100th Annual Meeting
Southern Oregon University
Ashland, Oregon
June 18 - 21, 2019


Examples of Strategies for Active Learning in Undergraduate Education
Thursday afternoon, 20 June.
Learn Calculus in 90 Minutes with 3D Prints
Wednesday afternoon, 19 June.

Examples of Strategies for Active Learning in Undergraduate Education
Thursday, 20 June at 1:30 p.m.

Session length: 3 hours

Organized by: Julia Ruppell (Department of Biology, University of Portland, Portland, OR; ruppell@up.edu).

The process of engaging students in active learning is connected to positive learning outcomes. Many science departments in higher education are embracing this phenomenon by encouraging instructors to use more active learning in their courses. However, many instructors would benefit from increased knowledge of active learning methods and their usefulness for covering different content in their courses. Instructors benefit when they can learn from others about appropriate teaching strategies and methods along with their potential drawbacks, and this in turn benefits students. This workshop aims to engage faculty and students who are interested in promoting active learning in college science classrooms. Presenters will demonstrate active learning methods that they use, discuss what has worked well for their courses, discuss potential hurdles to utilizing active learning in undergraduate education and request feedback from participants. The information in the workshop will inform participants’ instructional decision-making and future research about active learning in college science courses.


Learn Calculus in 90 Minutes with 3D Prints
Wednesday, 19 June at 2:30 p.m.

Session length: 90 minutes

Organized by: Joan Horvath and Rich Cameron (Nonscriptum LLC, Pasadena, CA; joan@nonscriptum.com ).

 When Isaac Newton developed calculus in the 1600s, he was trying to tie together math and physics in an intuitive, geometrical way. But over time math and physics teaching became heavily weighted toward algebra, and less toward geometrical problem solving. Thus students are taught reams of algebra and formalisms that can completely obscure the elegance and simplicity of many core calculus concepts.  

What might Isaac Newton and later mathematicians have created if they had owned 3D printers? The organizers’ forthcoming book, Hacker Calculus, uses 3D printed math models to teach caculus without (much) algebra. We will use some of the 3D printed models from the book, some Powerpoint, and maybe some paper and scissors to go through key concepts of calculus conceptually.

Participants do not need to have any math background beyond Algebra 1. Student participants 13 and over are welcome to attend.

Attendance will be limited to 20 so that everyone can see, pass around and handle the models as we describe what they mean. Some of the models will also be on display during the Maker Exhibit.


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