Joint CMS/CMESG Session
Tuesday July 14, 3:15 – 4:15 EDT (60 min)
Thursday July 16, 3:15 – 4:45 EDT (90 min)
What COVID might teach us about the broad strokes of student assessment.
Yup, we all know about COVID-19. In these sessions we want to use our present experience as a launching point to do some focused thinking about something we all know is critical to our practice, but which we have been putting off for “too long already.” We are talking here about student assessment writ large––not centred so much on testing, but on those formative moments when a student can be given something that will allow him to shift into a different gear or light a new kind of fire in her imagination.
The sessions will be co-hosted by Richelle Marynowski and PeterTaylor.
The Tuesday session will begin with brief commentaries by Peter Liljedahl, Lisa Lunney Borden and Richelle Marynowski, followed by open discussion.
The Thursday session will feature up to fifteen 4-minute ad-hocs (live) followed by 30 minutes of wrap-up discussion. It is hoped that the ad-hoc themes will emerge organically from the Tuesday discussion.
Rebecca Tyson (University of British Columbia)
COVID-19 and Public Policies
COVID-19 has thrust mathematical modelling in the limelight, with the BBC going so far as to post a system of 5 ordinary differential equations on the evening news last April! Politicians are referring to models on a regular basis, and so clearly mathematicians are making a difference. But what are the steps between research results and government policy? In this session we will hear from a wide range of researchers who have been involved in the process of policy development, and learn how the process varies across provinces and countries.
When a Door Closes… The Creative Fallout of the Pandemic
Over the past months we have changed the way we live and work. Some of these changes have been good not only for us but for the world and as we reflect on these, we will want to develop them going forward. Tell us about one or two of these in your own teaching/learning life.
Brian Forrest(Waterloo), Yuliya Nesterova (Queen’s)
Wednesday July 15
K-12 Education Session
This year has highlighted the need for creative approaches to teaching online math classes. Share the joys, laughs, and tears of your online teaching experience. Did you wrangle a kitchen sieve to teach spheres? Wrote all over a window with whiteboard markers? Felt the power of the internet course through your fingertips? Share your experiences in a 10-20 min talk and live-chat with fellow teachers on how best to teach math post-covid.
Brian Forrest (Waterloo)
Design and Teaching of Online and Remote Mathematics Courses
Covid-19 has shone a spotlight on the challenges of online and remote learning. In this session we will explore ideas for effective design and delivery of both fully online and emergency remote mathematics courses.
Amenda Chow (YorkU, teaching stream), Jane M Heffernan (YorkU, Director Mathematics for Education), Iain Moyles (York U, Academic Integrity Panel)
Academic Integrity in the Remote Classroom
We will have three discussion panels:
- Cheating experiences in remote learning
- Course development for remote learning that promotes academic integrity (in small and large classes)
- Ultimate outcomes and direction of COVID-19 on higher learning and policy
Discussions will include academic integrity experiences during COVID-19 (i.e., cheating), descriptions of course and university policies and pros and cons of these policies that have been utilized during COVID-19, and recommendations for the road ahead (summer, fall, winter terms in 2020-2021).
Monica Cojocaru (Guelph)
Modelling in Biomathematics: COVID-19 and beyond
We present novel results in modelling of population health along the lines of the current pandemic, but not limited to it. This session will hold live online talks with a Q\&A discussion with all the presenters at the end of the session block.
Kseniya Garaschuk (University of the Fraser Valley), Veselin Jungic(Simon Fraser University)
Voices of diversity: Students in a University Math Classroom
The panel will serve as a forum to hear students’ voices and discuss students supports in this time of crisis. The panel will consist of students at different levels of their studies (a graduate student, an undergraduate student, and a current high school students who is planning to enter the university in the fall) together with a couple of faculty who are known to be community champions when it comes to the issues of a student’s well-being and supporting diversity. We will share expectations and challenges of the upcoming academic year and discuss various supports that we can implement with our students in mind.