No Seminar

Math Education and Cognitive Load Theory in the Age of AI
(Selma Yildirim, UChicago)

Abstract: Looking at class materials through the lens of Cognitive Load Theory can help instructors increase learning efficiency by considering cognitive load theory effects. Originally developed by Sweller in 1980s, the theory is expanded to other fields including multimedia instruction. Similarly, using Gen AI tools in Math classes requires a careful refining process by considering these cognitive load effects so that classroom learning can be supported in new ways in the age of AI.

Teaching at its best (chapters 9, 22)
(Subhadip Chowdhury, UChicago)

Abstract: In this meeting, we will discuss the book "Teaching at Its Best : A Research-Based Resource for College Instructors" by Linda B. Nilsen and Todd D. Zakrajsek. Subhadip Chowdhury will be the discussion leader/facilitator. The focus will be on

• Chapter 9: Enhancing student motivation;
• Chapter 22: Integrating styles and modes of learning.

Proof and Rigor in Introductory Mathematics Courses
(Charlie Cunningham, UChicago)

Abstract: This will be a moderated, open-ended discussion on the content in Introductory Mathematics Courses focused on the conventions and methodologies, both oral and written, of mathematicians, and how those interact with the expectations and needs of the various stakeholders at UChicago: various academic departments, the administration, and of course, the teacher and students in the actual classroom. In short, we will be talking about "proofs" - what that word connotes in different contexts, and how it helps or hampers the overall goals that we have for our students and that they have for themselves. In a short and purposefully inflammable (in order to draw attendance!) framing: "What if Paul Sally was wrong?"

No Seminar

Applications of Foundational Mathematical Concepts in UChicago’s Mainline General Chemistry sequence
(Hannah Lant and Shaunna McLeod, Department of Chemistry, UChicago)

Abstract: This talk will open a dialogue between Instructional Faculty in the Departments of Mathematics and Chemistry about our courses for first-year undergraduates and how we can mutually support students as they apply math in scientific reasoning. We will provide an overview of our introductory curriculum and include case studies of how we use mathematical concepts in our mainline General Chemistry sequence. We will describe our assessment practices and how students are expected to demonstrate Chemistry knowledge through computations. Finally, we will communicate about common issues we see in students in computational skills and using mathematical reasoning to come to conclusions in the physical sciences.

TBA
(MurphyKate Montee, Carleton College)

Abstract: TBA

Panel on examples in math courses for Econ majors
(Charlie Cunningham, Harris Khan, Stephen Yearwood, UChicago)

Abstract: A panel of Charlie Cunningham, Harris Khan and Stephen Yearwood will talk about their experience in teaching courses taken by Economics majors, and examples they use to motivate those students.

No Seminar

The Language of Mathematics
(Sarah Ziesler, UChicago)

Abstract: Prior to college, any proofs that students have seen most likely have barely included words - symbolic proofs in high school algebra, two-column proofs in high school geometry. Learning how to communicate mathematically is challenging for students and that challenge is sometimes exacerbated by the interaction with everyday language. There are rules that govern mathematical discourse that can clash with everyday language usage, leading to confusion and poorly communicated arguments. In this seminar we will discuss examples and possible strategies to overcome this issue.

No Seminar

Observing and Giving Feedback on Teaching
(Amanda M. Jungels, Joseph Lampert, CCTL - UChicago)
(Open to instructional faculty only.)

Abstract: In this workshop, we will think through practices to make the most of a classroom observation for evaluating and providing feedback on teaching. We will discuss steps to take to gather good information to inform our evaluation during the observation, as well as guidance for communicating feedback and writing about teaching in a specific, constructive manner to inform evaluation.

No Seminar

No Seminar

Math Education and Cognitive Load Theory in the Age of AI
(Selma Yildirim, UChicago)

Abstract: Looking at class materials through the lens of Cognitive Load Theory can help instructors increase learning efficiency by considering cognitive load theory effects. Originally developed by Sweller in 1980s, the theory is expanded to other fields including multimedia instruction. Similarly, using Gen AI tools in Math classes requires a careful refining process by considering these cognitive load effects so that classroom learning can be supported in new ways in the age of AI. TBA

AI panel: on the use of AI in math classes
(Polina Baron, Subhadip Chowdhury and Selma Yildirim, UChicago)

Abstract: A panel of Polina Baron, Subhadip Chowdhury and Selma Yildirim will share their experiences in using AI to enhance their teaching in undergraduate math courses.

Teaching at its best (chapters 7, 8)
(Stephen Yearwood, UChicago)

Abstract: In this meeting, we will continue our discussion of the book "Teaching at Its Best : A Research-Based Resource for College Instructors" by Linda B. Nilsen. Stephen Yearwood will be the discussion leader/facilitator. The focus will be on

• Chapter 8: Preserving academic integrity;
• Chapter 7: Preventing and responding to classroom incivility.

No Seminar

No Seminar

Understanding Intellectual Growth: Applying Perry’s Scheme to Support Metacognition
(Subhadip Chowdhury, UChicago)

Abstract: As educators, we understand that guiding students' intellectual growth goes beyond delivering content—it involves nurturing their ability to reflect on how they learn. Yet, metacognition doesn’t come naturally for many students, especially when they hold unspoken beliefs about knowledge and their roles in the classroom that limit their engagement. Perry’s scheme of intellectual development offers a framework for identifying these beliefs, which helps us pinpoint students’ positions in their learning journey. In this seminar, we will discuss how recognizing these stages can inform our teaching strategies and enable us to foster metacognitive growth more effectively. We’ll conclude with an interactive classification of effective classroom practices, aligning them with different levels of Perry's scheme!

Exam Workshop
(facilitated by Sarah Ziesler and Beniada Shabani)

Abstract: This workshop is geared in particular to instructors designing exams for a course for the first time, such as fourth-year GSLs teaching in the 150s and Dickson instructors. How do you come up with questions? How do you know what the right length is? What are common pitfalls? We will discuss all aspects of exam writing and will also have some sample exams for the Math 150s, 160, 180s and Math 203.

How I designed my teaching model to align with my teaching objectives and personal values
(Kale Davies, UChicago)

Abstract: *show black and white clip of traditional lecturing with uninterested students* Has this ever happened to you? If so, then this is an opportunity that you won't want to miss! In this seminar, I'm going to share never-before-seen secrets that will impress your supervisors and skyrocket your student evaluations to heights you never thought possible (*they* want you to believe that 5 is the highest score, don't be fooled). But don't take my word for it, consider this testimony from a former student: "Yeah, he's okay I guess". Coming to this *free* session will give you access to my online course where I share a detailed 5-step process for success, which you'll be able to attend for the low cost of $49.99 a session! But that's not all, one lucky attendee will win themselves a free set of steak knives, so be sure not to miss out on this one-time opportunity.

No Seminar

The effectiveness of multiple-choice questions as an assessment tool
(Beniada Shabani, UChicago)

Abstract: Multiple-choice questions (MCQs) are widely used as an assessment tool due to their efficiency in testing knowledge and ease of grading at scale. However, their ability to assess critical thinking, problem solving, and proper understanding of the material remains a point of debate. In the first of two talks, we will explore the benefits, limitations, and the memorial consequences of MCQs, by reviewing a number of studies designed to compare them to constructed response questions. At the end, we will include a discussion on how math anxiety and perfectionism might affect students' performance on MC examinations. In the second talk, we will focus on how to successfully use MCQs in undergraduate mathematics courses.

Multiple-choice questions in undergraduate mathematics classes
(Beniada Shabani, UChicago)

Abstract: This talk is intended as a workshop on how to write multiple-choice questions (MCQs) that effectively assess students' learning in undergraduate math classes. We will first start by introducing a taxonomy for assessment in these classes, which identifies seven components ordered by cognitive level, as well as the nature of mathematical tasks associated with each component. After discussing which components can be successfully assessed using MCQs, we will analyze a number of ill-formulated MCQs, and provide suggestions on how they can be improved. The participants are encouraged to bring examples of MCQs that they have used in their own classes, and share their experiences with this assessment format.

Rethinking grades: How we got here and where we might go next
(Kiki Zissimopoulos, Northwestern University)

Abstract: In this interactive brown-bag session, I will first provide a brief history of grades. We will discuss the purpose of grades and interrogate the effectiveness of current grading systems in achieving those goals. I will share my current approach to grading and elicit ideas from the group on how we all might create more effective grading practices in our courses.

No Seminar