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Virtual Programming Schedule





Transforming Learning and Teaching: Precalculus, Calculus, and Linear Algebra

Session 1: May 4, 3:30-5pm ET

Session 2: May 6, 3:30-5pm ET

Session 1: Successful Department Change Efforts to Transform Precalculus and Calculus

Panelists in this session will share findings and insights from six case studies of mathematics departments at varied institutions that have successfully transformed their precalculus and calculus courses to improve student success. Case studies were conducted as part of a five-year National Science Foundation project whose goal is to better understand the conditions, strategies, interventions and actions at the departmental and classroom levels that contribute to the initiation, implementation, and sustainability of active learning in the undergraduate precalculus and calculus sequence.

Session 2: Linear Algebra Curriculum Study Group (LACSG 2.0) Recommendations

In 1993, the Linear Algebra Curriculum Study Group (LACSG) initiated a set of recommendations (Carlson, et al., 1993), including a core syllabus for the first course in linear algebra. In 2018, almost three decades later, with support from NSF, a new committee was established (LACSG 2.0) and started revising those recommendations. The LACSG 2.0 committee has been rethinking many issues surrounding teaching and preparing students for the future job market. This panel will highlight some of the results of this collaboration and presents a vision (Stewart et al., under review) for the future of linear algebra, and offers a new set of recommendations and a core syllabus for both first and second courses in linear algebra.
Carlson, D., Johnson, C.R., Lay,  D. C., & Porter, A. D. The linear algebra curriculum study group recommendations for the first course in linear algebra. The College Mathematics Journal, 24(1), 41–46, 1993.
Stewart, S., Axler, S., Beezer, R., Boman, E., Catral, M., Harel, G., McDonald, J., Strong, D., & Wawro, M. The linear algebra curriculum study group (LACSG 2.0) recommendations (under review). 



Session 1: Chris Rasmussen, David R. Grant, Wendy Smith, David C. Webb, Michael O'Sullivan, Allan Donsig

Session 2: Sheldon Axler, Eugene (Bud) Boman, Minerva Catral, Guershon Harel, Judi McDonald, Sepideh Stewart, David Strong, Megan Wawro

About the Presenters

Chris Rasmussen is Professor of Mathematics Education and Associate Chair in the Department of Mathematics and Statistics at San Diego State University. He is co-PI on two national studies of the Precalculus to Calculus 2 sequence with the goal of better understanding current departmental practices related to these courses, and the process of departmental and institutional change. Rasmussen is also a committee member of the National Academies of Science Roundtable on Systemic Change in Undergraduate STEM Education (2017-2022).


David R. Grant is Professor of Mathematics and President’s Teaching Scholar at the University of Colorado Boulder. He is a member of the Mathematics Advisory Group of TPSE Math. He has served as chair of his department, and as chair of a Colorado Commission on Higher Education committee on statewide general education requirements in mathematics. His research is in number theory and applications to the theory of error-correcting codes.


Wendy M. Smith is Research Professor of Mathematics Education and Associate Director of the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln. She studies change at all levels, from the individual to the institution. She is PI/co-PI on multiple grants, including three focused on institutional change: one at the secondary level and two at the higher education level.


David C. Webb is a former secondary mathematics and computer applications teacher, is an Associate Professor of STEM Education and affiliate faculty in the mathematics department at CU Boulder. Webb has designed curricula and assessment in elementary through undergraduate mathematics and studied how instructional materials are used by teachers and students. His research has also focused on the design of professional development and instructional contexts that support active learning.


Michael O’Sullivan is Professor of Mathematics and Chair of the Mathematics and Statistics Department at SDSU, and President of the California State University Mathematics Council. As chair, he led the department through a major restructuring of the Precalculus to Calculus 2 program to include extensive coordination of courses, more active learning, a professional development program for teaching assistants and a new tutoring center that is tightly integrated with the program.


Allan Donsig is a Professor of Mathematics at the University of Nebraska-Lincoln. He is Vice Chair of the Department of Mathematics and has led reforms at UNL to improve mathematics teaching and learning in first-year courses. His research interests in mathematics education are in institutional change and the adoption of evidence-based instructional methods, including active learning, and professional development at the post-secondary level for new instructors. 


Sheldon Axler is the author of Down with Determinants!, an article that received the Lester Ford Award for expository writing from the MAA, and also the author of  Linear Algebra Done Right, a widely-used textbook for a second course on linear algebra.



Eugene (Bud) Boman's interest in Linear Algebra began in graduate school in the late 1980s and it has not waned since, although it has transformed, more or less linearly, into an interest in the history and pedagogy of mathematics in general. He is currently serving on the MAAs Committee on the Undergraduate Program in Mathematics (CUPM) as the chair of the subcommittee for the revision of the Linear Algebra Program Guide.  


Minerva Catral teaches at Xavier University and is involved in summer undergraduate research with students at XU. Research interests include nonnegative matrices, generalized inverses, combinatorial matrix theory and inverse eigenvalue problems. Recently elected as Secretary/Treasurer of International Linear Algebra Society.


Guershon Harel is a professor of mathematics at University of California, San Diego. His research interest is in cognition and epistemology of mathematics and their application in mathematics curricula and the education of mathematics teachers.



Judi McDonald works in Combinatorial Matrix Theory.  She is the coauthor of the introductory linear algebra text Linear Algebra and its Applications



Sepideh Stewart is an Associate Professor at the Department of Mathematics, University of Oklahoma. She is the chair of the education committee of the International Linear Algebra Society (ILAS). She is the co-editor of Challenges and Strategies in Teaching Linear Algebra (2018) and one of the guest editors of a special issue of ZDM on Research on Teaching and Learning in Linear Algebra (2019).  


David Strong has been the lead organizer of the Joint Mathematics Meetings sessions on Innovative and Effective Ways to Teach Linear Algebra since 2008.  His non-teaching activities have included research projects with undergraduates and collaborations with the Jet Propulsion Laboratory and Los Alamos National Laboratory on image processing problems.


Megan Wawro is an Associate Professor in the Mathematics Department at Virginia Tech. Her research program focuses on inquiry-oriented instructional design in linear algebra, student reasoning in linear algebra, and student reasoning and symbolizing of linear algebra in quantum mechanics.




Enhance Your Differential Equations Course with Modeling

April 15, 1-3pm ET

This two-hour, one day minicourse will engage participants in teaching with modeling in differential equations by having them work through a prepared module for remote teaching. They will have the opportunity to work with experienced faculty and peers to discuss best practices and plan ways to incorporate modeling pedagogy in their differential equations courses in a variety of formats - face to face, hybrid, and remote/online.



Lisa Driskell, Audrey Malagon, and Brian Winkel

About the Presenters


Lisa Driskell sits on the SIMIODE Differential Equations Advisory Board. She is an author of modeling-based activities for differential equations and has successfully incorporated this pedagogy into her courses.




Audrey Malagon is co-PI on an National Science Foundation grant designed to further the use of modeling-based pedagogy in differential equations courses. She has led faculty workshops on this topic around the country.




Brain Winkel founded and directs the Systemic Initiative for Modeling Investigations and Opportunities in Differential Equations (SIMIODE) after a distinguished career teaching mathematics. A long-time advocate for modeling in the classroom, he speaks to international audiences on the subject.



How and Why Should Sustainability Be Part of What We Teach?

April 26, 28, & 29, 1-2:30pm ET

Society is facing an existential crisis from climate change and its ramifications. An important contribution we can make is educating our students on how to use mathematics to understand and devise solutions to our changing climate. This minicourse will show you how.



Victor J. Donnay and Thomas J. Pfaff

About the Presenters


Victor Donnay has been teaching courses on Math Modeling and Sustainability, which include a community-based project component, for over ten years. Together with Tom, they were the lead organizers for Mathematics Awareness Month 2013 - the Mathematics of Sustainability (




Tom Pfaff maintains the blog which typically posts twice a week and has materials for instructors to use. Together with Victor, they were the lead organizers for Mathematics Awareness Month 2013 - the Mathematics of Sustainability (




Research on Mathematics Instruction at Community Colleges

April 20, 3-4:30pm ET

In this session we highlight collaborative research by community college mathematics education practitioners-researchers who seek to understand and improve the teaching of mathematics at community colleges. While most of the community college research focuses on student outcomes in mathematics at these institutions, in this session we showcase the work of four groups of scholars who focus on key aspects of mathematical instruction.



Vilma Mesa, Claire Wladis, Laura Watkins, April Ström, Irene Duranczyk, Susan Bickerstaff, Megan Breit-Goodwin, and Ann Sitomer

About the Presenters


Vilma Mesa is professor of education and mathematics at the University of Michigan, where she researchers the role of resources in developing teaching expertise in postsecondary settings.




Claire Wladis is a professor of mathematics at the Borough of Manhattan Community College at CUNY and of urban education at the CUNY Graduate Center.  She conducts research on student conceptual thinking in algebra, as well as on other factors, such as time poverty, which impact the course and college outcomes of community college students.  




Laura Watkins is a mathematics educator at Glendale Community College in Arizona. In addition to her teaching responsibilities, Laura researches mathematics instruction at community colleges with a particular focus on the teaching of algebra.




Irene Duranczyk is an associate professor in the College of Education and Human Development at the University of Minnesota. Irene researches the quality of algebra  instruction at the community college. Irene began working with community colleges in Michigan in 1990 with funding from NSF and Eisenhower Higher Education grants. 



April Ström is a member of the U.S. National Commission on Mathematics and the incoming Vice President of the Mathematical Association of America (MAA). She serves as Southwest Vice President for the American Mathematical Association of Two-Year Colleges (AMATYC) and is faculty at Chandler-Gilbert Community College, she has taught mathematics at the community college level for more than 20 years.




Susan Bickerstaff is a Senior Research Associate at the Community College Research Center where she conducts qualitative and mixed method research on instructional reforms in higher education.




Megan Breit-Goodwin is a mathematics educator at Anoka-Ramsey CC in Minnesota and coordinates Scholarship of Teaching and Learning Programs within the Minnesota State Colleges and Universities System and the American Mathematical Association of Two-Year Colleges.



Ann Sitomer is a Senior Researcher at Oregon State University’s STEM Research Center. She is a principal investigator on an NSF-funded project that supports community college mathematics instructors’ engagement in the Scholarship of Teaching and Learning





Check back soon for upcoming webinars!



CoMInDS Summer Workshop: Improving the Preparation of Graduate Students to Teach Undergraduates

July 19-23, 2021

Is your department interested in helping graduate students learn to teach? Perhaps your department is considering starting a teaching-focused professional development program. Or maybe your department has a program but is interested in updating and enhancing it. Many departments now offer pre-semester orientations, semester-long seminars, and other opportunities for graduate students who are new to teaching so they will be well-equipped to provide high-quality instruction to undergraduates.

This summer we will be offering a workshop for faculty from mathematics, physics and chemistry departments who are involved in this work.

The workshop will occur during the week of July 19, over three days if we are able to hold it in person and over five days if it is virtual. Learn more here

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