Details
10 – 11 AM: Integrating Active Learning into Your Mathematics Classroom
John Kerrigan (Math Department, Rutgers University)
Abstract: Interested in adding interactive video, gaming, flipping, or collaborative work in your mathematics course? This session will discuss various active learning strategies that can be easily implemented in courses of any size or modality. Examples will be drawn primarily from the gateway sequence (Math 115, 123, 152, 250, etc.) but can easily be applied to any course and include Playposit, Quizizz, Jamboard, Quizlet Live, backward design problem sets, and more.
11 – 12 Noon, Thursday: Incorporating Evidence-Based Strategies for Math Instruction
Sheila Tabanli (Math Department, Rutgers University)
Abstract: As mathematicians, we want our students’ learning experiences to guide them to think like a mathematician. There is a large body of research on the importance of teaching students explicitly about the ways of learning effectively. As a prerequisite of learning Math effectively, it is also crucial to learn about how people learn, what happens in our brains when we are studying effectively (or not), how knowledge can be gained and moved from short-term memory to long-term memory, how practice makes permanent and what to do to enhance our learning experiences. There is an immediate need to close the gap between the research on human learning and implementing the outcomes of this research in our classrooms. With the support of the math department and the Academic leadership teams (deans) at Rutgers – New Brunswick, I developed a novel course, whose aim is to improve students’ mathematical learning and studying skills based on neuroscience and cognitive psychology. The presentation will include the rationale behind designing such a course, a sample lesson and an assignment, student testimonials, as well as instructor reflections and framework for delivery of instruction.
11 – 12 Noon, Friday: Supporting Underprepared Students: What we can do and what we can’t do
Geraldine Cochran (TRIAD Coalition, SAS Office of STEM Education)
Abstract:
I will share some of the results of a study on the impact of prior preparation on undergraduate student performance in an introductory physics sequence. While the study focuses on performance in physics, prior preparation is largely based on preparation in mathematics and the implications of the results of the study are relevant for instructors in the introductory physics and mathematics sequences. I will then discuss what we realistically can do to support students, given the wildly different preparation that they have entering introductory courses. Unfortunately, there are no silver bullets, and my suggestions will largely focus on maintaining high standards and providing students with encouraging, yet honest feedback about preparation. To be clear, prior preparation is not limited to content knowledge but also includes problem-solving skills and strategies for being a successful student.
1 – 2pm: Authentic Problem-Solving in PreCalculus
Mike Weimerskirch (University of Minnesota)
Abstract (Thursday): Participants will play the role of students in an active learning class during a group problem-solving activity describing the motion of a piston. The mathematics is at a high enough level that experienced mathematicians typically don’t know the answer off the top of their head, but tractable enough that students in the early part of an introductory trigonometry course can collaborate to find a solution.
Abstract (Friday): The focus of the instruction in these PreCalculus courses is on developing communication skills and on problem solving. In this session, we will discuss the roles of the instructors, the methods of evaluating student contributions, and the ways in which feedback is given to students in order to help them improve their ability to communicate.
2 – 3 pm: Teaching Strategies Sessions
Presentations on May 12, 2:00-3:00pm:
- 2:00-2:10 Matt Sequin (Assessment and Learning Goals)
- 2:12-2:22 Las Goonetileke (Mastery Grading)
- 2:24-2:34 Paul Ellis (Math Games Class)
- 2:36-2:46 Moulik Balasubramanian (Oral components to exams)
- 2:48-2:58 Paul Ellis (Active Calculus)
Presentations on May 13, 2:00-3:00pm:
- 2:00-2:10 Melissa Lieberman (activities for engagement)
- 2:12-2:22 Debra Gulick (Non-tech engagement)
- 2:24-2:34 Blair Seidler (Reading Guides)
- 2:36-2:46 Mariano Echeverria (Geogebra)
- 2:48-2:58 Matt Charnley (Pre-Class Videos and Poll questions)
3:30-5pm: Roundtable Discussions
Each day will feature a different topic for discussion with several faculty members leading the entire group in thinking about it. The topics and discussion leaders for each day are below.
Thursday, May 12: Discussion Leader: Prof. Zheng-chao Han, Mathematics
Round table topics:
- Assessment beyond exams
- Teaching Teams
- Clarity of expectations and learning goals
Friday, May 13: Discussion Leader: Prof. Ron Ransome, Associate Dean for STEM Education, SAS
Round table topics:
- Participation and Course Policies
- Accessibility, Inclusion, Flexibility
- Hidden Curriculum