Online event: Inclusive Teaching in Mathematics and Informatics

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Date/Time:Thursday, 26 Apr 2018 from 1:00 pm to 2:00 pm
Location:View on your own register through CIRTL through link below
Channel:Center for Excellence in Learning and Teaching
Categories:Diversity Training, development
Actions:Download iCal/vCal | Email Reminder
Student and professor demographics in mathematics and informatics show that, like other STEM fields, women remain underrepresented as both learners and instructors. In this panel of current and future faculty and undergraduate students will discuss how identity intersects with instruction in these two fields.

Panelists will discuss how instructors can identify and combat stereotype threat, consider how the shifting demographics of informatics professors affect instruction in the discipline, and identify how instructors can incorporate inclusive teaching practices in key courses.

*Questions to consider include:*
== How do mathematics and disciplines within Informatics approach diversity and inclusion? With regard to undergraduate and graduate teaching, what kind of practices (e.g., courses, topics, and professional development) exist? o Research has shown that stereotype threat impairs student performance and retention in the STEM disciplines (Good, Rattan, & Dweck, 2012; Beasely & Fischer, 2012). As an instructor in mathematics or informatics, what are your experiences with this phenomenon and how have you responded?
== International students and instructors make up a large portion of the informatics community at US universities. How do these demographic realities change informatics instructional practices?
== According to the 2016 American Mathematical Society (AMS) annual survey, over three times more men than women were hired for faculty positions in the mathematical sciences in US four-year colleges and universities. What are the implications for this data on institutional efforts to be intentional about hiring, retaining, and promoting women and other minority faculty in mathematics?
== According to the Association of American Colleges & Universities, student DFW rates - that is, the number of students who receive a D or F, or withdraw - in introductory mathematics and statistics courses are linked to student preparation and placement, course augmentations, and alignment (Brakke & Helpern, 2014). How can instructors leverage inclusive teaching practices in these courses to improve DFW rates?

*For learning outcomes, references and more,* visit CIRTL's Inclusive Teaching in Mathematics and Informatics event website.

Janice Blum, Indiana University
Elizabeth Creamer, IUPUI
Fei Tan, IUPUI
Drazen Petrovic, IUPUI
Aqueasha Martin-Hammond, IUPUI
Michael Pilla, IUPUI

*To register* visit CIRTL's Equity-Oriented, Inclusive Teaching in STEM website.

*Questions about attending the CIRTL event?*
Visit CIRTL's How to Use Blackboard Collaborate web guide or email

*About CIRTL (Center for the Integration of Research, Teaching, and Learning)*
ISU's membership in CIRTL is sponsored in a partnership between CELT and the Graduate College.

CIRTL's mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners as part of successful and varied professional careers. It was established with the intent of preparing future science, technology, engineering, and mathematics (STEM) faculty across the nation, to ultimately improve the STEM learning of all students, at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation. The three CIRTL core ideas are: Evidence-based Teaching, Learning Communities, and Learning-through-Diversity.

This event is promoted ISU's Center for Excellence in Learning and Teaching. Learn more via the CELT website.