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Previous OPEN Math Summer Workshops

Previous Workshops

Under the OPEN Math program, it is our hope to host over 40 workshops and directly serve some 1000 mathematics instructors and make a lasting impact on participant knowledge, skills, and uptake of research-based instructional strategies in inclusive undergraduate mathematics instruction. These effects, in turn, will reach into undergraduate mathematics classrooms to benefit many thousands of students across the country for many years, and across all types of institutions. Completed workshops are listed below. 


Infusing Practical Harm Reduction Strategies in the University Mathematics Classroom

January 21-February 18, 3-5 PM ET

This workshop is designed for undergraduate mathematics instructors eager to critically reflect on their own teaching practice and who are looking for practical suggestions to support a more inclusive learning environment through harm reduction. This workshop will be relevant regardless of teaching approach (e.g., lecture, active learning) and will attend to various dimensions of identity (e.g., race, gender, disability status, first language).  

This workshop will run as a five-week mini-course; each week will include a two-hour synchronous (virtual) meeting and asynchronous homework. During the synchronous sessions, participants will become familiar with Gutiérrez’s (2009) four dimensions of equity (access-achievement and identity-power) and how those dimensions might manifest in undergraduate mathematics classrooms, with particular attention to how they relate to specific instructional practices as described in the MAA Instructional Practice (IP) Guide. Between the synchronous sessions, participants will be asked to complete readings/vignettes related to the four dimensions, attend to these dimensions in relation to their current teaching, and reflect on what they have learned. 


Estrella Johnson, Naneh Apkarian, Sara Rezvi

Mentoring Undergraduates in Research: A DEI Approach

May 23-26, 11 AM-5 PM ET

Participants will learn the nuts and bolts of mentoring undergraduates in research, from choosing good problems to creating a supportive community of researchers that enables all students to thrive, especially those students from historically marginalized groups.


Allison Henrich, Michael Dorff, Pamela E. Harris, Michael Young

About the Presenters

Allison Henrich is a Professor of Mathematics at Seattle University and the editor-elect of MAA FOCUS. She is a co-author of the book A Mathematicians Practical Guide to Mentoring Undergraduate Research and co-editor of Living Proof: Stories of Resilience Along the Mathematical Journey.


Michael Dorff is a professor of mathematics at Brigham Young University, founder and previous director of CURM, co-founder and co-director of PIC Math, and former MAA President.



Pamela E. Harris is a Mexican-American mathematician and serves as Associate Professor in the Department of Mathematics and Statistics and Faculty Fellow of the Davis Center and the Office of Institutional Diversity, Equity, and Inclusion at Williams College. She is the President and co-founder of Lathisms: Latinxs and Hispanics in the Mathematical Sciences, cohosts the podcast Mathematically Uncensored and has recently coauthored the books Asked And Answered: Dialogues On Advocating For Students of Color in Mathematics and Practices and Policies: Advocating for Students of Color in Mathematics.


Michael Young is an Associate Professor of Mathematics and the Associate Dean for Diversity, Equity, and Inclusion in the Mellon College of Science at Carnegie Mellon University. He is the Founding Director of the Center for Minorities in the Mathematical Sciences.



Inclusive Active Learning in Introductory Mathematics Courses

June 6-10, 11 AM-5:30 PM ET

You will gain understanding and skills for implementing equitable and inclusive instruction in early undergraduate mathematics courses. You will leave with ideas and resources for facilitating conversations with other department members, lesson plans and ideas about how to navigate challenging classroom conversations.


Nancy Kress, Matthew Voigt, Wendy Smith, Rebecca Machen, Antonio Estevan Martinez, Adriana Corrales

About the Presenters

Nancy Kress is a twenty year veteran former high school teacher who recently completed her doctoral dissertation on equitable mathematics instruction. She is an emerging expert on equitable and inclusive mathematics instruction and has experience facilitating professional development focused on equity and inclusion in the early undergraduate mathematics context.


Matthew Voigt is an Assistant Professor of Engineering and Science Education at Clemson University. He is a proud first-generation college student and Queer researcher. His research centers around issues of equity, access, and power structures occurring in undergraduate STEM programs with a particular focus on gender and sexuality issues.


Wendy Smith is a research professor at the University of Nebraska-Lincoln and associate director of the Center for Science, Mathematics, and Computer Education who engages in equity-focused research related to institutional change and PK-20 mathematics education.


Rebecca Machen has been an educator for the last 15 years in K-12, community college, and university settings. Her research focuses on inclusive pedagogical practices and faculty training in undergraduate classes.


Antonio Martinez is a doctoral candidate with developing interests in the role of programming in introductory undergraduate mathematics courses as well as how to equitably support students in active learning classrooms.


Adriana Corrales is a Visiting Assistant Professor and Postdoctoral Associate at the University of North Texas in the Chemistry Department. They have experience working with higher education faculty in multiple STEM disciplines and bring an interdisciplinary approach to their training.



Inclusion and Inquiry: Fostering Student Belonging and Ownership

June 7-9, June 14-16, & June 21-23, 1 PM-4 PM ET

How do we create rich mathematical learning environments that support all students in becoming collaborative and creative mathematical practitioners? As a community of instructors we will use video, research literature, and classroom artifacts to discuss and reflect on our teaching practices in response to this key question. In addition to the 27 contact hours, participants should plan for 3-5 hours of structured, asynchronous work per week. Both new and experienced instructors who are interested in or use student-centered teaching practices in their college mathematics classrooms are invited to participate.


Rebecca Glover, Elizabeth Thoren, Nina White

Supporting Designer

Gulden Karakok

Guest Plenary

Amelia Stone-Johnson

About the Facilitators

Rebecca Glover has used inquiry in her classroom since attending an AIBL Summer Workshop in 2014. She became an AIBL Workshop Leader in 2019, facilitating both in-person and virtual workshops, co-founded the Minnesota Inquiry in Teaching Network (MITN), and is on the leadership team for the Twin Cities Math Teachers' Circle.


Elizabeth Thoren has over 15 years of experience teaching with inquiry and has been part of the AIBL Workshop Leader Team since 2018 where she has co-developed and co-facilitated both virtual and in-person IBL Workshops. Elizabeth also served as a guest Associate Editor for the PRIMUS special issue on Teaching Inquiry and is currently part of the leadership council for COMMIT-CaN (COMmunities for Mathematics Inquiry in Teaching in California and Nevada).


Drawing on 15 years classroom experience teaching college mathematics with inquiry, Nina White has been supporting other instructors in teaching with inquiry since 2015, and in 2018 joined the AIBL Workshop Developers team to provide this support nationally. She is also on the national leadership team for the COMMIT Network, is director of a Math Teachers' Circle for Detroit-area teachers, and founded a local Learning Community for Inclusive Teaching (LCIT) in Mathematics at University of Michigan.

Rich Mathematical Tasks in Mathematics for Elementary Teacher Courses

June 13-16, 11 AM-5 PM ET

Participants will engage in creating rich tasks for mathematics classes for future elementary school teachers and discuss the implementation of such tasks.


Todd Grundmeier, Danielle Champney

About the Presenters

Todd Grundmeier has 20 years of experience teaching mathematics courses for future elementary school teachers. He has also lead numerous workshops for University faculty on inquiry-based learning.


Danielle Champney is faculty in the Mathematics Department at Cal Poly, SLO, where she teaches a wide range of math courses that frequently includes Math for Future Elementary Teachers. For the past eight years, Danielle has facilitated intensive IBL workshops for college faculty, traveling workshops for universities and community college districts, and district-wide K-12 active learning professional development for Cal Poly partner schools.


Modeling Inspiration for Differential Equations

July 5-8, 11 AM-5 PM ET

The workshop, using a rich set of proven modeling activities and engaging as teachers to colleagues, is for faculty who want to use modeling to teach differential equations. Sustaining a modeling approach beyond the workshop is supported by SIMIODE materials and community.


Brian Winkel, Leigh Noble, Kurt Bryan, Corban Harwood,Patrice Tiffany, Rosemary Farley, Therese Shelton

About the Presenters

Brian Winkel is Director of SIMIODE, founder of the MAA-featured journals PRIMUS and Cryptologia, and emeritus professor of mathematics from the US Military Academy at West point.



Leigh Noble is passionate about student centered learning, and serves as the technical director for SIMIODE in order to help other educators have success in their classroom.



Kurt Bryan has ten years of experience doing mathematics in industry and government, and for the past 29 years has been a Professor of Mathematics at the Rose-Hulman Institute of Technology in Terre Haute Indiana. His interests lie in partial differential equations, inverse problems, mathematical modeling, and involving undergraduates in research.


Corban Harwood has 10 years of experience in teaching modeling-focused pedagogy in differential equations, evidenced by 5 related articles he published and 8 faculty development workshops he co-led.



Patrice Tiffany has been giving workshops for five years on how to incorporate modeling with technology into the teaching of Differential Equations. She has been a PI on a recent NSF grant promoting this approach and is also an ICTCM fellow.



Rosemary Farley has been involved with using technology in the mathematics classroom for over 25 years. She was named a Fellow at the International Conference on Technology in Collegiate Mathematics in 2018.



Therese Shelton has engaged many students in differential equations within a class setting and in undergraduate research experiences. She has co-authored papers and course modules in pharmacokinetics, cholera, and car suspensions.



Utilizing Technology to Teach Data-Centric Statistics

July 11-14, 11 AM-5 PM ET

The overarching goal of the workshop is to ensure that math/statistics faculty will acquire the skills and knowledge to offer instruction that is consistent with GAISE College Report. We will empower faculty to teach students to use computers/statistics software vs. calculators by use of free online tools (such as Little Apps and RStudio).


Kathryn Kozak, Ambika Silva, Jenna Carpenter

About the Presenters

Kathryn Kozak is mathematics faculty at Coconino Community College (AZ). She was the President of AMATYC in 2020-2021. She is the Co-Principal Investigator and workshop leader for the NSF-funded StatPREP project.


Ambika Silva is a community college mathematics professor at College of the Canyons in Los Angeles County, CA. She believes that the best teachers never stop learning, and her passion for teaching statistics reflects that. Involved in multiple statistics focused projects over the years, Ambika continues to advocate for the importance of having a more modern introductory statistics course driven by data.


Jenna P. Carpenter is an expert in innovative STEM curricula. She is part of a team that won the 2022 National Academy of Engineering Bernard M. Gordon Prize for Innovation in Engineering and Technology Education, considered the Nobel Prize of engineering education.



Leveraging the IP Guide in Coordinating Large Multi-section Courses

July 12-14, 19-21, & 26-28, 12 PM - 3PM ET

This three-week virtual workshop will connect the MAA’s Instructional Practices (IP) Guide to the coordination of large, multi-section mathematics courses. Using diversity, equity and inclusion (DEI) as lenses and the IP guide as a guiding framework, the workshop will address issues such as: course design, resources, teaching practices, professional development and training, and assessment. A guiding question for the workshop will be: How can instructors implement some MAA IP Guide ideas into large math courses? Participants will learn about and have opportunities to focus on activities such as 1) creating an inclusive syllabus, 2) how to incorporate evidence-based teaching practices, 3) exploring assessment practices, etc. from the perspective of the large, coordinated mathematics course. We will also discuss administrative and logistical aspects of coordinating large multi-section courses, attending to DEI and other themes from the IP guide. Because the workshop focuses on coordinated courses, teams of instructors and/or coordinators who work with coordinated courses are encouraged and will be given preference.


Mary Pilgrim, Cindy Blois, Amelia Stone-Johnstone

About the Presenters

Mary E. Pilgrim is an Associate Professor of Mathematics Education at San Diego State University. Her research area is in undergraduate mathematics education with a focus on course design, pedagogy, professional development, and systemic change. She has eight years of course coordination experience and has connected the use of evidence-based practices to the professional development of post-secondary instructors.



Cindy Blois is an Assistant Professor, Teaching Stream at the University of Toronto in the Department of Mathematics.




Amelia Stone-Johnstone is an Assistant Professor of Mathematics at California State University, Fullerton. Her research interests are in undergraduate mathematics education. Her work focuses on developing and refining academic support structures in gateway mathematics courses, in addition to equity-minded professional development.



Redesigning your Courses for Mastery Grading

July 18-22, 11 AM-6 PM ET

In Redesigning Your Course(s) for Mastery Grading, participants will design a student success-centered grading system that promotes & accurately reflects student learning. This workshop will provide the research, tools, and time to implement a more effective grading system.


Sharona Krinsky, Owynn Lancaster, Robert Bosley

About the Presenters

Sharona Krinsky is a faculty member in the Mathematics department at California State University. She has over 30 years of experience in the mathematics classroom, has worked with dozens of faculty on course redesign, is an organizer of The Grading Conference (now in its third year), and is currently a co-PI and faculty trainer on the NSF IUSE funded CLIMB grant to redesign sophomore level engineering classes to use Mastery Grading.



Owynn Lancaster has taught in comprehensive schools, continuation and alternative schools, charter schools, museums, prisons, colleges, and universities, and aims to teach in space or underwater next. His core belief is that everyone can learn, and the most important agent of change in education is always the educator. He hopes to improve educational quality and impact by improving the lives and skills of any educator he can work with.



Robert Bosley is a faculty member in the Mathematics department at California State University Los Angeles as well as the intervention support coordinator at Santee Education Complex, a grades 9-12 high school in the Los Angeles Unified School District. In addition to over 17 years of classroom experience at both the grades 9-12 and Higher Ed levels, Bosley is a certified Mastery Grading trainer, organizer of The Grading Conference, and has over a decade of experience working with faculty at all levels on course redesign.