Minicourses are highly interactive sessions designed in a two-part workshop format focusing on specific aspects of collegiate mathematics, the undergraduate curriculum, and mathematical pedagogy. These courses are taught by experts in the field, with two hours dedicated to each section.

Separate registration and fee is required. Space is limited.

Navigating the AI Landscape: Practical and Ethical Integration in Mathematics Education

This two-day mini-course will explore the intersection of artificial intelligence (AI) and mathematics education, offering a practical approach for effectively integrating AI tools in teaching practices. During the first day, participants will explore a range of AI applications tailored for mathematics instruction, gaining insights into their practical benefits and potential challenges. Central to the course is a focus on ethical considerations, ensuring that AI is used responsibly to enhance learning outcomes while safeguarding student data and promoting fairness.

For the second day, participants will focus intensively on developing meaningful assessments tailored for an AI-driven educational environment. Through structured interactive discussions and practical hands-on activities, attendees will explore and formulate concrete strategies to effectively integrate AI tools into their teaching practices. Special attention will be given to the role of 'friction' in learning—challenges that encourage deep engagement and critical thinking. The aim is to develop assessments that, while incorporating AI, remain fundamentally geared towards enhancing student learning. This approach equips mathematics educators with the essential competencies required to thoughtfully navigate the evolving landscape of AI in education.

Organizers:
Lew Ludwig, Denison University
Gizem Karaali, Pomona College

Implementing Alternative Grading

Grading practices have an all-encompassing effect on student learning and classroom environments. In this minicourse, participants will explore the destructive impact of “traditional” (i.e. weighted-average) grading practices on student learning and success. From the ways in which traditional grading reinforces inequity to how it disrupts the instructor/student relationship, participants will look at over 100 years of literature and research to unpack what's wrong with traditional grading practices. This will be followed by a series of activities around the four pillars of alternative grading described by Clark & Talbert. The four pillars are: clearly defined learning outcomes, assessment of mastery, eventual mastery, and helpful feedback. Participants will have hands-on time working through a scaffolded implementation plan with the facilitators, and will walk away from the minicourse with an outline of their course redesign implementing alternative grading, as well as the resources needed to complete their redesign.

Organizers:
Drew Lewis, Center for Grading Reform
Sharona Krinsky, California State University, Los Angeles / Center for Grading Reform
Robert Bosley, California State University, Los Angeles / Center for Grading Reform

Introduction to Process Oriented Guided Inquiry Learning (POGIL) for Math and Stats Courses

This minicourse introduces participants to the fundamentals of Process Oriented Guided Inquiry Learning (POGIL). POGIL is guided-inquiry learning that deliberately develops process skills such as communication, teamwork, information processing, and metacognition. Classrooms consist of students in small, self-managed teams completing carefully designed guided-inquiry activities. Questions lead students to formulate conclusions and invent concepts and related skills. The interactive process allows students to develop skills and characteristics desired by employers.

Participants will learn about team dynamics and the learning cycle sequencing of questions while completing POGIL activities. Participants will also investigate connections between POGIL and other interactive mathematics and statistics teaching methods.

Organizers:
Chris Oehrlein, Oklahoma City Community College
Kayla Heffernan, University of Pittsburgh at Greenburg
Jessie Oehrlein, Fitchburg State University

Liberal Arts Math, Quantitative Literacy, College Algebra/Precalculus: A Novel Hybrid Curriculum

Standard math curricula for non-calculus-bound students include liberal arts math, quantitative literacy, and college algebra/precalculus courses, each with its own rationale, strengths, and weaknesses. This minicourse will present a framework for designing a better, nonstandard, approach combining desirable aspects of the three standard approaches. One course outline consistent with this framework (and incorporated in a new AMS/MAA text) will be considered.  The mathematical focus is on discrete models defined by difference equations, and the continuous models that they reveal.  By emphasizing the meaning and methods of mathematical modeling we hope to give students a realistic sense of how math actually gets applied. At the same time, the development and exploration of these models is an effective vehicle for having students review many standard precalculus topics such as linear, exponential, and polynomial functions.  Instructional methods (eg. computer activities, clicker questions) for the course will also be discussed. After completing the minicourse, participants will be prepared to develop a course based on the curricular framework or the specific outline presented.

Organizer:
Dan Kalman, American University (Emeritus)

Getting Started in the Scholarship of Teaching and Learning

This minicourse is designed to introduce participants to the scholarship of teaching and learning (SoTL) in mathematics and help them initiate projects of their own. It will present the taxonomy of SoTL questions (What works? What is? What could be?), provide examples of SoTL projects in mathematics, and discuss methods for undertaking a scholarly investigation. Participants will learn how to: take a teaching question/problem and reframe it as a researchable question, begin a literature search, collect and analyze different types of evidence, meet human subjects requirements, and select venues for presenting or publishing their work. With the presenter’s guidance, participants will sometimes work individually and sometimes with a partner to select and transform a teaching problem of their own into a question for scholarly investigation and identify several types of evidence to gather. They will experience three methods for gathering data that are likely to be less familiar: knowledge surveys, think-alouds, and focus groups. Research design options, including what to do when a control group is not available, will be discussed. Participants will develop a plan to carry out their investigation, learn about resources for furthering their work, and be encouraged to identify collaborators. Throughout the session, pauses are scheduled for reflection and notetaking. Materials, worksheets, and resources for use later will be provided. No prerequisite knowledge is required. Participants may want to bring their own laptop for notetaking, but paper worksheets will also be available.

Organizer:
Jacqueline Dewar, Loyola Marymount University

Evidence-based Practices for Effective Mentoring Relationships

Participants in this interactive and evidence-based mini-course will deepen their skills as mentors based on the notion of mentorship as a sustained, intentional interpersonal relationship between mentors and mentees. The goal is to accelerate the process of becoming an effective mentor by providing mentors with an intellectual framework, an opportunity to experiment with various methods, and a forum in which to solve mentoring dilemmas with the help of their peers. THrough structured personal reflections, small group projects, and other interactive activities, the minicourse will address what makes mentoring effective, and which mentoring practices are associated with which outcomes and for whom. We will build on social science research that provides an evidence base for specific mentoring practices.  By the end of the minicourse, mentors will have articulated their personal style and philosophy of mentoring and will have a toolbox of strategies for building effective mentoring relationships.

Organizers:
Abbe Herzig, Sarah Lawrence College
Aris Winger, Georgia Gwinnett College
Emily Moore, University of Oregon
Pamela Harris, University of Wisconsin-Milwaukee

Teaching Mathematics Through Games

Break up the monotony of the semester with a game-related class worksheet, homework, or project! This minicourse will present a variety of methods for engaging college mathematics and statistics students by playing or creating games. These games run the gamut, from well-known favorites like blackjack to original games like playing Battleship with functions. Open-ended mathematical investigation of games can lead students to engage at their interest/ability level, and participation in games fosters a sense of community and belonging in the classroom. The ideas that will be shared and generated through the minicourse could apply to all levels of college mathematics, including general education courses, math for elementary education, probability and statistics, calculus, linear algebra, history of math, and proof-based mathematics. This interactive minicourse will let participants investigate the mathematics of existing games through inquiry-based learning. Participants will also experience activities using modified games to facilitate review of mathematical topics. There will be time for discussion, brainstorming, and sharing of literature and resources. While these game activities will be necessarily brief, they will showcase a variety of ways to teach mathematics through games. Participants can use the workshop as inspiration for their own activities, whether they be drop-in lessons or semester-long projects.

Organizers:
Mindy Capaldi, James Madison University
Marie Meyer, Lewis University
Jacob Heidenreich, Loras College

Integrating Cryptography into Undergraduate Math Courses

This two-part interactive workshop provides undergraduate mathematics instructors with practical tools and insights for incorporating cryptography into their curriculum. Participants will delve into cryptographic systems ranging from ancient ciphers to modern lattice-based approaches, including RSA and GGH,, which illustrate core mathematical concepts and applications. The workshop will highlight how cryptography can motivate student engagement and bring relevance to topics like linear algebra, modular arithmetic, and number theory.

Instructors will work collaboratively through hands-on activities, experimenting with encoding, decoding, and understanding the mathematics that drive these cryptosystems. Each activity and discussion is designed to translate seamlessly into classroom settings. No prior cryptography knowledge is necessary—attendees will gain a comprehensive, accessible introduction to integrating these topics into courses they already teach.

By the end of the session, participants will leave with practical resources and strategies for implementing cryptography as a tool for teaching abstract mathematical principles in a tangible and real-world context. This workshop is ideal for educators interested in using cutting-edge applications to enrich their curriculum and inspire students with the dynamic, interdisciplinary field of cryptography.

Intended Audience: Undergraduate mathematics educators, particularly those teaching linear algebra, number theory, discrete mathematics, and applied mathematics, who are looking to enhance student engagement through real-world applications. All levels of cryptography experience are welcome.

Organizers:
Catie Adamo, University of Notre Dame
Claire Frechette, Boston College

Jumpstarting Your Scholarship

This two-day workshop focuses on developing strategies to establish your research agenda and to pursue funding and support for this agenda. During one session, we will discuss numerous aspects of a scholarship program, including how to find possible problems and collaborators, presenting your research, writing up your results, and getting your work published. We will also spend time setting goals and priorities for the upcoming year or two and make a plan for how to achieve those goals. The other session will feature an overview of the NSF, consisting of an introduction to programs that support both research in the mathematical sciences and innovations in learning and teaching together with tips for writing strong proposals. Both days will provide plenty of time for questions and discussion.

Organizers:
Nancy Ann Neudauer, Pacific University
Adriana Salerno, National Science Foundation

Teaching Probability and Statistics: Technology and Active Learning Approaches

Hands-on, visualization activities in computational math courses inspire student learning of probability and statistics. Today’s world is full of readily available data and students are typically interested in how they can use course topics in future coursework, jobs, and/or in the real world. Outside of teaching proofs and written computations, students need to grasp the whole story of probability and statistics by understanding how useful it is. Without compromising the theoretical understanding of the subjects, instructors can implement coding activities in their course lectures that go hand in hand with the written lectures. Students can engage with the lectures while learning incredibly versatile skills, which promotes forward-thinking and innovation.

Organizer:
Keisha Cook, Clemson University

Empowering Mathematics Mentorship: Personalized Undergraduate Research Experiences and Community Building

This Mini-Course is tailored for mathematicians seeking to mentor undergraduate researchers and cultivate vibrant communities. In this hands-on session, we will explore strategies for launching and sustaining successful research projects focusing on guiding individual journeys and one-on-one mentoring dynamics, complemented by the integration of personalized “Willingness Agreements.” Together, we will engage in interactive community-building exercises for research teams that encourage building trust, rapport, and confidence. We will also discuss the important role of external experiences and advising for community impact, even within the context of a single researcher. You will walk away feeling connected with other participants and with a Willingness Agreement template, empowering you to mentor an academic research experience no matter the size of your research group.

Organizer:
Cynthia Flores, California State University Channel Islands

Teaching Future Teachers

Students who are preparing to be teachers need to develop flexible understanding of advanced concepts that connects to their future teaching, to reflect on math-specific teaching challenges, and to begin critiquing our role in the education system. In this workshop, we will experience and discuss strategies that I use across math courses to to work toward these goals with future teachers [but that benefit all students]. Participants will leave with a large collection of classroom tasks and readings that they can use in their courses.

Organizer:
Brian P Katz (BK), California State University Long Beach

Math for Social Justice: Concrete Examples for the Classroom

This minicourse is for faculty interested in encouraging their students to consider issues of social justice in the context of the mathematics classroom. In Mathematics and Democracy, Lynn Steen and his collaborators set an inspiring goal, for curricula and instruction that: “empower people by giving them the tools to think for themselves, to ask intelligent questions of experts, and to confront authority confidently.’’ We will pursue Steen’s goal by featuring several examples of applications of mathematics and statistics to issues of social justice, such as racial profiling, environmental justice, and more. Some applications simply involve single class meetings while others build over the course of a term, but all invite students to raise questions of their own. We’ll share concrete examples and resources, including pointers to OER (open educational resources) materials.

Organizer:
Lily Khadjavi, Loyola Marymount University

Curiosity, Connections, and Creating Value: Leveraging the KEEN Framework in Undergraduate Mathematics Teaching

Several professional organizations in K-12 undergraduate STEM education have provided calls to action for changes in the ways in which we engage students in the teaching and learning of our field. In this minicourse, we will consider the KEEN Entrepreneurial Mindset, which comes from engineering education and asks us to accompany our students as they grow their curiosity, make connections between concepts, and seek to understand the value of learning (for us, mathematics). We will engage in discussion about the importance of changing our mindsets about teaching as we change our students’ mindsets about learning. We will dig into the KEEN website to look at the over 5000 classroom activity and pedagogy cards created by STEM colleagues committed to creating tasks that support the idea that learning mathematics (or engineering) is valuable both as an intellectual activity and as a tool for application, and we will invite participants to dive into task creation. The KEEN framework and calls to action are echoed in those from other recent publications, such as the GAIMME report, the MAA IP guide, and the ASEE Mindset Report, and as we make these connections explicit, our hope is that we can empower faculty to work with their colleagues in math-adjacent disciplines to better engage all students.

Organizers:
Stephanie Anne Salomone, University of Portland
Wojciech Kossek, University of Denver