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. 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.
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/
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/
When: Thursday, April 15, 2:00 pm EST
Where: https://uky.zoom.us/j/94644526537
Speaker: Jessica Doering is a PhD candidate here in the University of Kentucky math department
Abstract: In the context of my research with secondary mathematics teachers, we will explore the possibility of trauma-informed mathematics education to disrupt the preschool-to-prison pipeline. We will expand the discussion to the impact of these findings on post-secondary educators and how post-secondary mathematics educators can do their part to disrupt the pipeline.
When: Thursday, April 15, 2:00 pm EST
Where: https://uky.zoom.us/j/94644526537
Speaker: Jessica Doering is a PhD candidate here in the University of Kentucky math department
Abstract: In the context of my research with secondary mathematics teachers, we will explore the possibility of trauma-informed mathematics education to disrupt the preschool-to-prison pipeline. We will expand the discussion to the impact of these findings on post-secondary educators and how post-secondary mathematics educators can do their part to disrupt the pipeline.
