Members of the MD-DC-VA Commit sometimes host lunchtime/tea discussions.  These events are informal times for members to share successes and challenges using inquiry in remote or socially distanced classrooms.  Join our email list to receive dates, times, and links for these discussions. 

The Spring 2021 workshop was held Friday, May 21st and Saturday, May 22nd from 1-4pm.  The topic of the workshop was mixing standards-based grading with active learning.  We welcomed participants at any stage of incorporating standards-based grading and active learning into their classes, from those who have only just heard of it to those who are using it regularly already.  The workshop was facilitated by Rebecca R.G. (George Mason), Sommer Gentry (USNA), and Harrison Bray (George Mason).

On Friday April 23, from 4:00-6:00, Kendra Pleasant, Syafrida Syafrida, and Ahlam Tannouri of Morgan State University facilitated a workshop entitled Why do I need to take this math class?  Engaging students in mathematics using culturally responsive teaching.  You can read more about the workshop and facilitators on the Spring 2021 Section Meeting page of the MD-DC-VA MAA Section's website.

At the spring sectional meeting, the MD-DC-VA Commit organized:

• A Friday afternoon workshop entitled Inquiry Based Learning: Math and Beyond led by  Michael Starbird, from the University of Texas at Austin.  

• An informal inquiry-teaching chat for instructors who use inquiry in their courses.  This session was an opportunity for us to connect with each other and share ideas.

• An Inquiry Activity Swap where instructors shared activities that they developed for their own classes.

• A Q&A Session for those curious about or new to teaching with inquiry.  A panel of experienced instructors shared their insights. 

At the Spring Sectional Meeting, Cassie Williams (JMU), Amy Ksir (USNA), and Mitch Keller (Washington & Lee) organized a Workshop entitled How to use as much inquiry as you're comfortable with in your calculus class.

Abstract: Using inquiry in the mathematics classroom has gained popularity in recent years, and has been persistently supported by education research. Across the United States, the amount of inquiry being used in calculus courses varies widely, from occasional activities to fully IBL courses. Wherever you currently are on this spectrum, this workshop is designed to help you successfully move up a notch, and incorporate an amount of inquiry that you are comfortable with. In this workshop, we will discuss a variety of ways to effectively include inquiry in any calculus class. Whether you're looking to include occasional activities, regular tasks, or change your entire course structure, we have ideas (and materials) for you!

At the Fall 2016 MD-DC-VA MAA Sectional Meeting, Cassie Williams (JMU) and Amy Ksir (USNA) organized a session entitled Inquiry in the Classroom in the MD-DC-VA Section.

Call for Papers: Inquiry in the Classroom in the MD-DC-VA Section
Inquiry Based Learning (IBL) takes many forms in the classroom. From occasional activities in a class period to a complete course structure, the unifying theme is to put students in charge of creating mathematics, rather than only consuming it. This session invites all talks concerning IBL. In particular, we invite presentations on successful IBL activities, practical implementation issues, inquiry in lower division courses, scholarly research on IBL, or any success story that could help others implement IBL. We also welcome expository presentations on available resources for teaching through inquiry, tips for those who are new to IBL, or an overview of the research on the effectiveness of IBL.

At the Spring 2016 MD-DC-VA MAA Sectional Meeting,  panelists Mitch Keller (Washington and Lee University), Amy Ksir (US Naval Academy), Pádraig McLoughlin (Kutztown University of Pennsylvania), and Cassie Williams (James Madison University)  discussed Inquiry Based Learning in the MD-DC-VA Section.