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2023 Summer Workshops

MAA OPEN Math Summer 2023 Workshops

MAA OPEN Math is back. We are excited to offer seven workshops for Summer 2023. Each workshop provides online, teaching-focused professional development in mathematics. Descriptions and registration information is listed below. We hope to see you this summer! 

Please note all workshop times are listed in EASTERN TIME.

Minority-Serving Institutions: A special price is available to you. Simply enter the discount code MSI2023 at checkout and receive $50 off registration!

Several of the workshops are at capacity. You can join a waitlist and if a space becomes available, you will receive an email.

Team-Based Inquiry Learning

June 5-9 | 11am-5pm ET

Team-Based Inquiry Learning (TBIL) is a structured form of active learning that uses the structure of Team-Based Learning as a means of bringing inquiry into lower division courses. This workshop will provide instructors with an overview of how to use TBIL in their courses, as well as give an introduction to the TBIL resource library, which includes a complete set of materials for teaching Calculus I, Calculus II, and Linear Algebra via TBIL. This workshop is currently full.

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Drew Lewis, Tien Chih, Francesca Gandini, Joe Hibdon, Steven Clontz, and Julie Estis

About the Presenters

Drew Lewis was most recently an Associate Professor of mathematics at the University of South Alabama, and lead PI on the NSF IUSE grant “Transforming Lower Division Undergraduate Mathematics Through Team-Based Inquiry Learning”. He is a Team-Based Learning Collaborative certified Trainer-Consultant and is experienced in providing faculty development around topics such as Team-Based Learning, alternative grading, and inclusive teaching.


Tien Chih is an Assistant Professor of mathematics at Oxford College of Emory. He was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in his classes since. He is one of the co-authors of “Calculus for Team-Based Inquiry Learning”, a freely available activity book designed to help instructors more easily implement TBIL in their courses. This will be his first role as a leader in TBIL professional development.


Francesca Gandini is a Visiting Assistant Professor of mathematics at Kalamazoo College. She was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in her classes since. She is also one of the co-authors of “Calculus forTeam-Based Inquiry Learning”, and has previously given some workshops for the Alliance for Michigan IBL. 


Joe Hibdon is an Associate Professor of mathematics at Northeastern Illinois University. He was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in his classes since. He is also one of the co-authors of “Calculus forTeam-Based Inquiry Learning”. He has done extensive work, including on several grant projects, on broadening participation in STEM and mathematics in particular.


Steven Clontz is an Associate Professor of mathematics at the University of South Alabama, and PI on two active NSF grants supporting Team-based Inquiry Learning and Accessible STEM Open Education Resources. He co-developed the TBIL pedagogy along with Lewis, and is the lead maintainer of the TBIL Resource Library. His professional interests include the cyberinfrastructure of academia, particularly the use of free and open source resources and technologies that support active learning in university classrooms. 


Julie Estis is the Executive Director of Academic Enhancement and an Associate Professor of Speech-Language Pathology at the University of South Alabama, and one of the co-PIs on the NSF IUSE grant “Transforming Lower Division Undergraduate Mathematics Through Team-Based Inquiry Learning”. She is an experienced faculty developer, particularly with respect to Team-Based Learning; she is a Team-Based Learning Collaborative certified Trainer-Consultant, as well as the current president of the Team-Based Learning Collaborative.



Active Learning in Differential Equations Inspired by Modeling

June 5, 6, 7, & 9 | 11am-5pm ET

Participants will learn to incorporate mathematical modeling into the teaching of differential equations using research-based, learner-centered pedagogy that is known to support gains in self-efficacy, proficiency, and interest in mathematics. Participants will receive a wide range of specific, robust modeling activities that foster an equitable and inclusive environment for students. Workshop facilitators will discuss the pedagogical advantages of a modeling-first approach and indicate a variety of ways to incorporate these activities into an active classroom, and participants will engage with technology that facilitates active learning. During this intense four-day workshop, participants will experience activities as learners before collaboratively preparing (using class-tested materials provided) and practice-teaching a module in our supportive workshop environment. Participants are invited to continue their involvement beyond the workshop by engaging with the community and free repository of Systemic Initiative for Modeling Investigations and Opportunities with Differential Equations (SIMIODE). As a supplemental aid to using the vast repository of materials, participants will receive a free copy of the low-cost textbook, Differential Equations: Modeling the Real World. We welcome anyone with strong interest at any level of experience with differential equations or active learning. This workshop is currently full.

Join the Waitlist


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

About the Presenters

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.


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.


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.



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.


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.


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 classrooms.




Inclusive Active Learning in Mathematics

June 12, 13, 15, & 16 | 11am-5:30pm ET

This workshop will support participants to adopt or fine-tune the use of active learning instructional practices with a focus on pedagogy that supports inclusive and equitable learning communities. We will consider course structures, policies, instructional practices, and assessment strategies related to Precalculus, Calculus 1, 2, and 3. The workshop will be appropriate, relevant, and applicable for all participants interested in using active learning instructional practices including those considering active learning for the first time and those who have been using active learning approaches for many years. The workshop will be organized around the premise that we can all learn from each other and we all have experiences that, when shared, contribute to the learning of others in the group. Participants will have opportunities to engage with prerecorded scenarios and other attendees for the purpose of considering how to facilitate conversations with other members of their departments and navigating challenging situations and conversations that can arise in undergraduate mathematics classrooms. Participants will have the opportunity to develop or revise a syllabus and lesson plans for a class they will be teaching the following semester. This workshop is currently full.

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Nancy Kress, Matthew Voigt, Rebecca Machen, Antonio Martinez, & Wendy Smith

About the Presenters

Nancy Kress is an Assistant Teaching Professor at University of Colorado Boulder. She is a former high school teacher and an emerging expert on equitable and inclusive mathematics instruction. She has extensive experience co-designing and co-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.


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.


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



Designing Professional Development Programs for Graduate Student Teaching Assistants 

July 11-13, & 18 | 11am-5pm ET

The MAA CoMInDS (College Mathematics Instructor Development Source) provides instructional materials and guidance to mathematics departments as they establish or revise their graduate student professional development programs. This summer’s workshop is an opportunity for interested faculty to learn how to build a successful program, as well as gain access to a large collection of lessons, activities, and assignments to use at their institutions.

Apply Now

Note: This workshop has an additional pre-registration application that needs to be submitted and approved before a participant is eligible to register. Click the link above to complete this, and if you are selected to participate, you will receive a link to register at a later date.


Natasha Speer, Jack Bookman, Shandy Hauk, and Emily Braley

About the Presenters

The workshop leaders are all members of the College Mathematics Instructor Development Source (CoMInDS) project team. We have offered versions of the 2023 OPEN Math workshop for the past seven summers (including several times as an online experience). Workshop leaders have all been faculty in departments of mathematical sciences. Each has a variety of experiences related to graduate student professional development for teaching (PDT) and have been providers of PDT at a diverse set of institutions. All do scholarly work on graduate student teaching and learning, including research on knowledge of student thinking and its development. The workshop team includes authors of the Video Cases for College Mathematics Instructors, co-leaders of MAA PREP workshops on college mathematics teaching, and authors of a book on student thinking about mathematics for use by novice college mathematics instructors.

Inclusion and Inquiry: Fostering Student Belonging and Ownership

July 11-13, 18-20, 25-27 | 1pm-4pm ET

How do we create rich mathematical learning environments that support all students in becoming collaborative and creative mathematical practitioners? Active and student-centered inquiry-based mathematics instruction can be key to responding to this question, but if we don’t intentionally attend to social interactions in our mathematics classrooms, we risk creating environments where broader societal biases and positioning can harm our students. Participants and facilitators will work together as a community of educators to utilize video, research literature, and classroom artifacts to reflect on our teaching practices and develop teaching strategies that empower all of our students to find mathematical success. 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. 



Gulden Karakok, Roberto Soto, Elizabeth Thoren & Rebecca Glover 

About the Presenters

Gulden Karakok was introduced to student-centered and inquiry-based teaching practices at an Emerging Scholars workshop as a graduate student. Since then she implements such teaching practices in all of her courses. She has been part of the AIBL Workshop Team since 2017. She also uses the MAA Instructional Practices (IP) Guide in graduate student teaching seminars and facilitates workshops centered around the IP Guide. Most recently, she co-authored the Book StudyGuide for others to utilize the IP Guide for such workshops. 


Roberto Soto was introduced to student-centered practices when he began his high school teaching career in 1997. As faculty at California State University, Fullerton, Roberto co-facilitated active learning activities for his colleagues as part of SEMINAL (Student Engagement in Mathematics through an Institutional Network for Active Learning). He attended his first AIBL workshop in 2019 and is now Co-PI of the NSF-funded META (Mathematics Equity Through Teaching Actively) grant that helps faculty promote equity via student-centered learning techniques.


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).


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.


Engaging Multivariable Calculus Students using CalcPlot3D and 3D-Printed Surfaces

July 17-20 | 11am-5pm ET

Students often have difficulty visualizing geometric relationships in calculus, especially the three-dimensional concepts of multivariable calculus.  In this workshop, participants will learn to use the free CalcPlot3D visualization app and 3D-printed surfaces to help students actively explore, visualize, and better understand a variety of three-dimensional calculus concepts. They will experience active learning by completing guided learning activities with other participants in small groups, exploring a variety of topics, some using CalcPlot3D and others using 3D-printed mountainous surfaces (which will be provided). We will discuss how to help students visualize planes, curvilinear motion, surfaces, contour plots, partial derivatives, gradients, directional derivatives, constrained optimization, regions of integration, and vector fields. Participants will learn to use a scripting feature in CalcPlot3D to create their own dynamic slideshows for classroom demonstrations and for hands-on student concept explorations. Participants will also learn how to use CalcPlot3D to create their own STL files for 3D printing. No prior experience with CalcPlot3D or 3D printing is required.This workshop is currently full.

Join the Waitlist


Paul Seeburger, Deborah Moore-Russo, Stepan Paul, and Shelby Stanhope

About the Presenters

Paul Seeburger has been teaching math at Monroe Community College since 1998. He developed the CalcPlot3D app to help students visualize multivariable calculus and is now lead-PI on an NSF IUSE project focused on expanding CalcPlot3D’s 3D-printing features and developing hands-on guided learning activities using 3D-printed surfaces to improve student understanding of multivariable calculus concepts. Paul has presented in-person minicourses on the CalcPlot3D project at MathFest, the Joint Math Meetings, and ICTCM, and two online workshops for the MAA’s Project NExT.


Deborah Moore-Russo is a Professor of Mathematics and the First-Year Mathematics Director at the University of Oklahoma (OU). She studies the multiple ways a single mathematical concept is conceptualized, represented, visualized, and communicated. She looks at how physical and digital instructional resources, as well as instructional tasks, influence student learning. She also thinks about whether instructional decisions help students perceive mathematics as a dynamic, engaging discipline that goes beyond memorization of rules and equations.


Stepan Paul is a Teaching Assistant Professor of Mathematics at North Carolina State University, where he has taught since 2020. He works on developing novel illustrations of concepts in calculus and geometry with dynamic geometry software and digital fabrication. He currently coordinates the multivariable calculus course at NC State and organizes the departmental Teaching and Learning Seminar.


Shelby Stanhope is an Associate Professor of Mathematics at the U.S. Air Force Academy. Her work focuses on innovative teaching methods in multivariable calculus, aiming to help students grasp three-dimensional concepts through tactile activities using 3D-printed models, computer visualization with CalcPlot3D, and experiential learning field trips.



Redesigning Your Course for Mastery Grading

July 24-28 | 11am-6pm 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, Robert Bosley, & Kate Owens

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 fourth 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.


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.