FALL 2013

DATE	SPEAKER/EVENT
September 8^th Math 102	Organizational meeting
September 15^th Math 102	Reading group
September 22^th Math 102	Speaker: Erin Williams, Instructor in Mathematics at University of Arizona Title: Initial Offering of Online Math 116: Implementation, Successes and Possible Changes Abstract: During the 2013-2014 academic year an online Math 116 (business calculus) course was initially developed.  Four sections of this course ran during Summer 2014; two sections during Summer I and two during Summer II.  An overview of the course structure and its implementation during Summer I will be described.  The successes and possible changes for the future will also be discussed.
September 29^th Math 102	Speaker: Guadalupe Lozano, Director, Development and Evaluation, University of Arizona Title: A model for introducing Interactive-Engaged practices in Calculus: rationale, implementation, effects on performance, and conceptual learning. Abstract: The development of models for engaging undergraduates in the learning of concepts (not just skills) and the creation of instruments to evaluate the success of such models have been recent focuses in many STEM disciplines, including undergraduate mathematics. The Calculus Concept Inventory (CCI), for example, is a fairly well-know instrument used to measure undergraduates' conceptual calculus knowledge at universities in the US and abroad.  Since its creation, a number of studies have sought evidence that interactive-engaged (IE) classroom practices, that is, particular “flipped-classroom” practices believed to increase the conceptual knowledge the CCI measures, are indeed positively associated with larger knowledge gains in the CCI. But just what does it mean to measure conceptual knowledge, and why might it be important?  Can we measure instructional practices accurately and reliably?  What can we say specifically about calculus?  What evidence exist tying particular modes of instruction to conceptual learning? In this talk, I will provide background on such questions and discuss preliminary results from one of my studies exploring effects of IE supplemental instruction on undergraduates’ conceptual learning, as measured by the CCI.
October 6^th Math 102	Cancelled
October 13^th Math 102	Speaker: Scott Kaschner, Teaching Postdoctoral Fellow in Mathematics at University of Arizona Title: More Bang from your book, the 2nd edition. Abstract: One cannot overstate the difficulty of getting students to read mathematics text books in a productive way. This second preliminary report will describe a simple intervention to instruct and motivate students in the effective use of their textbook as a learning tool. While the intervention could be used in any course, the full data presented will be from its implementation in two Introduction to Linear Algebra (215) classes.  Preliminary data will also be presented from implementation in an Intro to Statistics and Biostatistics (263) class and a Real Analysis (425a/525a) class.
October 20^th Math 102	Speaker: Janet Liston, Instructor in Mathematics at UA Title: Tangrams re-purposed: Language, perimeter, area, and beyond Abstract: Tangrams are often used in the classroom for arranging the 7 tangram pieces into a flower or boat or rabbit, etc. However, I (in conjunction with the work of Cynthia Anhalt) have developed tangram activities that can be used by elementary preservice teachers (PTs) in the 302B courses (elementary mathematics content). These activities ‘go deep’ into some of the key ideas of elementary geometry. These activities require teamwork and discussion as PTs work to re-configure the tangram square into other large polygons (using all 7 pieces). Then the PTs are asked to: (1) use geometry language to describe to others the placement of the 7 tangram pieces; and (2) hypothesize, compute, and compare areas and perimeters of various tangram shapes (both individual and all seven pieces together). Acting as participants, you will experience how meaning is made by the PTs in the 302 courses. As part of this interactive talk, you will construct your own tangram set of seven pieces; there will also be time to participate in computing areas and perimeters.
October 27^th Math 102	Speaker: Aaron Ekstrom, Lecturer in Mathematics at UA Title: Math in Medstart Abstract: We will discuss the Med-Start program and the math course we designed to fit the program.
November 3^rd Math 102
November 10^th Math 102	Speaker: Katherine Walsh, Teaching Postdoctoral Fellow in Mathematics at UA Title: Calculus across campuses Abstract: In this talk, I will discuss teaching calculus at two different schools in the last two years before coming to University of Arizona.  Differences in levels of coordination, homework and quiz style and exams will be examined. I will also talk about at what worked and did not work in different environments, the differences in teaching a large class versus and smaller one, and the amount of feedback I received.  I will present this information to give an idea of the expectations I had when starting teaching here at the University of Arizona, how these experiences have changed the way I teach and what I wish I knew when I started teaching here.
November 17^th Math 102	Speaker: Joshua Lioi, Teaching Postdoctoral Fellow in Mathematics at UA Title: Modeling Bees: A Summer Adventure Abstract: In this talk, I will discuss the Beepop summer program I was part of this past summer. The month long program is for local Native American high school students, and the activities cover topics in language and culture, as well as math and science. The mathematics activities for the students focus on studying and modeling bee populations. I will discuss my experience with this program and the activities for the students.
November 24^th Math 102	Speaker: Mitchell Wilson, Instructor in Mathematics at University of Arizona Title: New Kid in Town-The Struggles and Advantages of New Teachers. Abstract: In this talk, we will look at some of the factors that can help retain and hinder new instructors as they begin their teaching careers. We will examine data for educators of all levels, and we will give examples of new teachers and their personal experiences.
December 8^th Math 102	Speaker: Cheryl Ekstrom, Advising Specialist, Mathematics, University of Arizona Title: Class Orientations via D2L Abstract: Instructors are constantly bombarded with questions from students about the class--most of which can be answered with, "It's in the syllabus". How can we as instructors better promote the syllabus as the source of most class information? How can we quickly get them up to speed without taking up too much class time? This issue is magnified in online classes where just finding the (online) classroom can be an issue. This talk will describe the need for an online class orientation, and how Math 100 has used D2L to do just that.