BEGIN:VCALENDAR
PRODID;X-RICAL-TZSOURCE=TZINFO:-//com.denhaven2/NONSGML ri_cal gem//EN
CALSCALE:GREGORIAN
VERSION:2.0
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150305T223000Z
DTSTART;VALUE=DATE-TIME:20150305T213000Z
DESCRIPTION:R. James Milgram (Stanford University): The implications of c
ommon core for college and graduate education. A key part of the federa
l government's requirement for any state to apply for Race to the Top (R
ttT) money in 2010 was that the state agree to ``implement policies that
exempt from remedial courses and place into credit-bearing college cour
ses students who meet the consortium-adopted achievement standard . . .
for those assessments\,'' and to basically agree to adopt the Common Cor
e Standards (CC).\\nGiven the very low level of the mathematics required
in CC\, this has profound consequences not only for the first year math
ematics offerings of a public university such as Ohio State\, but for th
e entire undergraduate curriculum. Indeed\, according to the main write
rs for the CC mathematics standards\, their definition of college readin
ess is ``a student who has passed Algebra II.'' But their description o
f Algebra II is a weak one\, with critical topics missing and\, overall\
, significantly below the level that was expected previously.\\nOn the o
ther hand\, CC was advertised by its supporters and the current administ
ration as more rigorous than any state's then current standards\, and as
the way we will strengthen our Science\, Technology\, Engineering\, and
Mathematics (STEM) pipeline. We will show that these claims are simply
not true\, and were never the real intent of CC. Then we discuss the l
ong term consequences of the almost universal adoption of CC by the stat
es.
SUMMARY:R. James Milgram: The implications of common core for college and
graduate education
LOCATION:EA160
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150326T200000Z
DTSTART;VALUE=DATE-TIME:20150326T190000Z
DESCRIPTION:Eric Schulz (Walla Walla Community College): Sticky mathmatic
s. Interactive visualizations of mathematics are powerful tools that im
pact student learning and their understanding of concepts that stick wit
h them for a long time. We will explore content and interactive visualiz
ations that have been developed for precalculus and calculus with an eye
towards ways they can be used to impact teaching and learning.
SUMMARY:Eric Schulz: Sticky mathmatics
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150402T160000Z
DTSTART;VALUE=DATE-TIME:20150402T150000Z
DESCRIPTION:Eric Mazur (Harvard University): Assessment: The Silent Kille
r of Learning. Why is it that stellar students sometimes fail in the wo
rkplace while dropouts succeed? One reason is that most\, if not all\, o
f our current assessment practices are inauthentic. Just as the lecture
focuses on the delivery of information to students\, so does assessment
often focus on having students regurgitate that same information back to
the instructor. Consequently\, assessment fails to focus on the skills
that are relevant in life in the 21st century. Assessment has been calle
d the "hidden curriculum" as it is an important driver of students' stud
y habits. Unless we rethink our approach to assessment\, it will be very
difficult to produce a meaningful change in education.
SUMMARY:Eric Mazur: Assessment: The Silent Killer of Learning
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150402T200000Z
DTSTART;VALUE=DATE-TIME:20150402T190000Z
DESCRIPTION:Eric Mazur (Harvard University): Focus on Math Instructions:
Confessions of a Converted Lecturer. I thought I was a good teacher unt
il I discovered my students were just memorizing information rather than
learning to understand the material. Who was to blame? The students? Th
e material? I will explain how I came to the agonizing conclusion that t
he culprit was neither of these. It was my teaching that caused students
to fail! I will show how I have adjusted my approach to teaching and ho
w it has improved my students' performance significantly.
SUMMARY:Eric Mazur: Focus on Math Instructions: Confessions of a Converte
d Lecturer
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150409T200000Z
DTSTART;VALUE=DATE-TIME:20150409T190000Z
DESCRIPTION:Krista Maxson (Shawnee State University): College Credit Plus
and the Flipped Classroom. This presentation will outline the process
used at Shawnee State University to create four college-level mathematic
s courses in the flipped format for use in offering dual enrollment cour
ses (now College Credit Plus-CCP) at local high schools. Included will b
e an overview of College Credit Plus with an emphasis placed on the role
of Institutions of Higher Education. Eight faculty in the department of
Mathematical Sciences at Shawnee State University worked with 20 high s
chool teachers to create content and resources for college algebra\, tri
gonometry\, calculus and statistics. Fifteen of the high school teachers
completed nine semester hours of graduate mathematics over the summer a
nd are offering the courses at their high school mentored by faculty in
the department. The report will highlight what worked as well as lessons
learned. This effort was supported financially by a Straight-A-Fund (Oh
io Department of Education) grant.
SUMMARY:Krista Maxson: College Credit Plus and the Flipped Classroom
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150423T200000Z
DTSTART;VALUE=DATE-TIME:20150423T190000Z
DESCRIPTION:Jessica Ellis (Colorado State University ): The features of s
uccessful college calculus programs: An overview of the CSPCC project's
main findings. Calculus I has been pointed to as a major contributing f
actor in students' decisions to not pursue STEM (Science\, Technology\,
Engineering\, and Mathematics) disciplines\, despite years of research a
nd innovations focused on improving calculus instruction. Motivated by t
his\, the MAA has worked with researchers in mathematics and mathematics
education to examine the current state of Calculus I programs across th
e country\, identify institutions with more successful Calculus I progra
ms\, and conduct case studies at these institutions to understand the fa
ctors contributing to their success. In this talk I will highlight the m
ajor findings from the Characteristics of Successful Programs in College
Calculus (CSPCC) project\, many of which will be featured in a monograp
h to be published later this year. First I will draw on the survey data
to discuss the current state of Calculus I across the country\, particul
arly drawing attention to what this data tells us about the students who
persist in their STEM disciplines after taking Calculus I and those tha
t don't. Second\, I will summarize the key findings from our case stud
ies\, paying special attention to the preparation of graduate students i
nvolved in the teaching of Calculus I. Time permitting\, I will also dis
cuss our current work on a follow-up grant in which we are investigating
the precalculus/calculus sequence.
SUMMARY:Jessica Ellis: The features of successful college calculus progra
ms: An overview of the CSPCC project's main findings
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150521T200000Z
DTSTART;VALUE=DATE-TIME:20150521T190000Z
DESCRIPTION:Angela K. Kubena (University of Michigan): "Michigan Mathemat
ics": Successes\, Challenges\, and Many Moving Parts. In the early 1990
s the Michigan math department implemented substantial changes to its ca
lculus program\, including adoption of a more conceptual focus\, incorpo
ration of cooperative learning in the classroom\, and implementation of
an extensive instructor training program. Called ``Michigan Math\,'' th
is continues today\, and results on a nationally normed test of calculus
learning showed students in Michigan's standard calculus I course outpe
rforming students at many other institutions. In this talk\, we describ
e some of the history\, key characteristics\, successes\, and challenges
of the undergraduate math program at Michigan in general\, and of the c
alculus and instructor training programs in particular.
SUMMARY:Angela K. Kubena: "Michigan Mathematics": Successes\, Challenges\
, and Many Moving Parts
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20150805T174000Z
DTSTART;VALUE=DATE-TIME:20150805T164000Z
DESCRIPTION:Matt Thomas (Ithaca College): Measuring Conceptual Understand
ing in Calculus. Measuring conceptual knowledge in calculus is a diffic
ult but important task. It has implications for appropriate course place
ment\, for formative and summative assessment during a course\, and can
play a role in comparing the effects of different instructional techniqu
es. In this talk\, I will describe work analyzing the recently developed
Calculus Concept Inventory. Challenges in developing an instrument incl
ude assessing content validity\, internal structure validity\, and relia
bility. I will discuss the importance of each of these for an instrument
\, and the results that we have seen in our investigations of the Calcul
us Concept Inventory.
SUMMARY:Matt Thomas: Measuring Conceptual Understanding in Calculus
LOCATION:Mathematics Building 105
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20151015T185000Z
DTSTART;VALUE=DATE-TIME:20151015T175000Z
DESCRIPTION:Emma Smith Zbarsky (Wentworth Institute of Technology): Open
Source Resources\, Sines of the Future. We shall discuss a variety of o
pen source resources that have been created for teaching calculus as wel
l as the implementation currently in place at the Wentworth Institute of
Technology. We will provide example problems created by the author toge
ther with the cognitive science research behind their design and present
ation using Quadbase and OpenStaxTutor. We shall also consider the use o
f WebWork and the National Problem Library to standardize and localize o
ur courses.
SUMMARY:Emma Smith Zbarsky: Open Source Resources\, Sines of the Future
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20151029T185000Z
DTSTART;VALUE=DATE-TIME:20151029T175000Z
DESCRIPTION:Yvonne Lai (University of Nebraska-Lincoln): Knowledge and ta
sks connecting elementary\, secondary\, and disciplinary mathematics. A
well-prepared teacher should be able to help her students see mathemati
cs as ideas that develop over time. Mathematics courses designed specifi
cally for prospective secondary teachers aim for prospective teachers to
see and find connections across elementary\, secondary\, and disciplina
ry mathematics\, and beyond that to be able to use those connections in
their future teaching. While there is broad agreement with these aims\,
there is also little consensus around how to carry them out. Two challen
ges in meeting these aims are identifying content that lends itself to s
uch connections and designing tasks that can be used to engage with that
content. In this talk\, I will propose a few examples of content and ta
sks\, and discuss what may make them useful. I will then invite the audi
ence to contribute ways they have used their teaching to meet the challe
nge of identifying content and designing tasks for the purpose of connec
ting elementary\, secondary\, and disciplinary mathematics.
SUMMARY:Yvonne Lai: Knowledge and tasks connecting elementary\, secondary
\, and disciplinary mathematics
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20151030T200000Z
DTSTART;VALUE=DATE-TIME:20151030T190000Z
DESCRIPTION:Marilyn Carlson (Arizona State University): A Research-Based
Approach for Improving Precalculus Teaching and Learning. The function
concept is a central idea of precalculus and beginning calculus and is u
sed for modeling in the sciences and engineering\, yet many students com
plete courses in precalculus and calculus with weak understandings of th
is concept. Students who are unable to construct meaningful function for
mulas to relate two varying quantities have little chance of responding
to novel applied problems\, or understanding key ideas of calculus such
as derivative\, accumulation and the Fundamental Theorem of Calculus. I
will share data that reveals how students might construct these and othe
r critical reasoning abilities and understandings for learning calculus.
I will share the research developed Pathways Precalculus student materi
als and teacher resources that provide the context for this research\, a
nd are resulting in large gains in student learning of the function conc
ept and other foundational ideas for learning calculus. Results from usi
ng Pathways materials at 5 large universities will be shared and contras
ted with other popular approaches to teaching precalculus mathematics.
SUMMARY:Marilyn Carlson: A Research-Based Approach for Improving Precalcu
lus Teaching and Learning
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20160518T185000Z
DTSTART;VALUE=DATE-TIME:20160518T175000Z
DESCRIPTION:Vilma Mesa (University of Michigan): The National Study of Ca
lculus I: Insights\, Lessons Learned\, and Future Directions. Understan
ding how colleges manage to keep students in the Calculus I track is an
issue of national importance and the impetus behind a national study of
Calculus I in the United States sponsored by the Mathematical Associatio
n of America (MAA) and funded by the National Science Foundation (DRL RE
ESE #0910240\, PIs David Bressoud\, Chris Rasmussen\, Vilma Mesa\, and M
ichael Pearson). The study titled Characteristics of Successful Programs
in College Calculus I (CSPCC) took place between 2009 and 2015 and incl
uded a large-scale survey of Calculus I programs followed up by case-stu
dies of 18 postsecondary programs that were identified as successful. Su
ccess was defined by a combination of student variables: persistence in
calculus as marked by stated intention to take Calculus II (a proxy for
persistence in a STEM major)\; affective changes\, including enjoyment o
f math\, confidence in mathematical ability\, interest to continue study
ing math\; and passing rates. In this talk\, I will present major findi
ngs that cut across the various institutions\, regarding teaching and te
achers\, coordination\, and placement policies\, and specific findings p
ertaining the various types of institutions in the study. I will also de
scribe some of the lessons we learned\, and some of the ongoing question
s we are pursuing.
SUMMARY:Vilma Mesa: The National Study of Calculus I: Insights\, Lessons
Learned\, and Future Directions
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20160916T170000Z
DTSTART;VALUE=DATE-TIME:20160916T160000Z
DESCRIPTION:Andrew Hacker (Queens College\, City University of New York):
On the math myth. Why do we inflict algebra\, geometry\, trigonometry\
, and even calculus on all young Americans\, regardless of their interes
ts or aptitudes? asks American political scientist and public intellectu
al Andrew Hacker. His 2012 New York Times op-ed questioning common core
mathematics requirements became one of the paper's most widely circulate
d articles.\\nThough Hacker honors mathematics as a calling and extols i
ts glories and its goals\, he argues in The Math Myth and Other STEM Del
usions (2015) that mandating it for everyone prevents other talents from
being developed.
SUMMARY:Andrew Hacker: On the math myth
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20161118T195000Z
DTSTART;VALUE=DATE-TIME:20161118T185000Z
DESCRIPTION:Daniel Otero (Xavier University): Teaching Undergraduates (Tr
igonometry) with Primary Historical Sources. The author is one of a tea
m of seven principal investigators on a five-year NSF-funded project cal
led Transforming Instruction in Undergraduate Mathematics via Primary Hi
storical Sources (TRIUMPHS)\, which is designing and site-testing curric
ular materials for teaching standard topics in the university mathematic
s curriculum via the use of primary historical sources. Recently\, he ma
de use of a Primary Source Project (of his creation) with precalculus st
udents who are about to do a traditional unit in trigonometry. At this t
alk\, the goals and rationale for the work of TRIUMPHS and the particula
r experiences of the author with the trigonometry project will be shared
and discussed. Attendees will also be invited to work through a portion
of the trigonometry project.
SUMMARY:Daniel Otero: Teaching Undergraduates (Trigonometry) with Primary
Historical Sources
LOCATION:MW154
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20170125T183000Z
DTSTART;VALUE=DATE-TIME:20170125T173000Z
DESCRIPTION:Ben Braun (University of Kentucky): Active Learning in Postse
condary Mathematics. A growing number of college math courses include a
ctive learning components. What does this look like in practice? What is
the right balance to strike between active learning and direct instruct
ion? What are common challenges for departments and faculty implementing
active learning? What outcomes should we expect as a result of active l
earning? In this talk\, we will provide some context for current interes
t in active learning and discuss some answers to these and related quest
ions.
SUMMARY:Ben Braun: Active Learning in Postsecondary Mathematics
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20170411T174000Z
DTSTART;VALUE=DATE-TIME:20170411T164000Z
DESCRIPTION:Eddie Fuller (West Virginia University): Making RUME: Buildin
g Research In Undergraduate Mathematics Education capacity in a mathemat
ics department. In 1999 the provost of West Virginia University\, in re
sponse to low success rates in college algebra and calculus\, proposed t
he creation of a new Institute for Math Learning to investigate and impl
ement new course structures in a hybrid â€˜emporium' model. As a part of t
his initiative\, several tenure line faculty were hired to implement and
manage these courses with an interest in pedagogical and educational re
search in the mathematics realm. Over time\, this group of faculty grew
to be primarily focused on Research in Undergraduate Mathematics Educati
on (RUME) leading to a discussion of how faculty are rewarded for produc
tivity and what strategic directions would be important of the departmen
t. A decision was made to incorporate this area into our PhD program as
a major area and our promotion and tenure documents revised to be more i
nclusive. In this talk the mechanics of this process will be discussed a
nd some of the outcomes from the process presented along with some long
term goals and lessons learned.
SUMMARY:Eddie Fuller: Making RUME: Building Research In Undergraduate Mat
hematics Education capacity in a mathematics department
LOCATION:CH240
END:VEVENT
BEGIN:VEVENT
DTEND;VALUE=DATE-TIME:20170413T185000Z
DTSTART;VALUE=DATE-TIME:20170413T175000Z
DESCRIPTION:Juliana Belding (Boston College): Calculus Applied! Gauging a
nd Supporting Student Beliefs about the Relevance of Calculus to Other D
isciplines . Millions of students take calculus each year\, usually as
a prerequisite for another discipline or career. Yet the exposure stude
nts get to applications of calculus is often limited\, leading to a pote
ntial disconnect.\\nSo what are student beliefs about calculus' relevanc
e to these other areas? And what sort of course experiences might help s
tudents better see the potential relevance of calculus to other fields?
\\nIn this talk\, I'll share about my ongoing attempts to answer these q
uestions. I'll discuss ``Calculus Applied!''\, a series of interactive
modules that feature practitioners from fields such as mathematical biol
ogy\, economics\, physics and medical imaging discussing problems in the
ir fields and how calculus plays a role. These will launch as a massive
open online course (MOOC) this summer 2017. \\nI'll also talk about the
ir pilot use in Calculus classes at Harvard College and Boston College a
nd share results from a survey designed to measure student beliefs about
the relevance of calculus and math to fields outside mathematics.
SUMMARY:Juliana Belding: Calculus Applied! Gauging and Supporting Student
Beliefs about the Relevance of Calculus to Other Disciplines
LOCATION:Baker Systems Engineering 130
END:VEVENT
END:VCALENDAR