Home /  [Hybrid Workshop] Critical Issues in Mathematics Education 2022: Initiating, Sustaining, and Researching Mathematics Department Transformation of Introductory Courses for STEM Majors


[Hybrid Workshop] Critical Issues in Mathematics Education 2022: Initiating, Sustaining, and Researching Mathematics Department Transformation of Introductory Courses for STEM Majors March 16, 2022 - March 18, 2022
Registration Deadline: March 18, 2022 over 2 years ago
To apply for Funding you must register by: February 15, 2022 over 2 years ago
Parent Program: --
Series: Critical Issues
Location: SLMath: Eisenbud Auditorium, Atrium, Online/Virtual
Organizers Naneh Apkarian (Arizona State University), David Bressoud (Macalester College), Pamela Burdman (Just Equations), Jamylle Carter (Diablo Valley college), Ted Coe (Northwest Evaluation Association), Courtney Ginsberg (Math for America), Estrella Johnson (Virginia Polytechnic Institute and State University), W Gary Martin (Auburn University), Michael O'Sullivan (San Diego State University), LEAD Chris Rasmussen (San Diego State University), Daniel Reinholz (San Diego State University), Wendy Smith (University of Nebraska), David Webb (University of Colorado at Boulder)

Show List of Speakers

FORMAT This workshop is will be held in a hybrid format. On Wednesday, March 16, the workshop will be at MSRI. On Thursday and Friday, March 17-18, the workshop will be at the Brower Center in Downtown Berkeley. Simultaneously, the workshop will be livestreamed via Zoom. COVID POLICIES All visitors are required to provide proof of full vaccination, including the booster shot (vaccination card, image of card or virtual pass).  Participants are also required to provide proof of a negative COVID-19 test taken within the 24 hours prior to arrival at the conference.  Wearing facemasks is required for all indoor activities. DESCRIPTION The world is changing, along with perceptions. Many call for the improvement of mathematics teaching and learning, for both citizenry and STEM preparation. To achieve sustainable change, though, the focus needs to extend from individuals to systems. It is not enough to change one classroom or one course. Transformation requires change at all levels: in teaching, programmatic practices, and institutions. This workshop will bring together teachers and researchers from universities, community colleges, and K-12 schools to explore the reasons for and processes by which change in university mathematics departments is initiated, promoted, and sustained and lessons learned from change efforts in K-12. It will review what we know about change at all levels and reflect on stories of failure and success. Four guiding questions: Putting Educational Equity at the Center of Change:  What does it mean for issues of diversity, equity, and inclusion to be central to improving mathematics teaching and learning at the undergraduate level?  What data could departments collect and utilize to inform improvement efforts and improve student outcomes?  What lessons have been learned from K-12 that could inform post-secondary work?   Pedagogical Change:  What are the attributes of learning environments that have proven effective from the perspective of student learning in mathematics and educational equity? Can we illustrate the parallels between students engaging in inquiry-based or active learning and the practice of mathematical research to make such classroom practice more natural and approachable to faculty?  How can departments and professional organizations help individual faculty adopt pedagogies that are effective and that suit their own teaching style?  Where has this been done successfully? What lessons have been learned from K-12 that could inform post-secondary work? What exemplars exist?   Structural Change:  What departmental or institutional structural changes have proven effective from the perspective of student success (e.g., deeper engagement in mathematics, persistence in STEM) and educational equity?   What are systemic, historical, and structural barriers to change? What are the “normal operating procedures” that occur in faculty offices, classrooms, departments, and university services that disproportionately and negative impact on historically underserved communities. What roles do class size, classroom size and set up, co-requisite support, peer mentoring, in-class interventions from advising, counseling, or financial aid play in student learning?  What are the obstacles to changing these?   Effecting Change: What change levers are most crucial to incorporate in transformation efforts of undergraduate mathematics? In what ways are these change levers context-dependent? How can improvements be sustained?  How can mathematicians and other stakeholders in undergraduate mathematics teaching and learning be empowered as change agents to guide effective transformation efforts (initiation, implementation, sustainability) to improve mathematics teaching and learning in undergraduate courses? How do people become change agents? What professional development do individuals and departments need in order to position change agents effectively?  How should we understand theories of change with respect to the unique contexts of mathematics departments in higher education? What concepts from organizational change, or experiences from K-12 change, are helpful and can be translated to the contexts and culture of mathematics departments in higher education? How should we understand change efforts at different grain sizes (e.g., classroom, faculty, course, department, university,  
Keywords and Mathematics Subject Classification (MSC)
Primary Mathematics Subject Classification No Primary AMS MSC
Secondary Mathematics Subject Classification No Secondary AMS MSC
Funding & Logistics Show All Collapse

Show Funding

To apply for funding, you must register by the funding application deadline displayed above.

Students, recent PhDs, women, and members of underrepresented minorities are particularly encouraged to apply. Funding awards are typically made 6 weeks before the workshop begins. Requests received after the funding deadline are considered only if additional funds become available.

Show Lodging

For information about recommended hotels for visits of under 30 days, visit Short-Term Housing. Questions? Contact coord@slmath.org.

Show Directions to Venue

Show Visa/Immigration

Show Reimbursement Guidelines

Schedule, Notes/Handouts & Videos
Show Schedule, Notes/Handouts & Videos
Show All Collapse
Mar 16, 2022
03:30 PM - 04:00 PM
04:00 PM - 04:15 PM
  Welcome and MSRI Logistics
David Eisenbud (University of California, Berkeley), Christine Marshall (MSRI / Simons Laufer Mathematical Sciences Institute (SLMath))
04:15 PM - 04:45 PM
  Workshop Overview and Highlights from the 2021 Teaser
Chris Rasmussen (San Diego State University)
04:45 PM - 06:15 PM
  Systemic Change in Undergraduate Mathematics: Creating Visible Pathways for Diversity in STEM
Karen Marrongelle (National Science Foundation)
06:15 PM - 07:15 PM
Mar 17, 2022
08:30 AM - 09:30 AM
  Putting Equity at the Center of Change
Missy Cosby (University of Michigan; Michigan State University)
09:30 AM - 10:45 AM
  Equity in Practice: Challenges and Opportunities
Katelyn Cooper (Arizona State University), Christopher Jett (University of West Georgia), Charles Wilkes (San Diego State University )
10:45 AM - 11:15 AM
11:15 AM - 12:00 PM
  Student Experiences in Introductory Math Courses
12:00 PM - 01:30 PM
  Lunch (on your own in downtown Berkeley)
01:30 PM - 02:30 PM
  When (If?) Worlds Collide: Towards Coherence in Mathematics Pedagogy from High School to Post-secondary
W Gary Martin (Auburn University)
02:30 PM - 03:45 PM
  Advancing Department Transformation by Revolutionizing Instructional Practices
Dave Kung (St. Mary's College of Maryland), April Strom (Chandler-Gilbert Community College), Marilyn Strutchens (Auburn University)
03:45 PM - 04:15 PM
04:15 PM - 05:30 PM
  Perspectives on Professional Development: Reflections and Lessons Across Contexts
Stephanie Bohbot (High School of Telecommunication Arts and Technology), Carrie Diaz Eaton (Bates College), Ricardo Esttrada (High School of Sports Management), Estrella Johnson (Virginia Polytechnic Institute and State University), Omayra Ortega (Sonoma State University)
05:30 PM - 05:40 PM
  Mathical Highlights
Kirsten Bohl (MSRI / Simons Laufer Mathematical Sciences Institute (SLMath)), Trena Wilkerson (Baylor University)
05:40 PM - 06:00 PM
  Reflections and Preview of Next Day Activities
Mar 18, 2022
08:30 AM - 09:30 AM
  Anchors, Buoys, and Life Jackets: Thinking Strategically about Structures as Levers for Change
Sandra Laursen (University of Colorado Boulder)
09:30 AM - 10:30 AM
  Building Equitable STEM Transfer Pathways
Xueli Wang (University of Wisconsin-Madison)
10:30 AM - 11:00 AM
11:00 AM - 12:00 PM
  Perspectives from the Client Disciplines
Alan Garfinkel (University of California, Los Angeles), Nathan Klingbeil (Wright State University), Kathryn Leonard (Occidental College)
12:00 PM - 01:30 PM
  Lunch (on your own in downtown Berkeley)
01:30 PM - 02:00 PM
  A Critical Look at Change: How Can Theory Help Scale and Sustain Equitable Practices?
Naneh Apkarian (Arizona State University), Daniel Reinholz (San Diego State University)
02:00 PM - 03:00 PM
  Preparing Pathways: Partners, Professional Organizations, and Policies
David Bressoud (Macalester College), Lindsay Fitzpatrick (The University of Texas at Austin), Amy Getz (WestEd), W Gary Martin (Auburn University), Padmanabhan Seshaiyer (George Mason University)
03:00 PM - 03:30 PM
03:30 PM - 04:30 PM
  Change Agents in Action: Parallel Breakout Sessions: Discussion with Departmental Change Agents
Eric Hsu (San Francisco State University), John Johnson (Ohio State University), Michael O'Sullivan (San Diego State University), Jesús Oliver (California State University, East Bay), Julia Olkin (California State University, East Bay), Brooke Shipley (University of Illinois at Chicago), Wendy Smith (University of Nebraska), April Strom (Chandler-Gilbert Community College), David Webb (University of Colorado at Boulder)
04:30 PM - 05:00 PM
  Individual or Group Reflections/Actions and Closing