• Dates: May 13-16, June 17, August 12, October 7
• Workshop Facilitators: Lew Ludwig, Gizem Karaali, Kira Hamman
• Description: Artificial intelligence, particularly generative AI like ChatGPT, is on everyone’s mind right now. There is a robust and ongoing discussion of its risks and benefits, its potential impacts on higher education, the philosophical and ethical questions it engenders, and the ways in which faculty and students might use it effectively. This workshop will support participants as they dive into these conversations as informed contributors. After a brief but informative exploration of the mathematics that makes these new technologies work, we will engage with the pedagogical challenges and promises they bring to the foreground. Participants will have the opportunity to work hands-on with a selection of AI platforms, with particular emphasis on the most widely used large language model, ChatGPT. They will develop assignments or lessons that encourage students to make use of these technologies in a competent and yet critical manner.

• Dates: June 3, 4, 6, 7
• Workshop Facilitators: Nancy Kress, Matthew Voigt, Wendy Smith, Antonio Martinez, Rebecca Machen
• Description: This workshop will support participants in adopting or fine-tuning 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 that we all have experiences that, when shared, contribute to the learning of others in the group. Participants will have opportunities to engage with 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/or lesson plans for a class they will be teaching the following semester.

• Dates: June 17, 18, 20, 21
• Workshop Facilitators: Rachel Funk, Kelsey Quaisley, Amy Been Bennett, Wendy Smith, Matthew Voigt, & Jess Ellis Hagman
• Description: Is your mathematics department seeking to improve student grades and retention? Have you seen local data that show inequitable student outcomes from mathematics courses? How can a mathematics instructor respond to these complex situations? This workshop takes a critical approach to using data (both quantitative and qualitative) to improve equity in undergraduate mathematics courses, including asking questions about what are the intended outcomes, what data can show progress toward those outcomes, and what changes could local teams implement to make that progress. A critical approach critiques and challenges the systems that create inequalities and seeks to make improvements that extend beyond the confines of those systems. Systems include the mathematical content we teach, the way we teach it, the programs that support these teachings, the departments that house these programs, the advising processes placing students into these courses, and so much more. Participants will explore their local systems and current data, making plans for forming local transformation teams with equity-focused goals that will draw on data spanning student achievement, experience, and student access, and also students’ mathematics identities and both classroom and department power dynamics.

• Dates: June 24-28
• Workshop Facilitators: Drew Lewis, Tien Chih, Francesca Gandini, Joe Hibdon, Tonya DeGeorge, & Jordan Kostiuk
• Description: 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.

• Dates: July 9,10,11,18
• Workshop Facilitators: Natasha Speer, Jack Bookman, Emily Braley, Ian Thackray, Shandy Hauk, TJ Murphy
• Description: Is your department interested in helping graduate students learn to teach? Perhaps your department is considering starting a teaching-focused professional development program. Or maybe your department has a program but is interested in updating and enhancing it?

Many departments now offer pre-semester orientations, semester-long seminars, and other opportunities for graduate students who are new to teaching so they will be well-equipped to provide high-quality instruction to undergraduates.

This workshop will provide guidance on the design of mathematics department-based professional development programs teaching for graduate students. Each day will include several hours of synchronous and asynchronous activities, plus work time. At the workshop, participants will:

• learn how to design a successful graduate student professional development program 
• gain familiarity with research and evaluation related to teaching and instructor preparation 
• gain access to a large collection of lessons, activities, and assignments to use in your program

Departments are encouraged to send two-person teams to the workshop

• Dates: July 22-25
• Workshop Facilitators: Paul Seeburger, Deborah Moore-Russo, Stepan Paul, & Shelby Stanhope
• Description: Learn to use CalcPlot3D and hands-on explorations with 3D-printed surfaces to help your students visualize and better understand a variety of three-dimensional calculus concepts. Explore planes, motion along a curve, surfaces, contour plots, partial derivatives, gradients, directional derivatives, constrained optimization, regions of integration, vector fields, and many more topics from multivariable calculus.

Learn the features of CalcPlot3D and how to use it effectively in your teaching. Work with other participants in small groups to explore a variety of topics using CalcPlot3D. Learn to use a scripting feature in CalcPlot3D to create dynamic slideshows for classroom demonstrations and for hands-on student concept explorations.

• Dates: July 29-30 & August 1-2
• Workshop Facilitators: Rachel Arnold, Andy Norton, & Corinne Mitchell
• Description: The Proofs Project, an NSF-funded project, will provide a research-based professional development experience for instructors of introductory proofs courses, whether they’re teaching for the first, fifth, or fiftieth time. The purpose of the workshop is to support instructors’ efforts to elicit and meaningfully address some of the persistent challenges (epistemological obstacles) students experience when proving. Participants will have access to research-based tasks and instructional modules (with video of actual classroom interactions) intended to support students’ development of logical structures necessary for mastering proofs and proving. During the workshop, participants will design their own research-based unit or lesson plan addressing challenges associated with learning to prove. They can take advantage of related tasks designed to elicit and address epistemological obstacles that their students might experience in the classroom. Then, participants will have the opportunity to share their lessons and units with each other, so that they might benefit from the collective ideas generated by workshop participants. Ultimately, this workshop will build community among introductory proofs instructors as we take on the challenge of implementing effective research-based instruction. To learn more about the Proofs Project, please visit our website at https://math.vt.edu/proofs-project.html.

• Dates: June 5, 6, 7, & 9 from 11 am-5 pm
• Workshop Facilitators: Therese Shelton, Patrice Tiffany, Brian Winkel, Rosemary Farley, Kurt Bryan, & Leigh Noble
• Description: 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.

• Dates: June 5-9 from 11 am-5 pm
• Workshop Facilitators: Drew Lewis, Tien Chih, Francesca Gandini, Joe Hibdon, Steven Clontz, & Julie Estis
• Description: 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.

• Dates: June 12, 13, 15, 16 from 11 am-5:30 pm
• Workshop Facilitators: Nancy Kress, Matthew Voigt, Rebecca Machen, Antonio Martinez, & Wendy Smith
• Description: This workshop will support participants in adopting or fine-tuning 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 that 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.

• Dates: July 11-13 + July 18 from 11 am-5 pm
• Workshop Facilitators: Natasha Speer, Jack Bookman, Shandy Hauk, & Emily Braley
• Description: 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.

• Dates: July 11-13, 18-20, 25-27 from 1 pm-4 pm
• Workshop Facilitators: Rebecca Glover, Roberto Soto, Elizabeth Thoren, & Gulden Karakok
• Description: 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. To develop teaching strategies to empower all of our students to find mathematical success, as a community of instructors we will engage in discussion by utilizing video, research literature, and classroom artifacts and reflect on our teaching practices. 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.

• Dates: July 17-20 from 11 am-5 pm
• Workshop Facilitators: Paul Seeburger, Deborah Moore-Russo, Stepan Paul, & Shelby Stanhope
• Description: 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.

• Dates: July 24-28 from 11 am-6 pm
• Workshop Facilitators: Sharona Krinsky, Robert Bosley, & Kate Owens
• Description: 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. 

• Dates: May 23-26 from 11 am-5 pm
• Workshop Facilitators: Allison Henrich, Michael Dorff, Pamela E. Harris, & Michael Young
• Description: 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.

• Dates: June 6 – 9 from 11-5:30 ET
• Workshop Facilitators: Nancy Kress, Matthew Voigt, Wendy Smith, Rebecca Machen, Antonio Estevan Martinez, & Adriana Corrales
•  Description: 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.

• Dates: June 7-9, June 14-16, June 21-23 from 1 pm – 4 pm ET
• Workshop Facilitators: Nina White, Rebecca Glover, Elizabeth Thoren, & Gulden Karakok
• Description: 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

• Dates: July 5 – 8 from 10 am-5 pm
• Workshop Facilitators: Therese Shelton, Patrice Tiffany, Brian Winkel, Leigh Noble, Kurt Bryan, Corban Harwood, & Rosemary Farley
• Description: The workshop, using a rich set of proven modeling activities and engaging teachers to colleagues, is for faculty who want to use modeling to teach differential equations. SIMIODE materials and community support maintain a modeling approach beyond the workshop.

• Dates: July 11 – 14 from 11 am-5 pm
• Workshop Facilitators: Kathryn Kozak*, Ambika Silva, & Jenna Carpenter
• Description: 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 the 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).

• Dates: July 12-14, 19-21, 26-28 from 12:00 – 3:00 PM
• Workshop Facilitators: Mary Pilgrim, Cindy Blois, & Amelia Stone-Johnstone
• Description: 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 the 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.

• Dates: June 13 – 16 from 11 am-5 pm 
• Workshop Facilitators: Todd Grundmeier & Danielle Champney
• Description: Participants will engage in creating rich tasks for mathematics classes for future elementary school teachers and discuss the implementation of such tasks.

• Dates: July 18 – 22 from 11 am-6 pm
• Workshop Facilitators: Sharona Krinsky, Owynn Lancaster, & Robert Bosley
• Description: 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.

• Fall 2024: August 12, September 19, October 24, November 21, & December 12 from 3 to 5 pm ET
• Workshop Facilitators: Rebecca Segal, Susan Ganter, Victor Piercey, Vennie Filippas & Caroline Maher-Boulis
• Description: Introductory mathematics primarily serves students in partner disciplines as a prerequisite for their major’s content courses. This Learning Community will walk teams of interdisciplinary faculty through the establishment of a robust, local partnership to develop, deliver, and maintain course content that is relevant for the students in partnering departments.  The ideal workshop participants would be 1-3 math faculty who teach and/or coordinate a lower-level mathematics course that serves as a prerequisite or corequisite for one or more partner disciplines (Business, Sciences, Engineering, Health, etc.) along with one or more partner discipline faculty.  

Mathematics faculty will meet online as a group in August to discuss initial considerations for setting goals, establishing target coursework, establishing discipline partners, and other preliminary considerations. Partner discipline faculty will be expected to attend the online meeting in September and participate in the work throughout the semester.  A subset of the team will be expected to attend the monthly meetings throughout the fall semester. The workshop instructors will be available throughout the spring for consultation. A final conference/share out of work will take place in May.

• 2023 Fall: July 28, August 11, September 8, October 6, November 3 & December 1 from 3 to 5 pm ET
• Workshop Facilitators: Todd Grundmeier & Danielle Champney
• Description: In this learning community, we will support one another in the development and implementation of rich mathematical tasks in content classes for future elementary/middle school teachers. Teaching is one of the most collaborative activities, so as a community, we will build resources and serve as sounding boards for one another, as we foster collaboration among faculty members who will either be teaching a math content course for elementary/middle teachers during the fall semester or those preparing to teach such a course in the coming year. In preparatory Zoom meetings on July 28 and August 11, community members will engage in activities to facilitate the task design process, toward creating and adapting rich tasks for specific learning objectives and setting goals for their classes or preparation. During the fall semester, members will meet once monthly to discuss their task preparation or implementation. Task creation will be set in the context of current professional literature and task implementation will be framed by the Five Practices for Mathematical Discourse (Smith & Stein, 2011). The learning community will also focus on intentional and meaningful formative assessment, as this is a critical aspect of implementing rich mathematical tasks.  By starting in late summer and continuing into the fall academic term, our learning community conversations will be enriched by data and experiences from our fall teaching work and future planning. 

• Date: November 3, 2:00 – 3:30 ET. 
• Keynote: Dr. Aris Winger, Executive Director of the National Association of Mathematicians
• Title: Revealing, Naming, and Breaking through Barriers and Challenges in Mathematics
• Description: This can be a moment of change. If we can come together, listen to each other, and find common ground, then we can use our skills as problem solvers to meet our challenges head-on. In this first meeting of the MAA MSI Leadership Summit, we begin the process by discussing what some of these challenges are. All perspectives are welcome and needed – only through authentic sharing of all our voices can we find a path forward to make our discipline better for all.

• Spring Session 1 of 3: February 22, 2024 from 3:30 to 5:00 pm ET
• Keynote: Dr. Shelly M. Jones
• Description: This session aims to enhance participants’ knowledge and ability to implement culturally relevant teaching practices in the mathematics classroom. Participants will explore the concept of mathematics identity as outlined by Aguirre et al. (2016) and key elements of culturally relevant mathematics pedagogy according to Matthews et al. (2023). The goal of the session is to empower educators to facilitate deeper learning and understanding of math by establishing meaningful connections to students’ personal experiences, communities, and the broader world. 

• Spring Session 2 of 3: March 7, 2024, from 3:30 to 5:00 pm ET
• Keynote: Sharona Krinsky
• Description: Alternative Grading is an umbrella term referring to approaches to grading where grades reflect demonstrated student mastery of course content through the alignment of assessments to course learning outcomes with a built-in process for learning through feedback. In this presentation we will begin with a short exploration of the shortcomings of the traditional points-and-percentages grading system used throughout the US followed by an introduction to the principles of Alternative grading, the philosophy behind it, as well as a series of practical steps that need to be considered when thinking about redesigning a course to use Alternative Grading. Throughout this introduction, we will be referencing the ways in which a well-designed alternatively graded course can assist with providing opportunities for success for a much wider array of students than the current system provides, particularly students who come from URM communities. From built-in flexibility in the demonstration of learning to far more transparency as well as grading policies that measure learning rather than compliance, Alternative Grading provides tremendous potential for equity and inclusion, improvements in the student-instructor relationship, and enhancements to the classroom experience for students and instructors alike, while exposing the historical development of traditional grading and its foundations in privilege and rank.

• Spring Session 3 of 3: March 21, 2024 from 3:30 to 5:00 pm ET
• Keynote: Dr. Rachel Funk & Dr. Kelsey Quaisley
• During this session, participants will learn how and what institutional data can inform departmental change efforts to improve equity in undergraduate mathematics courses. This interactive session will give participants opportunities to learn about and discuss the use of data as it relates to intended outcomes and actions to make progress on their goals. Hands-on activities include exploring a data dashboard relating student perceptions of instructional practices to various identity markers. Participants will also delve into research on effective departmental change efforts broadly, considering who is involved in the collection, analysis and use of institutional data. This session will include opportunities for individual and collective reflection and brainstorming of next steps.

• Wednesday, September 21, 2022 from 4:00-6:00 pm ET
• led by ViewSandra Laursen, University of Colorado – Boulder
• In this session, we discussed the importance of teaching-focused professional development (TPD), the shift to online TPD in particular, and what research, resources, and networks would strengthen the community of TPD providers.

View Zoom Recording

• Wednesday, September 28, 2022 from 4:00-6:00 pm ET
• led by Stan Yoshinobu, University of Toronto
• In this session, we heard from teams who led OPEN Math workshops in 2022 and who shared lessons learned from delivering TPD in an online setting, emphasizing the benefits and challenges of online vs face-to-face delivery. Group discussions focused on strategies for mitigating the challenges in the future.

View Zoom Recording

• Thursday, October 6, 2022 from 4:00-6:00 PM ET
• led by Doug Ensley, an Independent MAA Consultant

In this session, we discussed all of the aspects of the OPEN Math 2023 Request For Proposals, including designing a workshop, recruiting a leadership team, and crafting a proposal. There is no recording available for this session.