Effect of Vertical Non-Permanent Surfaces (VNPS) on Task Cognitive Demand: A Case for Pedagogical Reasoning

This blog post has to do with vertical non-permanent surfaces (VNPS), but it really is the need for more pedagogical reasoning and sense-making in our community. I don't mean to pick on VNPS in particular--I am using it as an example only because I happen to have some data about it. About VNPS: (I apologize… Continue reading Effect of Vertical Non-Permanent Surfaces (VNPS) on Task Cognitive Demand: A Case for Pedagogical Reasoning

What Must Teachers Posses to Support Their Equitable and Inclusive Teaching?

What must learners of mathematics possess so that they can learn mathematics on their own? For example, once a student graduates from my college, what does she need to continue learning mathematics on her own? Besides having some body mathematical content knowledge, this student would probably need to have some mathematical habits of mind, some… Continue reading What Must Teachers Posses to Support Their Equitable and Inclusive Teaching?

The importance of students’ identity, power, and experiences

In this blog post, I point out that there is growing evidence that there some so-called "active learning" teaching strategies (on average) improve learning outcomes for all students while also (on average) improving learning outcomes disproportionately more for women, students of color, and/or first-generation students.   For example, in this paper, Sandra Laursen, Marja-Liisa Hassi, Marina… Continue reading The importance of students’ identity, power, and experiences

Defensiveness is a barrier to equity work

Defensiveness can be a barrier to effective communication, particularly when it involves receiving feedback from others or encountering information that contradicts what we believe about ourselves. For that reason, defensiveness can be a major barrier to becoming a more equitable educator. In this blog post, I'd like to dive deeper into this subject to think… Continue reading Defensiveness is a barrier to equity work

The Ever-Present Challenges of Group Work

I have written previously about how group work is both great for students and difficult to do well. Today I had a conversation with a student and faculty member that reinforced these ideas again. Prof. X, a faculty member that that I know, is trying to incorporate more small group work in an upper division… Continue reading The Ever-Present Challenges of Group Work

Why should faculty care about diversity, equity and inclusion?

Sumi Pendakur and I recently published an article in the Notices of the American Mathematical Society entitled, "Advocating for Diversity and Inclusion in Faculty Hiring," in which we offer some best practices for faculty searches. Though it was written for people in the mathematical sciences, the strategies and tactics we offer can be used by any… Continue reading Why should faculty care about diversity, equity and inclusion?

Active Learning 2.0: Making it Inclusive

I've written several posts (1, 2, 3) about why active learning is a good thing. There is even growing evidence that some forms of active learning seem to raise student learning outcomes and make those outcomes more equitable at the same time. All of that is great, but I believe strongly that active learning is… Continue reading Active Learning 2.0: Making it Inclusive