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;VALUE=DATE-TIME:20200414T160000Z
DTEND;VALUE=DATE-TIME:20200414T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20200428T160000Z
DTEND;VALUE=DATE-TIME:20200428T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20200512T160000Z
DTEND;VALUE=DATE-TIME:20200512T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20200526T160000Z
DTEND;VALUE=DATE-TIME:20200526T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20200915T160000Z
DTEND;VALUE=DATE-TIME:20200915T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20201013T160000Z
DTEND;VALUE=DATE-TIME:20201013T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20201110T170000Z
DTEND;VALUE=DATE-TIME:20201110T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20201027T160000Z
DTEND;VALUE=DATE-TIME:20201027T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20201201T170000Z
DTEND;VALUE=DATE-TIME:20201201T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20201215T170000Z
DTEND;VALUE=DATE-TIME:20201215T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210119T170000Z
DTEND;VALUE=DATE-TIME:20210119T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210202T170000Z
DTEND;VALUE=DATE-TIME:20210202T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210216T170000Z
DTEND;VALUE=DATE-TIME:20210216T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210316T160000Z
DTEND;VALUE=DATE-TIME:20210316T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210413T160000Z
DTEND;VALUE=DATE-TIME:20210413T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210511T160000Z
DTEND;VALUE=DATE-TIME:20210511T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210914T160000Z
DTEND;VALUE=DATE-TIME:20210914T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20210928T160000Z
DTEND;VALUE=DATE-TIME:20210928T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20211026T160000Z
DTEND;VALUE=DATE-TIME:20211026T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20211109T170000Z
DTEND;VALUE=DATE-TIME:20211109T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20211123T170000Z
DTEND;VALUE=DATE-TIME:20211123T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20211207T170000Z
DTEND;VALUE=DATE-TIME:20211207T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20220913T160000Z
DTEND;VALUE=DATE-TIME:20220913T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20220927T160000Z
DTEND;VALUE=DATE-TIME:20220927T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20221011T160000Z
DTEND;VALUE=DATE-TIME:20221011T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20230926T160000Z
DTEND;VALUE=DATE-TIME:20230926T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20231024T160000Z
DTEND;VALUE=DATE-TIME:20231024T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20231010T160000Z
DTEND;VALUE=DATE-TIME:20231010T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20231107T170000Z
DTEND;VALUE=DATE-TIME:20231107T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20231121T170000Z
DTEND;VALUE=DATE-TIME:20231121T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20231205T170000Z
DTEND;VALUE=DATE-TIME:20231205T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20240130T170000Z
DTEND;VALUE=DATE-TIME:20240130T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20240213T170000Z
DTEND;VALUE=DATE-TIME:20240213T180000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20240312T160000Z
DTEND;VALUE=DATE-TIME:20240312T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20240319T160000Z
DTEND;VALUE=DATE-TIME:20240319T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20240402T160000Z
DTEND;VALUE=DATE-TIME:20240402T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20240416T160000Z
DTEND;VALUE=DATE-TIME:20240416T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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;VALUE=DATE-TIME:20240430T160000Z
DTEND;VALUE=DATE-TIME:20240430T170000Z
DTSTAMP;VALUE=DATE-TIME:20240715T170407Z
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
END:VCALENDAR