Proposal Submission

Proposal Submission Form:

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General Description of Conference Components:

(for the scheduled program details, please see the program page)

1. Live Classrooms: The main goal of the live classroom is to describe and analyze the components of a particular inquiry classroom. To this end, a math facilitator teaches an inquiry class in which the participants are the students. The activity is created in a way that the participants can be their true mathematician selves and do not need to role play being students. After the math activity, a pedagogy facilitator helps the participants to reflect on the student experiences and analyze what the math facilitator did or did not do to run the class. With the live classroom, the participants co-create one particular representation of learning with inquiry that can be helpful for further discussions.

2. Round Table Discussions: Themes of “Change on Different Levels”

a. Next steps for NE-COMMIT as a network

b. Next steps for individuals - Goal setting: One step to carry forward

c. Next steps for departments or colleagues - Goal setting: One step to carry forward

d. Reflect on ideas from summer and how they’re working out this semester

3. Parallel Active Sessions: Each Active Session facilitator will have 25 or 50 minutes to run their activity, answer questions, etc. We invite contributions that align with any of the pillars of IBL, including

a. Different models of active learning (e.g. IBL, team based learning, problem based learning, POGIL)

b. Different models for student buy-in and engagement

c. Assessment (e.g. specifications grading, ungrading,...)

d. Equity

e. Other ideas or findings you would like to engage the community with.

4. Learning Stories: These are 5-10 minute vignettes of memorable personal experiences regarding such themes as course planning & assessment, student buy-in, faculty buy-in, productive discourse, etc. Here are some suggested ideas for stories to share:

a. What is your “teaching with inquiry” story?

b. What is your (surprisingly) successful teaching-with-inquiry story?

c. What is your messy or challenging teaching-with-inquiry story? What have you learned from it?

d. What new aspect of teaching-with-inquiry have you tried? How did it work out?

e. Other stories you would like to share?