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PREP 2001-05
Past Workshops
| The
Mathematics of Images 2005 |
This subject touches many parts of the undergraduate mathematics curriculum without requiring extensive prerequisites, and thus it is natural to adapt some of the recent research in this area for presentation in those courses, as visually appealing illustrations of the basic material, and as an invitation to enter the subject. |
| Making
the Math Visible: Explorations in College Geometry Using the Geometer's
Sketchpad 2005 |
In this workshop, participants will use The Geometer’s Sketchpad to gain hands-on experience constructing and experimenting with geometric diagrams to develop visual insight into geometric, trigonometric and algebraic relationships. |
| Creating and
Strengthening Interdisclipinary Programs in Quantitative Literacy 2005 |
The
goal of this workshop is for interdisciplinary campus teams to learn
about many of the programs and assessment strategies that are now
running, to gain familiarity with the tools, materials, and case
studies that these programs have generated, and to have the opportunity
to adapt and build upon these materials for use on their own campuses. |
| Interactive
Internet-Based Multivariable Calculus 2005 |
This workshop is intended for teachers of multivariable calculus who wish to explore the possibilities of new software for helping students develop a full range of geometric intuitions as well as formal skills in algebra, in abstract concepts in calculus (including continuity, differentiability, and curvature) and in effective writing. |
| Exploring
Linear Algebra Using Maple 2005 |
This workshop is designed for college and university teachers who are interested in using Maple as a pedagogical tool in their undergraduate classes. Specifically, the workshop focuses on using Maple in linear algebra, but the concepts and methods can be transferred (and have been transferred by the instructors) to other courses. |
| Post-Calculus
Investigations of Statistical Concepts and Methods 2005 |
This
workshop is intended for college faculty who teach introductory
statistics courses for mathematically inclined students. The
goals of the workshop are to help participants adapt current content
and pedagogical recommendations from algebra-based introductory
statistics courses to the post-calculus level, providing mathematically
inclined students with a more balanced introduction to the discipline
of statistics. |
| Assessing the Undergraduate
Program in Mathematics 2004 |
The
Supporting Assessment in
Undergraduate Mathematics (SAUM) project aims to assist faculty in
developing effective methods of assessing courses, blocks of courses,
or entire programs within the mathematics department, to help faculty
as they make critical decisions about course and curricular revision. |
| Computational and
Mathematical Biology 2004 - 2005 |
This
workshop will focus on the development of mathematical training of
biology students and increasing awareness of biological applications
among mathematical students, through courses and materials that benefit
students from both disciplines. |
| Geometric
Combinatorics 2004 - 2005 |
Geometric
combinatorics refers
to a growing body of mathematics concerned with counting properties of
geometric objects described by a finite set of building blocks. This
workshop is targeted at professors who desire to learn about this
exciting field, enrich a variety of courses with new examples and
applications, or teach a stand-alone course in geometric combinatorics. |
| Mathematics
Meets Biology: Exclusion, Coexistence, Data Fitting 2004 - 2005 |
Mathematical biology is a fascinating and fast growing area of mathematics. The workshop is designed to intrigue and introduce college mathematics teachers to the exciting new world of mathematical biology. Focuses on courses and materials that integrate mathematics and biology in ways that benefit students from both disciplines. |
| Nifty
Applications in Discrete Mathematics 2003 - 2004 |
The
workshop will provide
participants with an in-depth look at a number of problems and
applications that arise in a typical discrete math course (sequence)
which is designed to meet the needs of computer science majors. |
| The
Geometry of Vector Calculus 2004 |
Designed
primarily for college
and university teachers who use multivariable calculus in their
courses. The workshop is suitable not only for mathematics faculty, but
also for faculty in related disciplines, such as physicists teaching
electromagnetism or engineers teaching statics. |
| Statistical
Ratemaking 2004 |
Insurance
ratemaking is a great
source of real world examples for undergraduate probability and
statistics courses. The workshop is aimed at faculty interested in
using these examples in their existing probability and statistics
classes as well as those considering offering stand-alone actuarial
science classes. |
| Revitalizing
Your Developmental Mathematics Courses: A Context-Driven,
Activity-Based Approach 2004 - 2005 |
Aimed
at college instructors who
want to make a positive change in their developmental mathematics
courses by teaching mathematics in the context of its use by real
people in real jobs. |
| Quantitative
Literacy Across the Curriculum: Everybody's Project 2003-04 |
Targeted
at college an
university teachers interested in helping students develop their
quantitative literacy skills. It features a range of approaches to
promoting QL, as well as a track for colleges in the process of
developing QL or QR requirements at the institutional level. |
|
Assessment at the Department Level |
Designed to help faculty members play a
leadership role as their departments conceptualize, formulate, and
carry
out the full assessment cycle concerning some aspect of their programs. |
|
Authoring
Online Interactive Materials in Mathematics |
An online workshop for faculty who want to
learn to write online, interactive materials for undergraduate students. |
|
Leading
the Academic Department: A Workshop for Chairs of Mathematical Sciences
Departments |
This workshop will cover concepts of leadership, vision, and management as well as issues facing department chairs such as recruitment and retention of students, curriculum change, faculty hiring, retention, mentoring, and development, review, assessment, legal issues, conflict resolution, workload, adjuncts, TA’s, budgets and finances, external support. |
|
Knot Theory |
In this workshop, participants will learn how to teach a course in knot theory, how to do research in knot theory and how to direct student research in knot theory. |
| Participants are invited to discover and experience hands-on methods for bringing deep mathematical results to life and for restructuring such courses as to emphasize and celebrate techniques of thinking. | |
|
Regression
Analysis: The Heart of Statistical Methodology |
Learn regression principles and a gain a working knowledge of regression techniques, beginning with linear regression and covering classical techniques and modern methods for responses. |
| Integrating
Technology into Mathematics Instruction (A Focus on
Precalculus/Calculus) 2003 |
For
faculty or faculty teams from minority-serving or small institutions
which have not yet implemented technology-based curricula because of
scarce resources. The workshop emphasizes cost-effective approaches to
addressing technology needs. |
| Earth Math 2003 |
For
college mathematics faculty interested in incorporating
environmentally-based applications into first and second year
mathematics courses and for mathematics education faculty who will
integrate the material and methodology into their institution's
programs. |
| Active Learning
Approaches to Teaching Mathematics Content Courses for Elementary and
Middle-School Teachers 2003 |
For
collegiate mathematics faculty and advanced graduate students seeking
to improve their proficiency in teaching K-8 mathematics education
courses. Participants experience hands-on, lively lessons, view video
vignettes, and receive sample course materials from Western Oregon
University's successful program for pre-service K-8 teachers. |
| Abstract Algebra with GAP 2003 - 04 |
Provides
participants with resources, teaching materials, and knowledge they
need to teach a course in abstract algebra which uses GAP exercises and
projects. Previous experience with GAP software is not necessary for
successful participation. |
| This workshop is designed to enhance participants' effectiveness in teaching undergraduate students who plan to teach mathematics in High school and/or Middle school. It will include explorations of collegiate level mathematics content and pedagogy as it relates to High School and Middle School, model classes for future teachers, discussions with current teachers, and interactions with High School and Middle School students. | |
|
Mathematical Methods and Modeling for Secondary Mathematics
Teacher Education |
Hands-on workshop designed for those teaching mathematics methods courses for preservice and inservice secondary school teachers. |
| Examine a variety of hands-on devices used in teaching calculus along with written materials. Learn how such devices shift the way we understand calculus through group activities. | |
| Learn how the integration of calculus and physics curricula can benefit your teaching, using studio format: journals, active learning, group learning, and projects. Solve real-world calculus/physics problems and design a mini-project over the course of four days. | |
|
The
Mathematical Preparation of Elementary School Teachers |
Designed for mathematics faculty teaching prospective elementary school teachers. This five-day course covers mathematics content and methods of instruction applicable to the elementary audience. |
| Explore the connections between art and mathematics in an informal and collaborative environment. Enjoy hands-on activities and receive materials to use collectively in a semester-long course or independently to enhance and enliven a wide range of courses. | |
| Are you currently teaching or preparing to teach undergraduate geometry courses? Expand your content knowledge of the integration of geometries on plane, sphere and other surfaces through student investigations, small group learning and writing assignments. | |
|
Teaching
a Student-Active Data-Driven Introductory Statistics Course |
Prepare your introductory statistics course incorporating the ASA-MAA recommendations, by using the web as a teaching and resource tool. Faculty from two-year institutions are especially encouraged to apply. |
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