Video and slides: https://olsume.org/event/authentic-assessment-for-todays-students/
Abstract: The role of assessment in education is wide-ranging, and how we choose to assess our students will impact what they do and how they learn. Can we design assessments that serve as both accurate measures of understanding and valuable learning activities that aid knowledge retention? Can we make them accessible to a diverse group of students each with their own unique needs? In this talk, I will describe several examples of innovative assessments used in Math classes at...
At the CMS Winter meeting in Toronto, as part of the session "Inclusive Practices in Large Classes" I spoke about how I employ UDL principles in my statistics classes. A video of the talk can be found here: https://www.youtube.com/watch?v=w0LBpE_SWDE
Abstract: The last few times I have taught Statistics courses, I've employed several Universal Design for Learning (UDL) principles to make it more equitable, including multiple ways to access course material, demonstrate engagement, and submit assessments. As it turned out, students this term who normally require several...
Video recording of talk: https://www.youtube.com/watch?v=GlUrfCqvKNk&t=102s
Abstract: Like many instructors, during the pandemic I developed lecture videos for the courses I taught. I also discovered many advantages with online teaching, although I missed the classroom interactions. When teaching in-person this Fall, I wanted to keep the best of both worlds and so I fully flipped my course, STAT 334. Lecture material is delivered asynchronously via videos and the reduced in-class time prioritizes active learning and formative assessment.
At the Actuarial Teaching Conference in Chicago, IL, I spoke about Universal Design for Learning and how to make actuarial classes more accessible and equitable.
Abstract: Universal Design for Learning (UDL) refers to course design choices that maximize the accessibility of your material and assessments to students. It can have huge benefits for students with disabilities, but also has a positive impact on all students. This phenomenon is sometimes called the “curb cut effect,” where an accommodation for some people makes the world better for everyone. When applying...
At the Actuarial Research Conference in Urbana-Champaign, IL I spoke about research into assessment in STEM, with a focus on how it applies to actuarial topics.
Abstract: Assessment is both to give students feedback on their learning as well as to assign grades. But unfortunately most students only see them as a means to obtain grades. How can we change this perception, and get students to see assessment as valuable learning experiences?
As part of a strategic initiative, I have been conducting an extensive scoping review of educational literature on what...
Also at the CMS summer meeting in St John's, I spoke about the CS-specific activities I added to an intro Probability course
Abstract: A basic understanding of probability and statistics is fundamental to machine learning. But unless you point out the relationship, a first year computer science student may wonder why they have to take a statistics class at all! My talk will discuss the authentic applications, such as gaming and machine learning, that I incorporated gradually over several years to an introductory probability course, and the impact this had on student...
At the Canadian Math Society summer meeting in St John's Newfoundland, as part of the session "Learning Math Through Experimentation and Exploration", I talked about some of the interactivities I use in probability classes.
Abstract: In a third year Statistics course in Probability models, we use many theoretical models including Discrete Time Markov Chains and Brownian Motion. Sometimes it can be difficult for students to understand why and how these models come about without tangible examples, so I use games and interactive activities with coins and dice to demonstrate...
At the Statistical Society of Canada annual meeting, I spoke about some research into assessments in undergraduate STEM courses.
Abstract: Assessment is both to give students feedback on their learning as well as to assign grades. But unfortunately most students only see them as a means to obtain grades. How can we change this perception, and get students to see assessment as valuable learning experiences?
As part of the Enhance Assessment Practices project in the Faculty of Math, I have been conducting an extensive literature review of what assessment types STEM...
At the eCOTS (Electronic Conference On Teaching Statistics), I spoke about teaching professional and teamwork skills.
Abstract: There are many important life and professional skills that students need, which are often not taught or assessed in statistics classrooms. When students enter the workplace, they will be expected to: - work in teams and have accountability to their team members - communicate technical results in writing for various audiences - design and deliver presentations and field questions - give and receive meaningful feedback - self-reflect...
