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Inclusive Active Learning in Mathematics

This workshop is on June 3, 4, 6, & 7 from 11 am to 5:30 pm ET and the registration deadline is April 23, 2024. 

This workshop will support participants to adopt or fine-tune the use of active learning instructional practices with a focus on pedagogy that supports inclusive and equitable learning communities. We will consider course structures, policies, instructional practices and assessment strategies related to Precalculus, Calculus 1, 2 and 3. 

The workshop will be appropriate, relevant 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 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 have opportunities to engage with scenarios and other attendees for the purpose of considering how to facilitate conversations with other members of their departments and navigating challenging situations and conversations that can arise in undergraduate mathematics classrooms. Participants will have the opportunity to develop or revise a syllabus and/or lesson plans for a class they will be teaching the following semester.

Registration Deadline: April 23 @ 11:59 pm ET

Inclusive Active Learning in Mathematics

This workshop will support participants to adopt or fine-tune the use of active learning instructional practices with a focus on pedagogy that supports inclusive and equitable learning communities. We will consider course structures, policies, instructional practices and assessment strategies related to Precalculus, Calculus 1, 2 and 3. 

The workshop will be appropriate, relevant 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 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 have opportunities to engage with scenarios and other attendees for the purpose of considering how to facilitate conversations with other members of their departments and navigating challenging situations and conversations that can arise in undergraduate mathematics classrooms. Participants will have the opportunity to develop or revise a syllabus and/or lesson plans for a class they will be teaching the following semester.

Inclusive Active Learning in Mathematics

This workshop will support participants to adopt or fine-tune the use of active learning instructional practices with a focus on pedagogy that supports inclusive and equitable learning communities. We will consider course structures, policies, instructional practices and assessment strategies related to Precalculus, Calculus 1, 2 and 3. 

The workshop will be appropriate, relevant 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 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 have opportunities to engage with scenarios and other attendees for the purpose of considering how to facilitate conversations with other members of their departments and navigating challenging situations and conversations that can arise in undergraduate mathematics classrooms. Participants will have the opportunity to develop or revise a syllabus and/or lesson plans for a class they will be teaching the following semester.

Inclusive Active Learning in Mathematics

This workshop will support participants to adopt or fine-tune the use of active learning instructional practices with a focus on pedagogy that supports inclusive and equitable learning communities. We will consider course structures, policies, instructional practices and assessment strategies related to Precalculus, Calculus 1, 2 and 3. 

 

The workshop will be appropriate, relevant 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 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 have opportunities to engage with scenarios and other attendees for the purpose of considering how to facilitate conversations with other members of their departments and navigating challenging situations and conversations that can arise in undergraduate mathematics classrooms. Participants will have the opportunity to develop or revise a syllabus and/or lesson plans for a class they will be teaching the following semester.

Critical Approaches to Equity-Focused Dept Transformation through Data-Informed Decision Making

Is your mathematics department seeking to improve student grades and retention? Have you seen local data that show inequitable student outcomes from mathematics courses? How can a mathematics instructor respond to these complex situations?

This workshop takes a critical approach to using data (both quantitative and qualitative) to improve equity in undergraduate mathematics courses, including asking questions about what are the intended outcomes, what data can show progress toward those outcomes, and what changes could local teams implement to make that progress. A critical approach critiques and challenges the systems that create inequalities and seeks to make improvements that extend beyond the confines of those systems. Systems include the mathematical content we teach, the way we teach it, the programs that support these teachings, the departments that house these programs, the advising processes placing students into these courses, and so much more. 

Participants will explore their local systems and current data, making plans for forming local transformation teams with equity-focused goals that will draw on data spanning student achievement, experience, and student access, and also students’ mathematics identities and both classroom and department power dynamics.