Dr. Alex McAllister and Dr. Joel Kilty will share how Centre College has re-envisioned its calculus sequence. Their goal, in partnership with Southwestern University, was to rethink the entire calculus curriculum to meet the needs of modern students and the realities of their classrooms. Their talk will include time for discussion.
Speaker: Dr. Brian P Katz, of CSU, Long Beach
Title: Implicit Assumptions in Assessment
Description: Students come to our courses with many beliefs about assessment based on their past experiences, and we bring our own too. My assessments focus on synthesis, which is often unfamiliar to my students and which is built on a perspective about teaching and learning that usually differs from my students' in fundamental ways. If left implicit, these differences in perspective can make assessment ineffective or stressful. In this session, I will attempt to make explicit some of these areas of difference in ways that I think will help students engage in synthesis assessments more effectively and comfortably. Ben Braun has graciously agreed to be a designated respondent to help get the discussion started in the second half of this session.
Dr. Katz will present remotely via Zoom at this link. If you wish, you can join the seminar in POT 745, to be in person with other attendees.
Dr. Brad Elliott will share his experience assigning a probability project related to social justice issues.
We will discuss Ungrading, the practice of removing or de-emphasizing the traditional role of grades in courses. To prepare for the discussion, if you have time, please watch this video interview with Dr. Susan Blum, author of the book Ungrading: https://www.youtube.com/watch?v=3JJHHCiSgVs. Please note down any points you find interesting or worth discussing. If you don't have time to watch the video beforehand, I hope you'll still attend the discussion.
Dr. Ben Braun will describe and discuss specifications grading and the feminist care ethic. This seminar will take place in Whitehall Classroom building, room 203.
Shahzad Kallou and Matthew McCarver will demonstrate Gradescope, a website that facilitates grading, and will share their experience using it in a large, coordinated course.
Dr. erica Whitaker will lead a discussion about Active Learning strategies in math classes.
Dr. Chloe Wawrzyniak will give instructions and tips on creating custom Desmos activities.
Title: Feminist Care Ethics and Mathematics Course Design
Abstract: Feminist ethicists have developed ethical frameworks focused on interdependence, care, and compassion, frameworks that emphasize the centrality of care in conceptions of justice. How can feminist ethics of care inform the design of mathematics courses? For example, how can ethics of care inform our design of assessment structures that are focused on helping students learn rather than evaluation? In this talk, I will give a brief introduction to feminist care ethics and illustrate how these ideas can inform course design in mathematics by describing two of my recent courses: MA 340, Applicable Algebra, and MA 391, Mathematical Composition and Communication. Along the way, I'll discuss some ways to expand on common conceptions of assessment in mathematics (e.g., using writing in math courses, specs or standards-based grading, etc) and to move beyond common perspectives regarding what the "content" of a math course might be.
When: Thursday, April 29, 2:00 pm EST
Where: https://uky.zoom.us/j/94644526537
Speaker: Dr. Chhetri is an assistant professor of mathematics at the University of South Carolina Sumter.
Title: A Comparative Study of a Partially Flipped Model to Traditional and Fully Online Introductory Statistics Course
Abstract: Determining the best method of course delivery plagues faculty and universities across the world. We will discuss three different methods of delivery offered for the same course at a university prior to the COVID-19 pandemic and compare the data collected from each teaching method: face-to-face, targeted flipped, and fully online. Now more than ever this data and comparison is hard to acquire as universities have converted to mostly online instruction due to COVID-19. The study found that participants in the face-to-face group performed better than the other two groups. However, students in the targeted flipped group reported better satisfaction of the course. These results have important implications for improving the design of online mathematics and statistics courses during and after the COVID-19 pandemic. The paper can be found here: http://www.learntechlib.org/p/219293/
