2022
Summer 2022 [Registration closed April 29]
Mentoring Undergraduates in Research: A DEI Approach, Allison Henrich (Seattle University)
May 23 - 26: 11am - 5pm ET
In this workshop, participants will learn about the nuts and bolts of mentoring undergraduates in research, from choosing problems and forming research teams to coaching students on how to give a great talk. Participants will learn about how to create a supportive community of researchers that enables all students to thrive, but especially those students from historically marginalized groups. They will develop practical tools for combatting phenomena like stereotype threat and imposter syndrome.
Inclusive Active Learning in Introductory Mathematics Courses, Nancy Kress (University of Colorado - Boulder)
June 6 - 9: 11am - 5:30pm ET
This workshop will support participants to advance their use of active learning instructional practices with explicit attention to approaches that support inclusive learning communities. We will address early undergraduate mathematics course structures, policies, instructional practices and methods of assessment with emphasis aligned to the needs and interests of the participants. The workshop will be welcoming, appropriate and applicable for all participants interested in using active learning instructional practices including those considering active learning for the first time and those who have been using active learning approaches in their classes for many years. The workshop will be organized around the premise that we can all learn from each other and we all have experiences that, when shared, contribute to the learning of others in the group. Participants will leave with example scenarios that can be used to facilitate conversations with other members of their departments, new experiences related to navigating challenging situations and conversations that can arise in undergraduate mathematics classrooms, and lesson plans that can be used in their own classes.
Inclusion and Inquiry: Fostering Student Belonging and Ownership, Nina White (University of Michigan)
June 7 - 9, 14 - 16 & 21 - 23: 1 - 4pm ET
The central question of this workshop is: how do we create rich mathematical learning environments that support all students in becoming collaborative and creative mathematical practitioners? This 3-week (3 half-days / week) virtual workshop is suitable for both new and experienced instructors using inquiry in their college mathematics classrooms. As a community of instructors we will use video, research literature, and classroom artifacts to discuss and reflect on our teaching practices. In addition to the 27 contact hours, there is asynchronous work as part of this workshop (~3-5 hours / week). Tenured, tenure-track, and non-tenure track faculty from two- and four- year colleges and universities are welcome. Both new and experienced instructors who are interested in or use student-centered teaching practices in their college mathematics classrooms are invited to participate.
Rich Mathematical Tasks in Mathematics for Elementary Teacher Courses, Todd Grundmeier (Cal Poly State University)
June 13 - 16: 11am - 5pm ET
This workshop will focus on the description, development and implementation of rich mathematical tasks for future elementary teachers. Participants will analyze tasks, consider how to extend tasks, develop tasks and discuss the implementation of such tasks. The creation of such tasks will be set in the context of current professional literature and the implementation of tasks will be framed by the five practices of anticipating, monitoring, selecting, sequencing and selecting. Formative assessment will also be discussed and a critical piece of the implementation of rich mathematical tasks.
Modeling Inspiration for Differential Equations, Therese Shelton (Southwestern University) and Patrice Tiffany (Manhattan College)
July 5 - 8: 11am - 5pm ET
We invite colleagues who want to teach differential equations in a modeling first approach, whether within a calculus sequence, a modeling course, or in a dedicated differential equations course, to participate in an invigorating, supportive, and innovative faculty development opportunity. Participants will experience and practice teaching differential equations in a modeling approach. They will discover and explore new curricular materials and methods that support this modeling approach. We welcome interested educators in undergraduate programs, including four-year and two-year programs from all levels of experience. Join us in experiencing modeling as a driving force for learning the mathematics of differential equations.
July 11 - 14: 11am - 5pm ET
Statistics courses should be data centric! This mini-course will expose participants to free online tools from StatPREP (NSF DUE-1626337) as well as using R software that can help your students learn fundamental concepts in introductory statistics. There will be hands-on computer activities on using some of the activities written for the Little Apps along with exploring tutorials to introduce RStudio. We will also be introducing participants to RStudio which is a powerful computational environment used for statistical analysis and is free for both instructors and students. If you are new to teaching statistics or have been teaching for a while but would like to add more life to your statistics course, this is a great mini-course to attend to learn how to incorporate real data into your course.
Leveraging the IP Guide in Coordinating Large Multi-section Courses, Mary Pilgrim (San Diego State University)
July 12 - 14, 19 - 21 & 26 - 28: 12 - 3pm ET
Leveraging the IP guide in coordinating large multi-section courses is a workshop that will connect the MAA’s Instructional Practices (IP) Guide to the coordination of large, multi-section mathematics courses. Using diversity, equity and inclusion (DEI) as lenses and the IP guide as a guiding framework, the workshop will address issues such as: course design, resources, teaching practices, professional development and training, and assessment. Using DEI as a lens for the work will allow for participants to attend to DEI rather than approaching this piece as an add-on for their courses. Each week participants will engage with scholars, experts, and peers in these areas, allowing for both active discussions and collaborative work time that are focused on the development, revisioning, and/or organization of the coordinated course. We see this workshop as an opportunity to bring together folks from different contexts and varying levels of experience with coordinated courses to exchange ideas and do some hands-on development.
July 18 - 22: 11am - 6pm ET
Mastery Grading is an umbrella term referring to approaches to grading where grades reflect demonstrated student mastery of course content. This is achieved through the alignment of assessments to course learning outcomes with a built-in process for learning through feedback. In this workshop, participants will have the opportunity to redesign a course to use the principles of mastery grading by:
delving into the research supporting how students learn and how grades impact that learning
writing specific assessable course outcomes,
designing assessments and assessment practices to support student achievement of course outcomes, and
developing the grading architecture that translates student achievement into final course grades.
Mastery Grading as a philosophy enhances all forms of instruction from a traditional lecture style course to an inquiry-based, active learning course, from online to hybrid to in-person instruction, and regardless of course level (entry level, undergraduate major courses, or even graduate courses).
Winter 2022
Infusing Practical Harm Reduction Strategies in the University Mathematics Classroom
Presented by Dr. Estrella Johnson (Virginia Tech), Dr. Naneh Apkarian (Arizona State), and Sara Rezvi (Illinois-Chicago)
Each Friday, 3:00-5:00 Eastern Time, from January 21 to February 18
Support for this Program
OPEN Math is a collaborative project between the Mathematical Association of America (MAA) and the University of Colorado, Boulder (CU-B). Support for OPEN Math is provided by the National Science Foundation: MAA Award DUE-2111260 and CU-B Award DUE-2111273. All registration fees are applied to the direct costs of the program in accordance with NSF policies.