Amenda Chow (York)
Carmen Bruni (Waterloo)
Fok-Shuen Leung (University of British Columbia)
Community building in instructor training
After two years of a deeply affecting and culture-changing pandemic, what do our instructor communities look like, and where do we go from here?
In this session, we invite a wide variety of mathematicians to discuss instructor training, particularly in the context of community-building. How do mathematicians learn to teach at departments across Canada? What is the role of community-building in their training? What is the impact on students, novice teachers and veteran instructors? Are there any ideas and connections you can bring back to your own institution?
Katherine Daignault (University of Toronto)
Marie MacDonald (Cornell)
Inclusive Practices in Large Classes
Many instructors are eager to incorporate new teaching strategies to create inclusive learning environments such as using active learning techniques which require more student check-ins. In large-scale classes with hundreds of students, it can be challenging to implement new teaching techniques without overburdening ourselves in the face of limited teaching resources/supports. This session will discuss inclusive practices that scale up well for large classes and will provide advice on the strategic use of teaching assistants to aid in the creation and implementation of diverse assessments.
Andie Burazin (University of Toronto Mississauga)
Diana Skrzydlo (University of Waterloo)
Where are we on the mathematics and statistics education hype curve?
Active Learning. Inquiry-based Learning. Two-stage Assessments. Ungrading. Team-based Learning. Problem-based Learning. Peer Assessments. Mastery-based Learning … What works and what does not? How do you choose which ones to implement in a course?
Miroslav Lovric (McMaster) gave a fantastic 2022 CMS Summer Meeting Education Plenary in which he made the audience think about where we, teaching practitioners, are on the mathematics and statistics education “Gartner hype cycle”, a curve which represents the maturity of emerging trends. Are we following new trends because they are talked about the most? There are a lot of fun and innovative educational approaches being used in the design of mathematics and statistics courses and its assessments. But, how good are these approaches when it comes to teaching and learning in mathematics and statistics? How can the success of these approaches be measured and validated? In this session, presenters will share educational research results and the methods to validate educational approaches. As well, the participants will be asked to engage in a tasteful and informal discussion to conclude the session.