Speaker:

Hanna Bennett, University of Michigan

Abstract:

The University of Michigan Introductory Program (Calculus I, Calculus II, and a course before calculus) has been using a "reformed" pedagogical model since the calculus reform movement in the mid-1990s. Our courses are taught in small sections and have a strong emphasis and collaborative problem solving.  Most of students' time in class is spent working together on challenging problems that emphasize conceptual understanding and students' ability to communicate mathematics. We have in recent years begun looking at ways we can improve the degree to which our courses are inclusive and equitable. This work has focused especially on course assessment, course grading structure, and instructor training. One of the largest changes has been the a movement away from high-stakes exams to mastery-based assessments that are a large component of students' grades. I will discuss what changes we've made so far, what effects we've seen as a result, and where we're hoping to go from here.

Meeting ID: 917 9634 1354
Passcode: 5PSP4y