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...

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...

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 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...