Tuesday 12 August 2025
Presenter: Prof Mary Myerscough, University of Sydney
How do we find out what our students know? Reflections on assessment and learning in Maths at Sydney
Room: CB04.03.340 Theatre
Abstract: The processes of assessment and teaching have undergone dramatic changes in the last five years and there is more to come. Learning, teaching and assessment went online due to COVID in 2020 which resulted in significant and ongoing changes in assessment practices. The advent of Generative AI has added to the difficulties of discovering what students actually have learnt as against what they produce when given access to the online world. In this talk, I will reflect on our experience in Mathematics and Statistics at the University of Sydney. In particular, I will talk about post-COVID assessment practices including the return to on-paper exams, but I will also reflect on other aspects of learning and assessment in the online/GenAI era.
Wednesday 13 November 2024
Presenter: Matias Quiroz, UTS
Assessments at UTS going forward
Room: CB10.03.480
Abstract: A discussion of the (as yet unapproved) new Faculty assessment rules to be implemented for UG Year 2-3 and PG subjects from Autumn 2024
Wednesday 9 October 2024
Presenter: James Brown, UTS
What does the learning experience of the future look like for mathematical sciences at UTS?
Venue: CB04.04.321
Abstract: In this session James will share thoughts and ideas, and reflect on some early experience as we work through what the post-COVID learning environment looks like for mathematical sciences, with plenty of time for open discussion.
Wednesday 3 July 2024
Presenter: Francis Su, Harvey Mudd College (currently visiting the Sydney Mathematical Research Institute)
Building Virtues, Not Just Skills
Venue: CB04.03.341
Abstract: Mathematics education often focuses on skills---like memorizing procedures, factoring a quadratic, integrating expressions, or proving something by induction. Skills are important to learn, but a great mathematics education should also be developing mathematical virtues---such as persistence, curiosity, creativity, and an appreciation of mathematical beauty. Virtues are just as important, if not more important, than skills and yet they seem to only show up implicitly in our assessments. In this talk, I'd like to start a conversation about assessing virtues: what the obstacles are, and why doing so is important for humanizing math experiences and providing more equitable opportunities to excite a larger number of students.
Tuesday May 24 2022
Presenters: Julia Memar and Murray Elder, UTS
A tale of two assessment+feedback online systems
Venue: CB07.05.009A.LargeMeetingRoom
Abstract: Julia and Murray will each describe their use of Pearson/ Speedgrader(Canvas) for in-semester assessment and feedback (ie. what used to be called formative assessment) and final assessment. Then we will turn it over to the audience for a robust conversation about how we do assessment and feedback at UTS.
Tuesday May 10 2022
Presenter: Alba Santin Garcia, University of Melbourne
Whiteboard tutorials @ Melbourne Uni
Abstract: Whiteboard-tutorials have often been associated with a number of benefits from both an educational and a ‘student experience’ perspective. At the University of Melbourne, this is the tutorial style predominantly used in first- and second-year subjects. In this talk, I will describe this tutorial model and its benefits and challenges. I will then describe how we adapted this model to the online setting during the Covid-19 pandemic, preserving many of its strengths in an entirely online environment.
Wednesday 28 April 2021
Presenter: Adam Piggott, First Year Coordinator, Mathematical Research Institute, Australian National University
Doing assessment differently -- criteria based assessment in maths classes
Abstract: Several years ago, the MathsAssess project championed the use of criteria-based assessment in undergraduate mathematics. We discuss the application of these ideas in courses at UQ and ANU.
slides (pdf) (Examples at the end omitted)
Wednesday 4 November 2020
Presenters: Adam Piggott and Shelley Barfoot, University of Queensland
Tutors want professional development in pedagogy, and it is not hard to deliver
Abstract: Within higher education, little regard is given to tutor training and professional development. Good tutors may be hired again in subsequent semesters, and bad tutors may not, but how can a tutor improve? Many tutors are eager for professional development opportunities, and for documentation that demonstrates their commitment to their craft. Students benefit when tutors engage in the critical reflection and growth that good professional development engenders. It seems obvious that providing tutors with professional development programs that focus on pedagogy benefits all parties. Nevertheless, such programs are not common, perhaps because the expected resources (time, energy and money) are scarce. In this presentation, we describe a pilot professional development program delivered for nine tutors working in first-year science and mathematics courses at the University of Queensland. Even though the program had no budget, the facilitators and participants found value in the activity, and some even saw it as transformative. The program comprised three one-hour workshops, with subsequent observations of teaching and feedback. Each participant was offered a letter recording their participation and an account of the observation. The activity was assessed with an easy email activity that provided rich information about how the participants understood the program. We present the perspectives of designer/facilitator and participant. Each party will present their motivations for involvement, their experience of the activities themselves, and their perceptions of the outcomes.
Wednesday 12 August 2020
Presenter: Mikhail Lapine, UTS
AUT2020 in 37233 Linear Algebra: some tips and tricks on academic integrity and quality control
Abstract: I will overview the approaches taken for Linear Algebra in this challenging period, and address the results of more detailed observations. Particular attention will be given to assessment criteria, control over the assignment tasks, examination outcomes, and student misconduct. I believe that most of the problems encountered are quite general and therefore this information and action-points will be useful for developing better protocols in mathematical subjects, particularly now that it is clear that the remote style is still in place. All welcome!
Websites mentioned during the session: https://www.chegg.com/study subscription is $14.95 per month (cancel anytime); https://www.studocu.com/en-au/about-us; https://www.coursehero.com/search/results/714887937/d52001d56040a7ee26/; spoonfeedme.com.au; airtasker.com; https://www.abc.net.au/news/2020-06-24/university-integrity-unit-targets-students-cheating/12385460; https://citronresearch.com/wp-content/uploads/2019/03/The-Poster-Child-for-Institutionalized-Academic-Cheating.pdf
Wednesday 22 July 2020
Presenter: Erik Schlögl, UTS
Integrating Python exercises into teaching using EdSTEM
Abstract: This past semester, I have used a third-party system called EdSTEM to set programming exercises in Python to students in the Master of Quantitative Finance (MQF) subject 25873 Fundamentals of Derivative Security Pricing. It is worth noting that this subject did not include computer exercises previously. In this seminar, I will present my experiences with this platform, and talk through some examples how I used it in my subject. Even though I only used a small subset of its features, I found it to be a very powerful teaching tool. In my view, a platform like this will form an integral part of state-of-the-art teaching in STEM subjects in the future - unfortunately, while FEIT is already subscribing to Ed STEM for this reason, it is very unclear whether the Faculty of Science will do so as well. All welcome!
Thursday 2 July 2020
Presenters: Mary Coupland and Coral Connor, UTS
Using Canvas for the Quantitative Literacy subject 36200 Arguments, Evidence and Intuition
Abstract: Mary will give a brief intro to the subject and why it was put early into Canvas, (ii) Tour of “modules”, “pages” and other activities, (iii) Mark book and marking if time. Then Coral (AEI tutor who built many of the interactive features) – sample quizzes to demonstrate what can be done with quizzes in Canvas, also a demonstration of some interactive elements built with H5P, which is available in Canvas and is described on Wikipedia as: H5P is a free and open-source content collaboration framework based on JavaScript. H5P is an abbreviation for HTML5 Package, and aims to make it easy for everyone to create, share and reuse interactive HTML5 content. All welcome!
Wednesday 16 October 2019
Presenter: Dr Adel Rahmani, UTS
Title: Python in the UTS maths curriculum: when, why, and a little bit of what
Venue: CB07.05.009B
Abstract: I will discuss how I introduced the python programming language in the maths curriculum at UTS, and I will share some reflections on the design of coding-intensive subjects. All welcome!
Wednesday 18 September 2019
Presenter: A/Prof Katherine Seaton, LaTrobe University
Title: Academic integrity for maths and stats
Venue: CB07.03.010B 010G
Abstract: While the academic integrity issues in text-based disciplines are well-documented, there has been far less published about maths and stats. In this seminar, we will consider what misconduct looks like for students in our discipline, and how we can educate them about it. Plagiarism and poor referencing are frequently the topics addressed in university-wide training but our students are more likely to collude or out-source. Some scenario-based activities will form the second part of the seminar. All welcome!
Special thanks to ACEMS for supporting this seminar and enabling Katherine to come to UTS.
Wednesday 21 August 2019
Presenter: Dr Annette Dowd, UTS
Title: Students in the experimental sciences can learn and love statistics and probability: lessons from 68203
Venue: CB07.03.010B 010G
Abstract: The conclusions drawn in experimental sciences are rarely absolute because of uncertainty in experimental results. Nevertheless most students are resistant to coming to grips with statistics and probability which underpin the analysis of experimental results. Last semester I ran for the first time 68203, a subject for second year biomed physics majors, on experimental methodology. The student feedback was extremely positive and formal assessments indicated that the students actually understood and correctly applied uncertainty analysis most of the time. I believe the secret might lie in the incorporation of practical work at every step through the course, so that having sweated over their experiments for several hours, they were much more engaged in learning about the analysis and the reasons behind it. I will explain more about the design and running of the subject, and implications for teaching statistics and probability to other science students. All welcome!
Wednesday 1 May 2019
Presenter: A/Prof Leanne Rylands, Western Sydney University
Title: Diagnostic and placement tests
Venue: CB07.05.009A.LargeMeetingRoom
Abstract: It is not uncommon to use what are called diagnostic, placement, readiness or competency tests once students arrive at university to gauge their basic skills in mathematics or literacy. In the seminar I will discuss the Western Sydney University experience with several mathematics diagnostic and placement tests. I will show some examples of our tests and discuss various advantages and challenges associated with using such tests. All welcome!
Wednesday 10 April 2019
Presenter: A/Prof Mary Coupland, UTS
Venue: CB04.05.430 (Grid room)
Title: Numeracy for all at UTS? The story of the pan-UTS elective subject Arguments, Evidence and Intuition 36201
Abstract: This talk will outline the development of a quantitative literacy subject sponsored by the VC and the DVC. Academics from several units and faculties were involved in shaping the content and delivery. It now attracts about 200 students every session and is generally well-received by students, including those from non-mathematical backgrounds. As part of the talk I will demonstrate how we use Google Forms to encourage participation in class. All welcome!
Wednesday 20 March 2019
Presenter: Dr Judy-Anne Osborn, The University of Newcastle
Topic: The diverse potential of Whiteboard Workshops
Venue: CB10.03.470
Abstract: Whiteboard workshops and tutorials in Mathematics have been following branching chains of progression through a range of Universities over the past two decades, including Wollongong, Latrobe, Melbourne and Newcastle. They've often been associated with higher pass rates in abstract courses, better attendance at tutorials, and classes that tutors report enjoying more due to richer interaction with students. I have spent many years utilising a particular model of Whiteboard tutorials for first and second year students. The four key ingredients for this model are: students stand in groups of about 3 with each group clustered around an allocated whiteboard space, every student has their own whiteboard marker, the problems for the session have not been sighted by these students before, and the tutor circulates through the room asking each group how they're going with the problems (making sure that throughout the class they ask every student for input) and responding to "how do I?" questions with an initial "what do you think?" type of response. I will describe the above model and we may collectively speculate why it seems to have the kinds of impacts that it does. The diverse potential of Whiteboard Workshops comes in with new adaptations of Whiteboard Workshops that I have recently become aware of in different contexts, which I will also briefly describe. These include usage in a high school as a break-out part of an ordinary class, and an adaptation in a third year semi-flipped Topology course in which students present course content to each other using Whiteboards. All welcome!
Tuesday 11 December 2018
Presenter: A/Prof Murray Elder, UTS
Title: What is Discrete Mathematics 37181?
Venue: CB07.05.009A.LargeMeetingRoom
Abstract: Discrete Mathematics is a first-year course which is core for B. Computer Science students and will become core for Mathematics students too under the new curriculum. What is it? It covers logic, valid/invalid arguments (if I am an axe murderer, I own an axe. I do not own an axe. Therefore I am not an axe murderer), how to read and write proofs, mathematical notation (\forall, \exists, etc), set theory, functions between sets, infinity, proof by induction, counting, analysis of algorithms (correctness, complexity), graph theory (networks, trees), basic number theory (as much as needed to understand the RSA cryptosystem). I want to give this presentation so everyone knows what is in this course, to inform what goes into later courses. You might also give me feedback about what else should be included or omitted. I will also describe the way we run Whiteboard Workshops in the course. All welcome!