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Upcoming and previous Colloquia (complete list)

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Tuesday
May 21, 2002
Confessions of a Mutant Mathematician Judy Holdener
Kenyon College
The theory of evolution rests on the proposition that species develop genetic variations due to mutations, and that these mutations improve their chances for survival in an ever-changing world. The mutant organism survives because random chemical mistakes allow it to better adapt to its surroundings. Without mistakes, life cannot evolve. As teachers of mathematics, we face a similar situation. Amidst the increasing amounts of change in our technological world and student populations, we cannot evolve if we do not introduce variation into our classrooms. Indeed, without a willingness to make mistakes through experimentation and new teaching pedagogies, our teaching stagnates. In this presentation, the speaker will expose some recent mutations in her teaching, focusing primarily on a new course she designed for nonmajors, which examines the mathematics of life. (The jury is still out on how these mutations have affected her level of fitness as a professor of mathematics.)
Time and Location: 4:30pm in MW 724 (lounge in 7th floor of the Math Tower)
A special tea will precede the colloquium at 3:30pm in the same room.
Tuesday
May 14, 2002
Evaluating Numerical Teacher Evaluations Paul Trout
English Department
Montana State University
The issues surrounding teacher evaluation continue to confound the education community, including those of us in higher education. Defenders of numerical student evaluations often pretend that the debate about the validity of these instruments is over. Not so fast. There are a number of studies that cast serious doubt on the alleged validity of numerical forms. Join Professor Paul Trout as he discusses four types of validity: conceptual, convergent, discriminant and consequential, and presents solid ground to suspect numerical student evaluation forms, especially when these forms are used to reward and punish the classroom behavior of professional educators. Professor Trout concludes that in light of the conflicting data, the prudent course is to desist from using these forms until they are proven to be valid and effective in improving the quality of undergraduate instruction.
Time and Location: 4:30pm in MW 724 (lounge in 7th floor of the Math Tower)
A special tea will precede the colloquium at 3:30pm in the same room.
Related Links:

Deconstructing An Evaluation Form - Article by Paul Trout

MSU Professor Finds "National Forum" for Opinions - Staff Bulletin Montana State University
Tuesday
March 12, 2002
Challenges of Teacher Preparation Roger Howe
Yale University
In this talk Professor Howe will describe why effective teacher training in mathematics is vital for improvement of mathematics education; he will also discuss the difficulties of effective teacher preparation.
Tuesday
March 5, 2002
Wonders of our World (W.O.W.) An Introduction Susan Olesik
Department of Chemistry The Ohio State University
Wonders of Our World - W.O.W. is a science outreach project. The project involves the close collaboration of local scientists, (including faculty members at The Ohio State University), the entire faculty of specific elementary schools and volunteers including parents and O.S.U. undergraduate science majors. OSU scientists develop and present workshops on specific science topics. OSU students, local scientists, and parents of elementaryschool children are recruited as resource people. We are interested in discussing the possibility of mathematicians joining these outreach efforts and would like to introduce ourselves to the Department of Mathematics through this presentation.
Tuesday
February 12, 2002
Teaching Calculus in the Computer Lab Bill Davis
The Ohio State University
Math courses are things you have to take and pass. Someone said so. Success in math is passing tests. It's part of the fabric of our society. Do well on PSAT, ACT, SAT and, if you are very special, on AP exams. Now the national goal is to lower that bar even more: You must pass the state proficiency exams. That's all there is to it. Understand? What's that? I do well on the tests, therefore I understand. The attitude doesn't end when students enter the university. We participate happily and freely in perpetuating the attitudes. After all, what more can we expect? It's what the students have been carefully taught, and we believe it's the best we can expect from them. The current math teaching reform movement focuses on changing the goals and the practices which exacerbate the situation. This movement, the impetus to change the way math is taught, has its roots in the calculus reform movement of the last fifteen years. The majority of the courses written and implemented under that rubric have the common goal of teaching understanding of mathematical concepts along with the requisite skills. Ohio State's contribution is the Calculus&Mathematica, etc., courses. These computer based lessons, written with help from colleagues at the University of Illinois, help students establish correct intuitions and concept understanding in students at the same time as skills. The goal is always to get students to solve problems. However, a solution is not a solution if it doesn't contain a careful explanation of what was done, why it was done, and what was observed. Tony Nance and I will talk about the history of the courses both here and elsewhere. We'll try to describe what they are, how they are taught, and whether or not they are successful. We plan to describe how the audiences have changed, how some of the results are disappointing, and how this has given me the most rewarding teaching experience of my many years of teaching.
Tuesday
January 22, 2002
Ensuring that All Children Have an Equal Chance in Life through Mathematics Carrie Ellis
Teach for America
Time and Location: 4:30pm in MW 724 (7th floor in the Math Tower)
A reception will precede the colloquium at 3:30pm in the same room.

Department of Mathematics