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Teaching Workshop

Engaging students from diverse backgrounds

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  • Date 14 Sep 2021
  • Time 9.30am - 3.00pm
  • Category Conference

Teaching Workshop

In this meeting will explore ways how we can induct students into the academic mindset and teach them effectively. The workshop is aimed at lecturers in mathematical sciences who do not (necessarily) work in mathematics education but would like to explore and discuss possibilities to enhance their teaching approaches.

Please register here  if you would like to participate.

 

Timetable:

9.30 - 10.15 Lara Alcock (Loughborough)

Title: Tilting the Classroom: Engaging Students in Large Classes

Abstract: This talk will cover 18 straightforward practices that I use to promote student engagement in large mathematics lectures.  These practices can be used independently or together, and I will provide lots of examples and light-touch reference to findings from the psychology of learning.  I will also discuss how I have adapted my teaching to cope with online and partially online teaching while, as far as possible, encouraging active student participation and keeping my workload manageable.

 

10.20 - 11.00 Barrie Cooper (Exeter)

Title: Competencies, challenge, and co-curation: selected strategies for inclusive assessment in mathematics

Abstract: Effective assessment design is complex, but we make it harder for ourselves and our students when we try to do too much with any single assessment or mode.  In this talk, I will present selected strategies for assessing mathematics from my own experiences that have improved standards, inclusivity, and student satisfaction, as well as making assessment a more interesting and enriching experience.  Based on these examples, I will present a framework for reviewing and redesigning assessment at module and programme level.

11.15 - 12.00 Matthew Inglis (Loughborough)

Title: Individual differences in students’ use of optional learning resources

Abstract: In recent years universities have increased the number of optional learning resources available to students. Students are now typically able to choose between attending live lectures, watching recorded lectures, studying from books or other materials, and attending Mathematics Learning Support Centres. In this talk I report a study which investigated how students may react to the array of optional learning resources that we present them with. We identified four distinct clusters of students, and found that the study choices are related to academic outcomes. In light of the changes to learning resources necessitated by Covid-19, I suggest that these findings indicate it is important that we help our students engage effectively with the variety of resources we offer them.

12.00 - 13.00 Lunch break

13.00 - 14.00  Maurice Chiodo (Cambridge)

Title: Societal Responsibility and Ethical Conduct in Mathematics

Abstract: The social utility that comes from our work as mathematicians is something we often discuss, be it with funding bodies, potential students, or industry partners. But what is often overlooked is the societal responsibility that comes with this work. Societal responsibility and ethical conduct in mathematical work is not something that has been widely investigated, and yet the mathematically trained are now playing increasingly-important roles in society. We design algorithms, do machine learning, make and break cryptographic protocols, price assets, compute credit worthiness, and carry out statistical analysis, all of which directly impact the lives of millions of people. Our work is clearly important, and we are responsible for the outcomes, be they good or bad.

However, the notion that mathematicians might be (even partly) responsible for any negative consequences of their work is almost never brought up as part of a mathematical education. There are almost no degree courses in mathematics that give any form of training in societal responsibility and ethical conduct. Of course, the societal issues that can arise when doing mathematical work are complicated, and their "solutions" are not straightforward. But at present, many mathematicians graduate with almost no awareness of how to even identify such issues, let alone address them.

In this talk I will give an overview of the potential strategies a mathematics department might implement in order to deliver such teaching, and moreover explain some tools and techniques that can be used as part of this teaching.

 

14.00 - 15.00 Discussion.

This event is supported by the LMS.

If you have any questions please contact Mark Wildon or Stefanie Gerke.

 

 

 

 

 

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