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3 | Combined | Positive Results of the Pandemic: It's All About the Silver Lining | Wed., 3/16/21 | Atrium B/C | Julie Phelps | Come hear the results of interviews with students, faculty and student support personnel about the lessons they learned during the pandemic. Engage in discourse about ideas you have tried and learn what others have discovered. This conversation is just the start of collaboration. We are the resources for change. | |||||||||||||||||||||||||||||
4 | NOSS | Success for Adult Students is on the RISE: The Transformation of Math Anxiety | Wed., 3/16/22 | 2:30 PM | 3:30 PM | Atrium B/C | Glynnis Mullins | Math Anxiety is REAL! The participants of this session will become confident and empowered to help students reduce Math anxiety in the classroom. Participants will have a deeper understanding and experience anxiety through the practice of researched techniques and strategies. Let us RISE to transform math anxiety to math success. | Glynis Mullins is a Developmental Math Instructional Coordinator at Pitt Community College. She currently serves as NOSS Secretary (2020-Present) and was recently elected the incoming President-Elect of NOSS. She has participated in the Kellogg Institute (2012), Advanced Kellogg Institute (2017, 2019), and is a Past President of NCMATYC. She has been in the field of Developmental Education for over 22 years and enjoys her job! She teaches co-requisite and transitional math courses in online or in-person environments. She enjoys teaching, mentoring, and supporting students toward success. Her education includes: BS Mathematics, Elizabeth City State University; Masters of Education, Curriculum & Instruction, Central Michigan University; Masters of Education, Technology, Central Michigan University. She is currently pursuing a doctorate in Educational Psychology at Capella University. She is also a Developmental Educator Specialist and has a Certification in Diversity, Equity, & Inclusion in the Workplace. | ||||||||||||||||||||||||||
5 | Paul | Mathematical Mindsets: Strategies for Students Learning in Various Formats | Wed., 3/16/22 | 2:30 PM | 3:30 PM | A704 | Paul Nolting and Rochelle Beatty | Helping students with mathematical mindsets is now more difficulty due to course design changes (virtual, face to face, hybrid, etc.). This workshop will focus on improving growth mindsets through positive feedback, decreasing negative attitudes, activities, multiplicity, relativism, test anxiety reduction, study skills and student success plans strategies for students with and without disabilities. | |||||||||||||||||||||||||||
6 | AMATYC | Teaching that Builds Mathematical Identity | Wed., 3/16/22 | 2:30 PM | 3:30 PM | A706 | Kathryn Van Wagoner | Teaching practices and classroom environment influence students’ mathematical identity – their relationship with math. Building a healthy relationship with math is an important step toward student achievement in mathematics. Learn more about mathematical identity and how to influence identity to improve achievement. | Kathryn Van Wagoner, PhD, is the Director of Developmental Mathematics at Weber State University in Ogden, Utah, and former manager of the Utah Valley University Math Lab. Kathryn currently serves as the chair of the Developmental Mathematics Committee of AMATYC and president of the Utah affiliate, UMATYC. She has extensive experience at open enrollment universities where she has produced student success initiatives in the areas of provisional enrollment support, placement preparation, tutor training, math pathways, and developmental mathematics curriculum reform. Kathryn loves adventure and spends as much time as possible in the outdoors. | ||||||||||||||||||||||||||
7 | MAA | Did Someone Say Active Learning? Well, Let’s Get Moving! | Wed., 3/16/22 | 4:00 PM | 5:00 PM | Atrium B/C | Hortensia Soto | Embodied cognition is a philosophy that hypothesizes that learning is body-based. In this presentation I will share research and classroom practices that support this hypothesis. Wear your comfy clothes so you can engage in activities where you can learn mathematics by moving in new ways. Don’t forget your fun-meter. | Hortensia is a Professor of Mathematics at CSU. Her publications focus on assessment, mathematical preparation of K-16 teachers, outreach efforts for high school girls, and the teaching and learning of undergraduate mathematics, where she adopts an embodied cognition perspective. Hortensia is a working member of the MAA and currently serves as the Associate Secretary and is also the next MAA President-Elect. She is a recipient of the MAA Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching of Mathematics. In her spare time, she enjoys hiking, practicing yoga, meditating, and spending time with her son Miguel. | ||||||||||||||||||||||||||
8 | NOSS | A Holistic Approach to Student Success for Underprepared Students | Wed., 3/16/22 | 4:00 PM | 5:00 PM | A704 | Denise Lujan | Students come to us underprepared in math for more than content alone. As educators, program development is one of the most important tools we have in identifying the needs of students and helping them succeed. Join me for a conversation about the creative programs the University of Texas at El Paso offers to students who are underprepared in math. This presentation will describe the programs offered and discuss the administrative aspect of the programs. | Dr. Denise Lujan is the Director for the Entering Student Experience unit at the University of Texas at El Paso. Created in May 2020, she is building a new department with the goal of creating a holistic experience for entering students at UTEP. The department will focus on increasing student engagement, agency, and belonging, as well as academic success and professional preparation. She has taught developmental math to underprepared students who enter UTEP for over twenty years. She was the Director for Developmental Math for thirteen years and transformed the department into one where student success is at the heart of its mission. Dr. Lujan is currently the President of the National Organization for Student Success, NOSS, and will hold that office until 2022. She travels the country, presenting on developmental education. | ||||||||||||||||||||||||||
9 | Combined | Institutional Transformation | Wed., 3/16/22 | 4:00 PM | 5:00 PM | A706 | Kathleen Almy, Pamela Woodbury, Scott Adamson | Active learning in mathematics classrooms in higher education is not just the latest fad. Rather, when implemented with fidelity, it provides the necessary learning environment to support student success at all levels. In this session, learn how a culture of active and rigorous learning can be supported, institutionally, at all levels of mathematics. | |||||||||||||||||||||||||||
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11 | Dana Center | Openly Available Toolkit for Equitable Corequisite Implementation | Thurs. 3/17/22 | 8:30 AM | 9:30 AM | Atrium B/C | Joan Zoellner | Corequisite supports have shown strong improvements in student success outcomes in gateway mathematics for many institutions. How can you ensure that your institution will show growth in equitable outcomes? Come engage with an openly-available toolkit of comprehensive resources that guide the planning, implementation, and continuous improvement of corequisite supports. | Joan has her M.A. in Mathematics from Indiana University and is in her fourth year at the Dana Center. Joan develops curricula for the Dana Center Mathematics Pathways, a transformative redesign to modernize entry-level college mathematics programs through working with states, systems, universities, and colleges. In addition, Joan develops and facilitates online professional training sessions and represents the DCMP at workshops and conferences. Prior to joining the Dana Center Joan was a math professor at Clark College in Vancouver, WA for 8 years. | ||||||||||||||||||||||||||
12 | NOSS | S.P.I.C.E. up your classroom | Thurs. 3/17/22 | 8:30 AM | 9:30 AM | A704 | Christina Cobb | Inclusive teaching is a vital component of every classroom. Research indicates that students who report feeling that they belong tend to perform at higher rates. This presentation will present strategies for inclusive teaching in the mathematics classroom. Hence, the goal of this presentation is to get participants thinking of ways to make their mathematics classes more inviting and inclusive. Let’s S.P.I.C.E. up our mathematics classes and make a difference in the lives of our students. | Dr. Christina M. Cobb is an Assistant Professor in the University Studies Department teaching mathematics at Middle Tennessee State University. Dr. Cobb works to give all of her students the tools needed to be successful in her mathematics courses and beyond. She teaches with so much passion and energy that her students love to come to class. Dr. Cobb was recently awarded one of the Outstanding Teaching awards at MTSU in fall 2019. She has presented numerous times nationally about innovative ways to teach mathematics and serves as the co-chair of the Mathematics Network for the National Organization for Student Success (NOSS). Dr. Cobb was a co-principal investigator for the TBR SERS grant “Strategies to Enhance African American Males in a Prescribed Mathematics Course Success Rates” awarded in 2019. Dr. Cobb has a great rapport with her students and is very active in her community. Specifically, she tutors and serves on the board for multiple community organizations in Nashville and Murfreesboro. Dr. Cobb supports all students and especially seeks to be a role model to young women in her community. | ||||||||||||||||||||||||||
13 | AMATYC | IBL: Doing > Telling | Thurs. 3/17/22 | 8:30 AM | 9:30 AM | A706 | Ana Jiminez | Inquiry-based Learning (IBL) is a powerful approach to instruction that focuses on active learning, rather than teacher telling. In this presentation, participants will learn strategies to move themselves away from the virtual podium and pass the mic, and the engagement, to the students. | Ana Jiménez has taught mathematics at Pima CC since 1996. She holds a master's degree in Teaching and Teacher Education and during her free time enjoys hiking, cycling, and playing with her new grandchild. A lifelong learner, she is embracing the new-normal of virtual instruction and is excited to be making brand new mistakes daily. | ||||||||||||||||||||||||||
14 | MAA | Active Learning in Mathematics: Where the Magic Happens! | Thurs. 3/17/22 | 8:30 AM | 9:30 AM | A707 | Scott Adamson | Engaging students in the joy of learning mathematics through active learning strategies has been the focus of many grant-funded projects at the post-secondary level. In this presentation, we will discuss some of the magical findings of these projects and experience ways to engage students meaningfully where learning becomes the magic! | Scott is an award-winning mathematics professor who strives to help students develop mathematical reasoning and persistent problem solving as they make sense of big mathematical ideas. He structures the classroom environment so that students are offered the opportunity to make sense of mathematics and strives to develop enthusiastic learners in the classroom. After teaching high school students for 10 years, Scott currently teaches students at Chandler-Gilbert Community College. In addition, Scott works with middle school teachers and students in Arizona as part of the Arizona Mathematics Partnership, which is a $9 million National Science Foundation project. Scott holds a B.S. and M.A.T. in Mathematics Education from Northern Arizona University and a Ph.D. in Curriculum and Instruction (emphasis on Mathematics Education) from Arizona State University. | ||||||||||||||||||||||||||
15 | Paul | Improve Success: Use Active Learning to Integrate Math Study Skills into Campus and Virtual Courses | Thurs. 3/17/22 | 10:00 AM | 11:00 AM | Atrium B/C | Paul Nolting and Rochelle Beatty | Helping students with their classroom and virtually mathematical mindsets is now more difficult due to course design changes. This workshop will focus on improving growth mindsets through positive feedback, decreasing negative attitudes, activities, multiplicity, relativism, test anxiety reduction, study skills and student success plans strategies for students with and without disabilities. | |||||||||||||||||||||||||||
16 | NOSS | Uniting Pathways, Corequisite Mathematics Courses, and Academic Specialists for Student Success | Thurs. 3/17/22 | 10:00 AM | 11:00 AM | A704 | Tina Ragsdale | Over an eight-year period, our college has implemented a multi-tiered approach to meeting needs of underprepared students that has increased student success in mathematics and we have the data to prove it. Come hear how we have used a combination of pathways, academic specialists embedded in courses and scaffolded supports. Students no longer face up to three levels of developmental mathematics leading to a closing of success gaps for under-represented minorities and improved success rates for under-prepared students. | Tina Ragsdale is assistant professor of mathematics and developmental math coordinator at West Kentucky Community and Technical College in Paducah, KY. Tina has a Master of Science degree in Mathematics from Southern Illinois University, Carbondale, IL, and 12 hours in Education Administration and Management from Murray State University, Murray, KY. | ||||||||||||||||||||||||||
17 | Combined | Calculus Reform and Its Effects on Algebra Instruction | Thurs. 3/17/22 | 10:00 AM | 11:00 AM | A706 | Nancy Kress | Active learning is being widely implemented in undergraduate Precalculus and Calculus courses. Knowledge about what this means for students, along with what makes such instruction equitable and inclusive, can inform how developmental math and College Algebra courses can be adapted to align with these changes. | Nancy Kress is a postdoctoral researcher at the University of Colorado Boulder. Her dissertation work focused on equitable mathematics instruction in undergraduate mathematics departments at large minority serving institutions. Her research is focused on increasing implementation of strategies to improve learning experiences for students who identify as members of nondominant groups in mathematics. Nancy was a high school mathematics teacher for twenty years, and she has taught both mathematics and education courses at the undergraduate level. | ||||||||||||||||||||||||||
18 | Carnegie/West Ed | Teaching Math for Equity: Cultural Relevance and Inclusion in the Classroom | Thurs. 3/17/22 | 10:00 AM | 11:00 AM | A707 | Ann Edwards | As math educators, we aim to create classroom environments that provide equitable learning opportunities so that every student has the support and resources necessary to succeed. In the Carnegie Math Pathways, we have learned that cultural relevance and inclusion are key elements in the design of these kinds of learning experiences. This presentation will share strategies and approaches that Carnegie Math Pathways faculty use to make learning relevant, nurture students’ sense of belonging, and center student thinking and agency in order to provide each student with daily opportunities to meaningfully engage with peers, the instructor, and mathematics. | Dr. Ann Ryu Edwards is a Senior Research Associate and the Director of Learning and Teaching for the Carnegie Math Pathways at WestEd. Her research has focused in the areas of mathematics cognition, instruction, curriculum, and teacher learning, and she has significant experience in curriculum development, and professional development spanning elementary to college and adult education contexts. She brings a strong focus on equity and inclusion in her development and research. She has taught secondary and collegiate mathematics and worked with teachers K-16. She has a B.A. in applied mathematics from Harvard University and M.A. and Ph.D. from the University of California, Berkeley in education in mathematics, science and technology. | ||||||||||||||||||||||||||
19 | ATD | Using OER in Community College Math Classroom: Faculty Perspectives | Thurs. 3/17/22 | 11:30 AM | 12:30 PM | Atrium B/C | Paula Talley and Richard Sebastian | There is a perception among many college faculty that, while openly licensed materials might be an appropriate choice for less technical subjects like English, History, and Sociology, finding suitable OER for STEM courses like Mathematics is much more challenging. However, many of the Math-related textbooks published by OER-provider OpenStax, which offers free textbooks in Pre-Algebra, Algebra, Pre-Calculus, Calculus, and Statistics, and Lumen Learning’s MyOpenMath have been adopted successfully in thousands of college classrooms. During this session, Math faculty from colleges that have participated in ATD’s OER research initiatives will share their experiences finding, adapting, and teaching with OER in the mathematics classroom, how these open materials compared to publisher textbooks they’ve used, the impact of OER on their students, and their suggestions to other math faculty considering transitioning to OER. | |||||||||||||||||||||||||||
20 | NOSS | Mathematics Placement Tests, Are They Really Necessary for College Success? | Thurs. 3/17/22 | 11:30 AM | 12:30 PM | A704 | Lori Austin | Post-secondary developmental education enables freshmen to obtain necessary prerequisite proficiencies for college-readiness. Identifying characteristics that differentiate achievement could guide faculty and administrators from both high schools and colleges. Post-secondary mathematics remediation in a timely manner and the elimination of unnecessary developmental mathematics are keys to persistence and continued academic success. | |||||||||||||||||||||||||||
21 | AMATYC | Math Talks Across the Grades: Fun, Accessible, and Engaging | Thurs. 3/17/22 | 11:30 AM | 12:30 PM | A706 | Keith Nabb | Experience how the Number Talk idea can extend to almost any mathematical content, K-14. Examples will be drawn from Arithmetic, Problem Solving, Patterns, Algebra, Precalculus/Trigonometry, Calculus, and beyond. This session will share examples of student-led Math Talks and insights gained from implementation. | Keith Nabb is an Associate Professor of Mathematics at Piedmont Virginia Community College in Charlottesville, Virginia. He is also the Production Manager for the MathAMATYC Educator, the peer-reviewed journal of the American Mathematical Association of Two-Year Colleges. His current interests include active learning, mathematical knowledge for teaching, and social justice issues in mathematics teaching. | ||||||||||||||||||||||||||
22 | Carnegie/West Ed | Promoting meaningful collaboration in online and hybrid math instruction | Thurs. 3/17/22 | 11:30 AM | 12:30 PM | A707 | Lewis Hosie & Dan Ray | Evidence from in-person learning experiences shows that when barriers to belonging are removed, students are more likely to form social ties, overcome challenges, and ultimately succeed. How do we translate this to online instruction? Join us to learn about creating opportunities for students to build meaningful connections in online/hybrid mathematics learning experiences. | Lewis Hosie manages Carnegie Math Pathways digital course content, course administration and provisioning, courseware configuration and functionality, and advises on course implementation and technology integration matters. He also oversees the Carnegie Math Pathways technical support infrastructure, and coordinates and facilitates faculty and consultancy teams in projects related to course re/design, curricular enhancements, and technology improvements. He has a B.Sc in Mathematics, Statistics, and Economics from Strathclyde University, a postgrad cert in English Linguistics from Birmingham City University, and MicroMasters credentials in Instructional Design and Technology from the University of Maryland (Global Campus). | Dan Ray is the Director of Network Relations for the Carnegie Math Pathways at WestEd where he oversees a team of administrative coaches and faculty mentors providing course implementation support and ongoing professional development. Dan works to facilitate and synthesize learning across Carnegie Math Pathways’ networked improvement community of university, college, and high school partners. He manages the network’s professional development structures and activities, including leading the continuous improvement of the faculty support program for new Pathways faculty. Dan is a former mathematics instructor at both college and K12 levels. | |||||||||||||||||||||||||
23 | AMATYC | Growth Mindset: the Foundation to Success in Mathematics | Thurs. 3/17/22 | 1:30 PM | 2:30 PM | Atrium B/C | Jessica Barnards | Growth mindset has become a familiar buzz word over the last few years, but how does it relate specifically to math? The presentation will discuss what growth mindset looks like in a math. | Jessica Bernards has been teaching mathematics since 2005. She began her career at the high school level and transitioned to teaching at Portland Community College in 2010. She has taught a wide range of mathematics courses in-person, online, and remote from developmental math up to calculus and has created curriculum for all these levels. Bernards is the recipient of AMATYC's Lila and Simon Peskoff Award and AMATYC's Teaching Excellence Award for her work in mathematics education. She is also a Pearson Author. | ||||||||||||||||||||||||||
24 | NOSS | Co-Requisite Mathematics Remediation: Is it working? Data Results from a Four Year Public Institution | Thurs. 3/17/22 | 1:30 PM | 2:30 PM | A704 | Annie Childers | This presentation will present challenges and successes of the co-requisite model. Results will be discussed with regard to completion rates, length of time to gateway course completion, and factors contributing to course success. In addition, our model for course placement, the Math Placement Index will be presented. | Annie Childers is an Associate Professor in Mathematics at the University of Arkansas at Little Rock. Prior to this position, she graduated with a PhD in Mathematics and Statistics from Georgia State University. A Little Rock native, she enjoys spending time with her four kids. Her research includes students understanding of statistics and calculus, but her research passion is on finding ways to strengthen and improve student success in developmental mathematics programs. She has published several papers to this effect, as well as given talks to various conferences. Currently, she is the President of the Arkansas Chapter of NOSS. | ||||||||||||||||||||||||||
25 | Dana Center | Openly Available Collaborative Activities for Relevant Gateway Math Pathways Courses. | Thurs. 3/17/22 | 1:30 PM | 2:30 PM | A706 | Joan Zoellner | The Dana Center's curricular materials for math pathways are now openly available for use! Participants will explore the relevant and authentic in-class activities, optional corequisite activities, and out-of-class assignments that fully support instruction in Introductory Statistics, Quantitative Reasoning, and the Path to Calculus. | Joan has her M.A. in Mathematics from Indiana University and is in her fourth year at the Dana Center. Joan develops curricula for the Dana Center Mathematics Pathways, a transformative redesign to modernize entry-level college mathematics programs through working with states, systems, universities, and colleges. In addition, Joan develops and facilitates online professional training sessions and represents the DCMP at workshops and conferences. Prior to joining the Dana Center Joan was a math professor at Clark College in Vancouver, WA for 8 years. | ||||||||||||||||||||||||||
26 | ATD | How Open Educational Resources (OER) Enable Culturally Responsive Teaching | Thurs. 3/17/22 | 1:30 PM | 2:30 PM | A707 | Richard Sebastian | Achieving the Dream (ATD) launched the OER Degree Initiative in 2016 to help 38 U.S. community colleges redesign full degree programs using OER in place of proprietary instructional materials. The goal of the three-year project was to not only ease the financial burden textbooks place on students but also better understand how the OER degree pathway model can lead to improved outcomes for students. This session will highlight ATD’s emerging model for coordinating and sustaining complex, faculty-driven efforts like the development of an OER degree pathways. This model facilitates cross-departmental collaboration, prepares faculty to redesign courses with equitable and evidence-based teaching practices in mind, and connects OER implementation to the institution's teaching and learning efforts. | |||||||||||||||||||||||||||
27 | Paul Nolting | Enacting Summit Strategies and Professional Collaboration to Improve Student Success | Thurs. 3/17/22 | 3:00 PM | 3:45 PM | Atrium B/C | Paul Nolting | The presentation will focus on improving student success through summit strategies, student engagement and continued collaboration among organizations, faculty, students, and supporting departments. | Dr. Paul Nolting for over 30 years worked at State College of Florida as an instructor, a learning specialist, institutional test administrator, Title III director, author, math lab and disability coordinator. He also was a graduate instructor for assessment and measurement courses. His expertise is on assessing math learning problems, developing student learning strategies, math study skills, anxiety reduction, assessing institutional variables affecting math success, redesigns, co-requisite courses, and tutor training. He has consulted with over 100 college/university campuses and the Gulf University of Science and Technology in Kuwait to improve math success and retention. He presents at national conferences and started the National Math Summits. | ||||||||||||||||||||||||||
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