@webarticle {36932,
	title = {The Ups and Downs of the Polling Software Vevox},
	journal = {FYMSiC Newsletter},
	year = {2025},
	author = {Minzee Kim and Chelsea Uggenti}
}
@proceedings {34968,
	title = {First steps towards implementing Universal Design for Learning to support equitable assessments.},
	journal = {International Association for Statistical Education Satellite Conference},
	year = {2023},
	abstract = {<p class="Abstract">
	Universal Design for Learning (UDL) promotes inclusion of a diverse set of student learning needs and is beneficial for improving student learning outcomes regardless of physical or neurological ability. Yet instructors may ask themselves, {\textquotedblleft}Where do I start?{\textquotedblright} in terms of implementing UDL strategies in their courses. A review of relevant literature for the application of UDL strategies for assessments in post-secondary mathematical and statistical education is provided. A list of nine basic changes made by instructors to improve the accessibility and inclusivity of assessments in their courses is offered. Such changes are intended to provide immediate impact with relatively low effort aimed towards instructors with minimal UDL experience. Two case studies focusing on the implementation of UDL strategies for assessments in statistics courses are included for reference. This paper serves as an introduction into the realm of UDL and, more specifically, UDL practices for assessments.
</p>
},
	url = {https://drive.google.com/file/d/1OWIly9K_MmdiI8bjulyaW8BIcDTczcVl/view},
	author = {Nikolas Zelem and Diana Skrzydlo and Chelsea Uggenti}
}
@webarticle {34969,
	title = {Tips for New (and Seasoned) Instructors},
	journal = {CMS Notes},
	year = {2023},
	abstract = {Do you ever feel overwhelmed in your role as a new instructor? If the answer is yes, then welcome to the club! New instructors have many demands, such as learning institutional and departmental expectations, teaching courses for the first time, creating course materials and assessments and developing teaching practices/styles. It may seem daunting at first, but there are many simple steps that you can take to alleviate some of these burdens to maximize your time, energy and overall enjoyment of teaching. The following tips are a combination of lessons learned from experienced colleagues that we are delighted to share with you.},
	url = {https://notes.math.ca/wp-content/uploads/2023/07/Tips-for-New-and-Seasoned-Instructors-\%E2\%80\%93-CMS-Notes.pdf},
	author = {Kseniya Garaschuk and Chelsea Uggenti}
}
@article {34112,
	title = {Global stability for infectious disease models that include immigration of infected individuals and delay in the incidence},
	journal = {Electronic Journal of Differential Equations},
	volume = {2018},
	year = {2018},
	pages = {1-14},
	abstract = {We begin with a detailed study of a delayed SI model of disease transmission with immigration into both classes. The incidence function allows for a nonlinear dependence on the infected population, including mass action and saturating incidence as special cases. Due to the immigration of infectives, there is no disease-free equilibrium and hence no basic reproduction number. We show there is a unique endemic equilibrium and that this equilibrium is globally asymptotically stable for all parameter values. The results include vector-style delay and latency-style delay. Next, we show that previous global stability results for an SEI model and an SVI model that include immigration of infectives and non-linear incidence but not delay can be extended to systems with vector-style delay and latency-style delay.},
	author = {Chelsea Uggenti and Connell C. McCluskey}
}
