Join us for three research talks by doctoral students taking part in the advanced Certificate in University Teaching (CUT) program, and find out more about the educational research interests of your fellow graduate students across campus. This will be a 1.5 hour-long session that will count toward your Fundamentals workshop credit.
Mathematical Proofs 101: How Proofs Should Be Read, Written, and Taught (research presentation; 30 min.)
Christopher M. van Bommel, PhD Candidate, Combinatorics and Optimization
A significant amount of research has considered mathematical proofs, the students who learn them, and the instructors that teach them, from a variety of perspectives. This presentation considers this topic from four main perspectives: students’ perceptions of mathematical proofs, instructors’ presentations of mathematical proofs, using peer review to develop students’ abilities to read proofs more critically and write proofs more convincingly, and providing students with the skills required to independently read and write proofs.
The Benefits and Challenges of Problem-based Learning in University Mathematics (research presentation; 30 min.)
Jamie de Jong, PhD Candidate, Combinatorics and Optimization
Teaching a large-size foundational engineering course requires numerous efforts and innovations to enable an effective material delivery to students with diverse learning backgrounds. Moreover, the requirement of a strong mathematical background and equation application skill in the early undergraduate stage can be intimidating for students, demotivating their confidence in the future study. In this talk, we introduce several engaging teaching methods to facilitate the learning process in foundational electrical engineering courses.
Problem-Based Learning in Calculus for Engineers (research presentation; 30 min.)
Humeyra Kiyak, PhD Candidate, Applied Mathematics
Calculus is both very important and very difficult to learn for many engineering students. As a result, many calculus instructors are confronted with the question of how to best teach their subject to engineering students. Some math instructors suggest that calculus should be taught by using more active learning strategies. Problem-based learning (PBL) is one of the available active learning-based strategies. In this talk, I will present how PBL can be used is in teaching calculus to engineering students.
- Registration is required. Difficulty registering? Read our registration help guide.
- Participants will receive an attendance credit towards the Fundamentals program if they arrive on time and stay until the end of the event.
- A maximum of one special topic workshops can be counted toward your Fundamentals certificate.
Many of our workshops have waiting lists, so if you've registered but can't attend, please notify us 24 hours in advance (at email@example.com ) so that we can give your spot to someone else.
The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are studying, working, or visiting at Waterloo. If you have questions concerning access, such as parking, building layouts, or obtaining information in alternative formats, or wish to request accommodations for a CTE workshop or event, please contact CTE via email (firstname.lastname@example.org) or phone (ext. 33857) and include the session’s title and date. Our workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. We also welcome accompanying assistants, interpreters, or note-takers; notify us if accommodations are needed in this regard. Please note that some accommodations may require time to arrange.
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