparedness for a given course. For a large-enrollment course serving students with a vari ety of backgrounds\, skillsets\, and\nmotivations\, can we use this type o f tool to generate action-oriented insights and inform teaching? In this p roject\, we propose a framework for a diagnostic tool designed to provide nuanced information about a student cohort's preparedness in a scalable wa y.\n LOCATION:https://researchseminars.org/talk/ESME/33/ END:VEVENT BEGIN:VEVENT SUMMARY:Niek de Kleijn (TU Delft) DTSTART:20240312T160000Z DTEND:20240312T170000Z DTSTAMP:20260422T212710Z UID:ESME/34 DESCRIPTION:Title: De signing an Inductive Course for Probability & Statistics\nby Niek de K leijn (TU Delft) as part of Online Seminar On Undergraduate Mathematics Ed ucation\n\n\nAbstract\nInductive teaching flips the order of traditional m athematics education. Instead of rigidly introducing concepts and theorems and then considering examples and practice problems to understand them\, we start by letting students consider the problems and examples and then e ncourage them to come up with\nthe relevant concepts themselves. Inductive teaching can often have a positive effect on the motivation of students t o master the content of a mathematics course. In this talk I will describe our attempt to incorporate inductive teaching into our interfaculty proba bility and statistics courses. Mathematics is a fundamentally deductive fi eld of study\, this leads to dilemmas on both a didactical and social leve l. I will consider these dilemmas in particular.\n LOCATION:https://researchseminars.org/talk/ESME/34/ END:VEVENT BEGIN:VEVENT SUMMARY:Ankur Moitra (MIT) DTSTART:20240319T160000Z DTEND:20240319T170000Z DTSTAMP:20260422T212710Z UID:ESME/35 DESCRIPTION:Title: Li near Algebra and Optimization\nby Ankur Moitra (MIT) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nIn Fall 202 0\, we piloted a new version of introductory linear algebra at MIT (and ha ve been teaching it ever since). Our goal was to emphasize modeling and co mputation\, and not just problems that have a recipe-driven solution. For example\, when you come across a problem in another domain\, can you recog nize when it is just linear algebra in disguise? Such examples help studen ts better appreciate the expressive power of the abstractions they are lea rning. We also integrate hands-on projects so that students can put what t hey've learned into action. In this talk I will give some salient examples \, 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:https://researchseminars.org/talk/ESME/35/ END:VEVENT BEGIN:VEVENT SUMMARY:Su Dorée (Augsburg University) and Jennifer Quinn (University of Washington\, Tacoma) DTSTART:20240402T160000Z DTEND:20240402T170000Z DTSTAMP:20260422T212710Z UID:ESME/36 DESCRIPTION:Title: Bu ilding an Active Classroom Using the Active Learning Pedagogy Sequence \nby Su Dorée (Augsburg University) and Jennifer Quinn (University of Was hington\, Tacoma) as part of Online Seminar On Undergraduate Mathematics E ducation\n\n\nAbstract\nMathematics organizations have called for more act ive learning in college mathematics classrooms. But exactly how can facult y get started with active learning? What should faculty do to try again if first attempts are unsuccessful? How can faculty build a toolkit of techn iques? How can we use active learning in ways that improve equity? Even wh en strategies work well\, how do we build student (and colleague) trust? I n this seminar we introduce the Active Learning Pedagogy Sequence (ALPS) a s a tool to begin to answer these questions. The ALPS groups all active le arning techniques into categories\, ordered by difficulty and time for ins tructors and students. We believe both instructors' teaching skills and st udents' learning skills develop along the ALPS.\n\n\nFor more information on OLSUME: https://olsume.org/\nZoom link: https://cornell.zoom.us/j/92415 199317\, passcode olsume\n LOCATION:https://researchseminars.org/talk/ESME/36/ END:VEVENT BEGIN:VEVENT SUMMARY:Rachel Levy (North Carolina State University) DTSTART:20240416T160000Z DTEND:20240416T170000Z DTSTAMP:20260422T212710Z UID:ESME/37 DESCRIPTION:Title: Ri gor in Data Science\nby Rachel Levy (North Carolina State University) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbst ract\nIn mathematics\, rigor is both a practice and a value.  However\, t he term isn't exclusive to our field.  How in the growing field of data s cience can we define rigor?  What are the implications for the classroom?    In what ways are our definitions of rigor influenced by the disciplin e where we practice it?  Can we find analogies between definitions of rig or in pure and applied arenas?  In what ways can we expect rigor from dev elopers and practitioners of data science\, in the classroom as well as th e workplace?\n\n\nFor more information on OLSUME: https://olsume.org/\nZoo m link: https://cornell.zoom.us/j/92415199317\, passcode olsume\n LOCATION:https://researchseminars.org/talk/ESME/37/ END:VEVENT BEGIN:VEVENT SUMMARY:Deborah Moore-Russo (University of Oklahoma) DTSTART:20240430T160000Z DTEND:20240430T170000Z DTSTAMP:20260422T212710Z UID:ESME/38 DESCRIPTION:Title: St udying Organizational Performance and Change in Entry-Level University Ma thematics\nby Deborah Moore-Russo (University of Oklahoma) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nTheor etical frameworks provide structure and common terminology for educational research studies\, and the theories used often impact the findings that a re reported. In this talk\, we will consider different theoretical framewo rks that may be used to study entry-level mathematics endeavors from the p erformance of mathematics tutoring centers to systemic departmental change efforts.\n\nhttps://cornell.zoom.us/j/92415199317\,\n LOCATION:https://researchseminars.org/talk/ESME/38/ END:VEVENT BEGIN:VEVENT SUMMARY:Greg Kestin DTSTART:20240924T160000Z DTEND:20240924T170000Z DTSTAMP:20260422T212710Z UID:ESME/39 DESCRIPTION:Title: AI -powered Activities: Design Principles and Impact on Student Learning\ nby Greg Kestin as part of Online Seminar On Undergraduate Mathematics Edu cation\n\n\nAbstract\nAI-powered activities in STEM education offer a way to blend well-established active learning techniques with personalized ins truction. These AI-supported lessons adapt to each student's needs\, provi ding an alternative that can improve engagement\, motivation\, and learnin g outcomes. This presentation will cover the design and implementation of these activities and present insights from a study comparing AI-driven ins truction with in-class active learning methods.\n\nFor more information on OLSUME: https://olsume.org/\n\nZoom link: https://cornell.zoom.us/j/92415 199317\, passcode olsume\n LOCATION:https://researchseminars.org/talk/ESME/39/ END:VEVENT BEGIN:VEVENT SUMMARY:Melissa Mills (Oklahoma State University) DTSTART:20241008T160000Z DTEND:20241008T170000Z DTSTAMP:20260422T212710Z UID:ESME/40 DESCRIPTION:Title: Ex ploring Tutoring Interactions: What Moves do Undergraduate Mathematics Tut ors Make?\nby Melissa Mills (Oklahoma State University) as part of Onl ine Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nIt has b een shown that attending peer tutoring is correlated to improved outcomes for undergraduate mathematics students. This talk will explore results fro m our research on tutoring interactions. Although undergraduate peer tutor s don't behave like expert instructors\, their contributions to student le arning are unique and benefit students. Our research exposes some opportun ities for tutor training that meets the tutors where they are and leverage s their natural tendencies. I will also discuss some of my recent work reg arding the role of mathematics learning\n LOCATION:https://researchseminars.org/talk/ESME/40/ END:VEVENT BEGIN:VEVENT SUMMARY:Rachel Diethorn (Oberlin College) DTSTART:20241022T160000Z DTEND:20241022T170000Z DTSTAMP:20260422T212710Z UID:ESME/41 DESCRIPTION:Title: Bu ilding Metacognitive Skills in Calculus (& Beyond)\nby Rachel Diethorn (Oberlin College) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nResearch links strong metacognitive skills with i ncreased academic and math performance\; however\, incorporating opportuni ties for students to learn and practice metacognitive skills within our ma thematics courses can be challenging. In this talk\, we will explore the literature on metacognition\, with a focus on what we as instructors can d o to build metacognition into our courses. I will share my own experience building a Weekly Learning Strategy program into a large multi-section ca lculus course at Yale\, and reflect on successes\, challenges\, and ideas for improvements. We will also think about how to adapt these ideas for e arly proof-based.\n LOCATION:https://researchseminars.org/talk/ESME/41/ END:VEVENT BEGIN:VEVENT SUMMARY:Santiago Cañez (Northwestern)\, Michael Young (Carnegie Melon)\ , and Julianna Tymoczko (Smith College) DTSTART:20241105T170000Z DTEND:20241105T180000Z DTSTAMP:20260422T212710Z UID:ESME/42 DESCRIPTION:Title: Cr eating Pathways to a  Math PhD\nby Santiago Cañez (Northwestern)\, Michael Young (Carnegie Melon)\, and Julianna Tymoczko (Smith College) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstra ct\nBridge programs provide crucial academic and mentorship resources to h elp students transition smoothly into PhD programs. In this panel discussi on\, Creating Pathways to a Math PhD\, leaders from various bridge program s will share the pivotal role these initiatives play in preparing students for graduate studies in mathematics. Program representatives will briefly share insights into their curricula\, student outcomes\, and support for underrepresented or nontraditional students. A moderated discussion will f ollow\, exploring the broader impact of these programs on graduate educati on and how institutions can adopt similar initiatives to strengthen the pi peline to math PhDs. This session aims to raise awareness and foster colla boration among colleagues interested in supporting students' paths to doct oral studies.\n\nFor more information on OLSUME: https://olsume.org/\nZoom link: https://cornell.zoom.us/j/92415199317\, passcode olsume\n LOCATION:https://researchseminars.org/talk/ESME/42/ END:VEVENT BEGIN:VEVENT SUMMARY:Stan Yoshinobu (University of Toronto) DTSTART:20241119T170000Z DTEND:20241119T180000Z DTSTAMP:20260422T212710Z UID:ESME/43 DESCRIPTION:Title: Se eking and Embracing Opportunity in Imperfect Situations: A “Wabi Sabi” Approach to Active Learning in Large Classes\nby Stan Yoshinobu (Univ ersity of Toronto) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nLarge courses are a challenge to teach for a vari ety of reasons\, especially when\nincorporating active learning. In this t alk\, I take a philosophical approach informed by the\nnotion of embracing and seeking opportunity in imperfection situations\, without minimizing\n or discounting the real challenges instructors grapple with. While this ta lk will not focus on\nspecific practical and readily implementable techniq ues\, the hope is that attendees might\nfind it useful to apply a Wabi Sab i lens in order to identify opportunities in their context.\nThis talk has two parts. In the first part\, I’ll share my approach\, and in the seco nd part\nattendees will discuss and share their ideas.\n LOCATION:https://researchseminars.org/talk/ESME/43/ END:VEVENT BEGIN:VEVENT SUMMARY:John Geddes and Sarah Spence Adams (Olin College) DTSTART:20241203T170000Z DTEND:20241203T180000Z DTSTAMP:20260422T212710Z UID:ESME/44 DESCRIPTION:Title: Fo stering engagement through interdisciplinary projects\, collaborative team s\, and scaffolded autonomy: Making math for everyone (and especially for engineers)\nby John Geddes and Sarah Spence Adams (Olin College) as p art of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract \nIn this talk\, John and Sarah will discuss how fostering student engagem ent is a central theme of the mathematics curriculum at Olin College of En gineering. From day one\, interdisciplinary projects and collaborative tea ming experiences help cultivate student ownership in learning. Courses use increasing levels of autonomy in various ways to help keep motivation (an d morale!) high. While a major goal of our curriculum is to develop studen ts’ project management skills alongside their quantitative analysis skil ls\, we believe that nurturing an environment of joy and camaraderie insid e our classrooms could be the most important ingredient for deep learning. \n LOCATION:https://researchseminars.org/talk/ESME/44/ END:VEVENT BEGIN:VEVENT SUMMARY:David Speyer (University of Michigan) and Jenny Wilson (University of Michigan) DTSTART:20250204T170000Z DTEND:20250204T180000Z DTSTAMP:20260422T212710Z UID:ESME/45 DESCRIPTION:Title: IB L Approaches to Graduate Math Courses\nby David Speyer (University of Michigan) and Jenny Wilson (University of Michigan) as part of Online Semi nar On Undergraduate Mathematics Education\n\n\nAbstract\nThis session wil l explore how the University of Michigan incorporates Inquiry-Based Learni ng (IBL) into graduate-level courses. Jenny Wilson and David Speyer will d iscuss their approach to framing and facilitating IBL instruction for grad uate students\, offering insights into how these methods enhance engagemen t and deepen understanding.\n LOCATION:https://researchseminars.org/talk/ESME/45/ END:VEVENT BEGIN:VEVENT SUMMARY:Deb Hughes Hallet (Harvard Kennedy School and University of Arizon a) DTSTART:20250218T170000Z DTEND:20250218T180000Z DTSTAMP:20260422T212710Z UID:ESME/46 DESCRIPTION:Title: Te aching Through Stories: Engaging the Reluctant\nby Deb Hughes Hallet ( Harvard Kennedy School and University of Arizona) as part of Online Semina r On Undergraduate Mathematics Education\n\n\nAbstract\nHow do we approach students who\ndo not see mathematics as useful?\nWho are afraid of it? Th is talk will\ndescribe how to we can engage\nthem in quantitative thinking by\n“teaching backward”. Using\nexamples\, I will show how starting\n with stories\, we can often get\nstudents to grab onto the\nmathematics. T hen they may\nsurprise themselves by how far they get.\n LOCATION:https://researchseminars.org/talk/ESME/46/ END:VEVENT BEGIN:VEVENT SUMMARY:Matt Charnley (Rutgers) DTSTART:20250304T170000Z DTEND:20250304T180000Z DTSTAMP:20260422T212710Z UID:ESME/47 DESCRIPTION:Title: Ou r Perspective\nby Matt Charnley (Rutgers) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nAs interest in STEM fi elds has grown over the\nlast few decades\, enrollment in introductory\nST EM courses has substantially increased\,\nresulting in either larger secti ons of these\nclasses or more of them. With increased\nenrollment in these courses\, ensuring\nconsistency and quality across multiple\nsections has become a widespread challenge.\nCourse coordination has been widely\nimpl emented as a structured approach to\naddress this issue. In this talk\, we will discuss\nthe literature surrounding course coordination\, how it wor ks\, and what benefits it can\nbring to courses and departments. I will al so share initial results from a survey of course\ncoordinators that I and several of my colleagues sent to coordinators in our STEM\ndepartments to get their understanding of their role as course coordinators\, opinions on the role\, as well as common challenges or great successes that they had. \n LOCATION:https://researchseminars.org/talk/ESME/47/ END:VEVENT BEGIN:VEVENT SUMMARY:Yvonne Lai (University of Nebraska) DTSTART:20250318T160000Z DTEND:20250318T170000Z DTSTAMP:20260422T212710Z UID:ESME/48 DESCRIPTION:Title: Bu ilding bridges and the cost of (math) wars\nby Yvonne Lai (University of Nebraska) as part of Online Seminar On Undergraduate Mathematics Educat ion\n\n\nAbstract\nIt can be easy to silo ourselves with those that think "like us". This is the opposite of what we want to do if we want to be bet ter educators. In this talk\, I will make a case for the value of building bridges in mathematics education. Along the way\, I will discuss recent w ork that examines the cost of uncivil discourse in mathematics education. I will close with questions to consider for the community of those who wis h for the improvement of mathematics education.\n\nZoom link: https://corn ell.zoom.us/j/92415199317\n\nZoom Link Password: olsume\n\nFor more inform ation on OLSUME: https://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/48/ END:VEVENT BEGIN:VEVENT SUMMARY:James McClure (Purdue University) DTSTART:20250415T160000Z DTEND:20250415T170000Z DTSTAMP:20260422T212710Z UID:ESME/50 DESCRIPTION:Title: Ma king linear algebra student-friendly by re-ordering the topics and adaptin g the tone\nby James McClure (Purdue University) as part of Online Sem inar On Undergraduate Mathematics Education\n\n\nAbstract\nLinear Algebra is often an obstacle for students whose only prior experience is with calc ulus. I discuss a textbook I'm writing that takes a very different approac h from existing textbooks. The target audience is ordinary students\, not honors students. A key organizing principle is for the course to have a na rrative arc\, with near term and longer-term goals pointing the way forwar d at each stage. The arc for the first part of the course focuses on diago nalization\, first for the 2 x 2 case\, and then using the $n x n$ case as motivation for concepts like linear independence. Another important organ izing principle is to introduce a concept only when it is necessary for th e arc—for example\, the transpose of a matrix isn't introduced until cha pter 18—and then to give the students an intensive experience of using t he concept. Proofs are a basic part of the course\, and most homework prob lems are proofs\; however\, the usual emphasis on formal language is avoid ed (set theoretic language isn't used until chapter 16 and quantifiers are never used) without loss of mathematical correctness. The approach is bot h student-friendly and mathematically rich.\n LOCATION:https://researchseminars.org/talk/ESME/50/ END:VEVENT BEGIN:VEVENT SUMMARY:Gavin LaRose (University of Michigan) DTSTART:20250909T160000Z DTEND:20250909T170000Z DTSTAMP:20260422T212710Z UID:ESME/52 DESCRIPTION:Title: Im pacts on Student Achievement from Mastery Assessment and Course Redesign\nby Gavin LaRose (University of Michigan) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nMathematics courses hav e traditionally been\ncharacterized by impersonal instruction and\nassessm ent centered on timed\, high-stakes\nexams\; as a result\, they have tradi tionally failed\nto promote the success of all students taking\nthe course s. In this talk we describe a course\nredesign of our introductory courses to focus\ninstruction on the success of all students and to\nrestructure assessment to reduce the weight of\ntimed\, high-stakes exams by adding re peatable\nmastery assessment. Initial evaluation of the\nimpact of these c hanges suggests that they are\nhaving a positive effect on all students' s uccess\,\nand are reducing achievement gaps between\ndifferent student gro ups.\n LOCATION:https://researchseminars.org/talk/ESME/52/ END:VEVENT BEGIN:VEVENT SUMMARY:Tyler Jarvis (Brigham Young University) DTSTART:20250923T160000Z DTEND:20250923T170000Z DTSTAMP:20260422T212710Z UID:ESME/53 DESCRIPTION:Title: Re storing Confidence in the Value of Mathematics: BYU's Applied and Computat ional Mathematics Emphasis (ACME) program\nby Tyler Jarvis (Brigham Yo ung University) as part of Online Seminar On Undergraduate Mathematics Edu cation\n\n\nAbstract\nFifteen years ago\, math majors told my colleague Je ff Humpherys and me\, “We majored in math because we like it\, but we kn ow it won’t get us a job unless we want to teach.” This inspired us to create the applied and computational mathematics (ACME) program at BYU\, which combines deep\, beautiful mathematics with practical skills in deman d by employers.\n\nSince launching twelve years ago\, our number of majors has nearly doubled\, with ACME students now making up two-thirds of our d epartment. Our graduates earn higher starting salaries and are entering to p graduate programs\, and alumni remain dedicated to supporting ACME. In t his presentation\, I’ll discuss the challenges we faced\, how we built A CME’s success\, and key lessons learned.\n\nZoom link: https://cornell. zoom.us/j/92415199317\n\nZoom Link Password: olsume\n\nFor more informatio n on OLSUME: https://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/53/ END:VEVENT BEGIN:VEVENT SUMMARY:Nelly Litvak (Eindhoven University of Technology) DTSTART:20251007T160000Z DTEND:20251007T170000Z DTSTAMP:20260422T212710Z UID:ESME/54 DESCRIPTION:Title: Te aching How to Write Proofs in Linear Algebra\nby Nelly Litvak (Eindhov en University of Technology) as part of Online Seminar On Undergraduate Ma thematics Education\n\n\nAbstract\nMathematical reasoning and proof writin g are\nessential in science and engineering programs\, but\nmany students find them challenging. I'll discuss the\nredesign of a first-year linear a lgebra course for\nApplied Mathematics students aimed at explicitly\nteach ing proof writing alongside course content.\nRather than treating proof in struction separately\, all\nactivities and assessments were aligned with t his\ngoal. The course uses interactive videos\, quizzes\,\nand classroom a ctivities\, plus a weekly low-stakes\n"proof of the week" assignment focus ed on effort\,\nwith feedback through peer and teacher comments.\n\nAssess ment was restructured to explicitly evaluate\nproof writing and minimize g rading time. This\napproach improved proof quality and cut grading\ntime b y 75%\, making the course highly scalable.\n LOCATION:https://researchseminars.org/talk/ESME/54/ END:VEVENT BEGIN:VEVENT SUMMARY:David Plaxco (University of Georgia) DTSTART:20251021T160000Z DTEND:20251021T170000Z DTSTAMP:20260422T212710Z UID:ESME/55 DESCRIPTION:Title: Ne w Materials from the Inquiry-Oriented Linear Algebra Project\nby David Plaxco (University of Georgia) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nThe members of the Inquiry-Oriented\ nLinear Algebra (IOLA) design team have\nrecently completed their second r ound of\nlarge-scale\, NSF-funded instructional task\ndesign. These resear ch-based materials\npromote a student-centered approach to\nthe teaching a nd learning of introductory\nlinear algebra at the university level.\n\nI will discuss the current state of the\nmaterials\, including a discussion of the\nunderlying research design theory and the\nresearch team’s metho ds. I will provide a\ntour of the IOLA website and demonstrate\nsome of it s features. Finally\, I will share\ntasks from one of the newest units\,\n including examples of student\nreasoning and an overview of the\ninstructi onal support materials.\n LOCATION:https://researchseminars.org/talk/ESME/55/ END:VEVENT BEGIN:VEVENT SUMMARY:Robin Pemantle (University of Pennsylvania) DTSTART:20251104T170000Z DTEND:20251104T180000Z DTSTAMP:20260422T212710Z UID:ESME/56 DESCRIPTION:Title: Co urse development and active learning: a retrospective spanning nine course s\nby Robin Pemantle (University of Pennsylvania) as part of Online Se minar On Undergraduate Mathematics Education\n\n\nAbstract\nThe long term success of a new course depends on a lot of factors: personnel to\nteach t he course\, student incentives to take the course and learning goals (care ful\,\ndifferent interested parties are likely to see these differently).\ n\nI will tell some stories of course development spanning courses for pre -service\nteachers\, calculus courses\, and graduate level applied mathema tics. Questions that\nwill arise include whether to tweak an existing cour se versus re-invent from scratch\nand what pedagogies to build into the co urse. For clarity on the issue of pedagogy\,\none needs a solid understand ing of the factors above\, particularly the learning goals\n LOCATION:https://researchseminars.org/talk/ESME/56/ END:VEVENT BEGIN:VEVENT SUMMARY:Eric Gaze (Bowdoin College) DTSTART:20251118T170000Z DTEND:20251118T180000Z DTSTAMP:20260422T212710Z UID:ESME/57 DESCRIPTION:Title: Qu antitative Reasoning for Data Analysis and Student Empowerment\nby Eri c Gaze (Bowdoin College) as part of Online Seminar On Undergraduate Mathem atics Education\n\n\nAbstract\nIn this talk\, I will share my insights fro m creating and teaching Quantitative Reasoning (QR) courses over the past 25 years. In particular\, we will explore how to use spreadsheets to enga ge students in QR classes. The ultimate goal for these courses is to prod uce quantitatively literate students capable of actively participating as citizens and workers in the 21st century. QR courses are increasingly bei ng offered as alternative pathways for students seeking a different mathem atical experience from the traditional college algebra route. Spreadsheet s are a powerful means of developing quantitative and algebraic reasoning skills in our students\, providing context rich problems with financial an d statistical applications.\n LOCATION:https://researchseminars.org/talk/ESME/57/ END:VEVENT BEGIN:VEVENT SUMMARY:Dorothy Wallace (Dartmouth College) DTSTART:20251202T170000Z DTEND:20251202T180000Z DTSTAMP:20260422T212710Z UID:ESME/58 DESCRIPTION:Title: Co nversations with reality: learning and teaching applied math\nby Dorot hy Wallace (Dartmouth College) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nAlthough many math courses are descri bed\nas “applied math” it would be more accurate\nto say they teach “applicable math”. Students\nare rarely given the opportunity to behav e like\napplied mathematicians in most courses. Let\nus fix this by re-ima gining applied\nmathematics as a conversation with reality\nand analyzing how to carry out this\nconversation\, starting with a common\ntextbook exa mple.\nWe will draw on the history of mathematics to\nsee what aspects are left out of most\ntreatments of applied math. We will add these\nback int o our discourse and further recast the\ndoing of applied math as a form of scientific\ninquiry. We will offer a more complex\nexample of how this wo rks out in practice and\nconclude with a few general observations.\n LOCATION:https://researchseminars.org/talk/ESME/58/ END:VEVENT BEGIN:VEVENT SUMMARY:Saundra McGuire (Louisiana State University) DTSTART:20260127T170000Z DTEND:20260127T180000Z DTSTAMP:20260422T212710Z UID:ESME/59 DESCRIPTION:Title: Me tacognition and Mindset: Keys to Igniting Student Success in Mathematics\nby Saundra McGuire (Louisiana State University) as part of Online Semi nar On Undergraduate Mathematics Education\n\n\nAbstract\nAll students who are enrolled in college courses\nhave the ability to succeed. However\, m ost\nundergraduate mathematics students do not have\neffective learning st rategies\, and they resort to\nmemorizing formulas and solutions to specif ic\nproblems just before tests. Additionally most view\nhomework as a task to complete and submit\, not\nas a learning tool. This interactive webina r will\nintroduce faculty to cognitive science researchbased learning stra tegies that will help all students\nexperience meaningful\, transferable l earning. The\nsession will focus on ways to teach students\nsimple yet pow erful learning strategies to ensure\nsuccess in mathematics courses in par ticular and\nSTEM courses in general.\n LOCATION:https://researchseminars.org/talk/ESME/59/ END:VEVENT BEGIN:VEVENT SUMMARY:Tim Riley (Cornell University) DTSTART:20260210T170000Z DTEND:20260210T180000Z DTSTAMP:20260422T212710Z UID:ESME/60 DESCRIPTION:Title: Ge nerative-AI-resistant assessment in an intro-to-analysis course\nby Ti m Riley (Cornell University) as part of Online Seminar On Undergraduate Ma thematics Education\n\n\nAbstract\nI will give an account of implementing assessment practices that support learning while resisting being circumven ted by the use of generative-AI. The context is an eighty-student introduc tion-toanalysis course at Cornell. Considerations I propose to discuss inc lude: Why resist student use of generative-AI? How can we win student buy- in to use homework as a learning tool? What are the advantages and disadva ntages of a cycle of in-class quizzes? What are the practicalities\, the s cope\, and the limitations of these approaches? \n\n \n\nZoom link: https ://cornell.zoom.us/j/92415199317\n\nZoom Link Password: olsume\n\nFor more information on OLSUME: https://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/60/ END:VEVENT BEGIN:VEVENT SUMMARY:Anton Lukyanenko (George Mason) DTSTART:20260224T170000Z DTEND:20260224T180000Z DTSTAMP:20260422T212710Z UID:ESME/61 DESCRIPTION:Title: Fr om students to researchers and communicators:experimental geometry lab and in-class active learning\nby Anton Lukyanenko (George Mason) as part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstract\nTh e Mason Experimental Geometry lab is the cornerstone of the mathematics ou treach and undergraduate research efforts at George Mason University. Whil e the outreach team engages up to 1000 students per semester in highly int eractive small-group activities\, multiple research teams give both beginn ing and advanced students a chance to contribute to research under the gui dance of a graduate student and faculty mentor. In this talk\, I will focu s on the structure and benefits of the lab\, as well as variations on\nthe model at the universities of Maryland\, Illinois\, and Michigan – all m embers of the rapidly growing Geometry Labs United network (see also our w ebsite and upcoming conference). As time permits\, I will also talk about other\ndepartment initiatives that synergize with the lab and promote stud ent self-identification as researchers and communicators\, including activ e learning\, flipped classrooms\, standards-based testing\, and oral exams .\n\nZoom link: https://cornell.zoom.us/j/92415199317\n\nZoom Link Passwor d: olsume\n\nFor more information on OLSUME: https://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/61/ END:VEVENT BEGIN:VEVENT SUMMARY:Rebecca Swanson (Colorado School of Mines) DTSTART:20260310T160000Z DTEND:20260310T170000Z DTSTAMP:20260422T212710Z UID:ESME/62 DESCRIPTION:Title: Le ssons from Flipped Classrooms: ImplementingPartially and Fully Flipped Lea rning Across the Mathematics Curriculum\nby Rebecca Swanson (Colorado School of Mines) as part of Online Seminar On Undergraduate Mathematics Ed ucation\n\n\nAbstract\nFlipped learning is often presented as an all-or-no thing instructional choice\, which can make it feel inaccessible or risky —especially in content-heavy mathematics courses. In this talk\, I share my lessons from 10+ years of experience implementing both fully flipped a nd partially flipped models across a range of mathematics courses at the C olorado School of Mines\, including Calculus II\, Linear Algebra\, Foundat ions of Advanced Mathematics\, and Topology. I discuss how different flipp ing choices supported student learning\, how the model scales to multi-sec tion courses\, and how I addressed some of the challenges that emerged. Ra ther than advocating for a single model\, this talk emphasizes intentional \, flexible flipping strategies that can be adapted to instructors’ own goals and constraints.\n\nZoom link: https://cornell.zoom.us/j/92415199317 \n\nZoom Link Password: olsume\n\nFor more information on OLSUME: https:// olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/62/ END:VEVENT BEGIN:VEVENT SUMMARY:James Tanton (G’Day Math) DTSTART:20260324T160000Z DTEND:20260324T170000Z DTSTAMP:20260422T212710Z UID:ESME/63 DESCRIPTION:Title: Fr actions Are Hard!\nby James Tanton (G’Day Math) as part of Online Se minar On Undergraduate Mathematics Education\n\n\nAbstract\nThe school cur riculum is shaped by a fundamental tension: while much of mathematics is m otivated by real‐world intuition\, the mathematics that emerges ultimate ly outgrows any single model that inspired it. Fractions sit squarely in t his tension\, and it is never fully resolved in the curriculum. Students f irst meet fractions as commands—circle a third of the kittens—and then as concrete parts of a whole—a third of a pie. Fractions are not number s per se until we place them on the number line and suggest that they are. Questions about multiplication and division\, then pull us back toward re al‐world thinking—“of means multiply\,” portions of portions\, and the area model—further blurring what a fraction seems to be. Where do s tudents land after all this on what a fraction is and why its arithmetic w orks? No wonder so many students reach high school and college mathematics disliking\, or even hating fractions. Let’s see if we can turn that aro und!\n\nZoom link: https://cornell.zoom.us/j/92415199317\n\nZoom Link Pass word: olsume\n\nFor more information on OLSUME: https://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/63/ END:VEVENT BEGIN:VEVENT SUMMARY:Rosalie Bélanger-Rioux (McGill) DTSTART:20260421T160000Z DTEND:20260421T170000Z DTSTAMP:20260422T212710Z UID:ESME/64 DESCRIPTION:Title: Th e definition of a mathematician\nby Rosalie Bélanger-Rioux (McGill) a s part of Online Seminar On Undergraduate Mathematics Education\n\n\nAbstr act\nIn this interactive workshop\, participants will reflect on what we t hink it means to be a mathematician\, who is seen or counted as a mathemat ician\, what causes this\, and how that affects our communities of learnin g\, teaching\, and research in mathematics.\n\nZoom link: https://cornell. zoom.us/j/92415199317\n\nZoom Link Password: olsume\n\nFor more informatio n on OLSUME: https://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/64/ END:VEVENT BEGIN:VEVENT SUMMARY:Thomas Wakefield (Youngstown State) DTSTART:20260505T160000Z DTEND:20260505T170000Z DTSTAMP:20260422T212710Z UID:ESME/65 DESCRIPTION:Title: Co urse-Based Experiential Learning in Mathematics and Data Science\nby T homas Wakefield (Youngstown State) as part of Online Seminar On Undergradu ate Mathematics Education\n\nInteractive livestream: https://cornell.zoom. us/j/92415199317\n\nAbstract\nWe will discuss the development of course-ba sed experiential learning in\nundergraduate mathematics and data science a t Youngstown State through\nour participation in the MAA-SIAM Preparing fo r Industrial Careers in\nMathematics (PIC Math) program and the Data Mine\ , in collaboration with\nPurdue University. The structure of these experie nces and some results\nwill be presented\, along with the challenges of im plementing these experiences.\n\nZoom link: https://cornell.zoom.us/j/9241 5199317\n\nZoom Link Password: olsume\n\nFor more information on OLSUME: h ttps://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/65/ URL:https://cornell.zoom.us/j/92415199317 END:VEVENT BEGIN:VEVENT SUMMARY:Rebecca Nugent (Carnegie Mellon) DTSTART:20260407T160000Z DTEND:20260407T170000Z DTSTAMP:20260422T212710Z UID:ESME/66 DESCRIPTION:Title: SC ORE with Data\nby Rebecca Nugent (Carnegie Mellon) as part of Online S eminar On Undergraduate Mathematics Education\n\n\nAbstract\nSCORE with Da ta is an NSF-funded\ninitiative that uses the popularity of\nsports and sp orts analytics to open\nlow-barrier pathways into statistics\,\ndata scien ce\, and STEM. Responding\nto growing demand for data skills and\nlimited access to resources\, SCORE\nwith Data equips educators with\npeer‑revie wed instructional modules\,\nprofessional development\, and a rich\nreposi tory of sports data sets.\n\nLearn more at:\nhttps://scorenetwork.org\n\nZ oom link: https://cornell.zoom.us/j/92415199317\, passcode olsume\n\nFor m ore information on OLSUME: https://olsume.org/\n LOCATION:https://researchseminars.org/talk/ESME/66/ END:VEVENT END:VCALENDAR