Presentations

Introduction to Universal Design for Learning Tuesday, August 9, 2022:
atc_introduction_to_universal_design_for_learning.pdf

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...

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Designing Authentic Assessments for Learning Thursday, August 4, 2022:
arc_designing_authentic_assessments_for_learning.pdf

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...

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Coulomb branches and representation theory, at Canada-Mexico-USA Conference in Representation Theory, Noncommutative Algebra, and Categorification, Northeastern University, Boston, Sunday, June 12, 2022:
us-can-mex-2022.pdf
Coulomb branches of quiver gauge theories are a type of almost commutative algebra arising from 3d quantum field theory.  These include many popular algebras, like universal enveloping algebras, W-algebras and Cherednik algebras of type A.  Realizing these algebras as Coulomb branches emphasizes the role of a commutative subalgebra (generalizing the Gelfand-Tsetlin subalgebra of the universal enveloping algebra), and analyzing the representation theory of these algebras with respect to these commutative subalgebras naturally gives rise to flavoured KLRW algebras.  I'll try to... Read more about Coulomb branches and representation theory
Increasing the Changes a Computer Science Student will Learn Probability Monday, June 6, 2022:
cms_improving_chances_cs_students_learn_probability.pptx

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...

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Interactive Games for Probability Models Sunday, June 5, 2022:
cms_interactive_games_for_probability_models.pptx

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...

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Designing Authentic Assessments for Learning Monday, May 30, 2022:
ssc_designing_authentic_assessments_for_learning.pdf

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...

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Teaching Professional Skills in the Statistics Classroom through Authentic Assessment Thursday, May 26, 2022:
ecots_authentic_assessment.pdf

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...

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