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SUMMARY:Zombies\, foxes and murder: experiences in learning and teaching q
uantitative biology using technology
DTSTART;VALUE=DATE-TIME:20180712T053000Z
DTEND;VALUE=DATE-TIME:20180712T060000Z
DTSTAMP;VALUE=DATE-TIME:20220524T112515Z
UID:indico-contribution-33-28@conferences.maths.unsw.edu.au
DESCRIPTION:Speakers: Shelby Scott (University of Tennessee\, Knoxville)\n
Since the publication of the National Research Council's Report *BIO2010*\
, efforts have increased to better integrate mathematics and biology at th
e undergraduate level. Unfortunately\, similar efforts to introduce quanti
tative biology at the secondary level have been seldom. This can lead to q
uantitative achievement mismatch in students from different secondary back
grounds. We believe that technology can be used in order to diminish this
mismatch. Technology has become pervasive in the personal lives of seconda
ry and undergraduate students\, but some instructors are hesitant to incor
porate technology into pedagogy. In this work\, we review available resour
ces for teaching quantitative biology with technology\, and anecdotally ex
plore the effectiveness of learning with and teaching with these resources
.\n\nhttps://conferences.maths.unsw.edu.au/event/2/contributions/28/
LOCATION:University of Sydney New Law School/--106
URL:https://conferences.maths.unsw.edu.au/event/2/contributions/28/
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SUMMARY:Population modelling in an applied calculus class using spreadshee
ts
DTSTART;VALUE=DATE-TIME:20180712T020000Z
DTEND;VALUE=DATE-TIME:20180712T023000Z
DTSTAMP;VALUE=DATE-TIME:20220524T112515Z
UID:indico-contribution-33-27@conferences.maths.unsw.edu.au
DESCRIPTION:Speakers: Anna Mummert (Marshall University)\nIn this talk I w
ill describe a series of population modelling computer labs used in an app
lied calculus class. The labs showcase different types of population grow
th\, including Fibonacci\, exponential\, and logistic. Exponential growth
is revisited as a differential equation\, which is approximated by discre
te growth\, that is\, approximation via tangent lines\, using different ti
me intervals. In some semesters\, students used the world population data
to examine the issue of whether the population is growing exponentially o
r logistically. Each lab requires the students to use a spreadsheet progr
am\, such as Excel\, giving students practice with this essential computer
skill.\n\nhttps://conferences.maths.unsw.edu.au/event/2/contributions/27/
LOCATION:University of Sydney New Law School/--106
URL:https://conferences.maths.unsw.edu.au/event/2/contributions/27/
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SUMMARY:Coding in the classroom
DTSTART;VALUE=DATE-TIME:20180712T010000Z
DTEND;VALUE=DATE-TIME:20180712T013000Z
DTSTAMP;VALUE=DATE-TIME:20220524T112515Z
UID:indico-contribution-33-82@conferences.maths.unsw.edu.au
DESCRIPTION:Speakers: Michael Kelly (Transylvania University)\nThere are m
any benefits to incorporating coding into mathematics classrooms: students
begin to think algorithmically about mathematics\, students learn a trans
ferable skill\, and the courses can include more real-world\, data-driven
problems. However\, bringing programming into the math curriculum presents
challenges. Success and difficulties of integrating programming into the
liberal arts mathematics classroom will be presented. In particular\, inco
rporating programming in conjunction with the development of an interdisci
plinary biomathematics program at a liberal arts college will be discussed
.\n\nhttps://conferences.maths.unsw.edu.au/event/2/contributions/82/
LOCATION:University of Sydney New Law School/--106
URL:https://conferences.maths.unsw.edu.au/event/2/contributions/82/
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SUMMARY:Assessing the “ID” Part of ID-STEM Learning
DTSTART;VALUE=DATE-TIME:20180712T003000Z
DTEND;VALUE=DATE-TIME:20180712T010000Z
DTSTAMP;VALUE=DATE-TIME:20220524T112515Z
UID:indico-contribution-33-191@conferences.maths.unsw.edu.au
DESCRIPTION:Speakers: Lester Caudill (University of Richmond)\nStudent pro
gress in “interdisciplinary (ID) thinking” is remarkably resistant to
many established means of evaluation. A sophisticated skill\, such thinkin
g does not fit well into old instruments\, like timed exams. In contrast t
o discipline-specific skill sets\, a student’s ability to view problems
from multiple-disciplinary perspectives cannot be evaluated in terms of an
objective standard\, and\, therefore\, requires both pre- and post-assess
ment. We will discuss issues related to this matter\, and will share poten
tial strategies for effective assessment of student gains in ID thinking.\
n\nhttps://conferences.maths.unsw.edu.au/event/2/contributions/191/
LOCATION:University of Sydney New Law School/--106
URL:https://conferences.maths.unsw.edu.au/event/2/contributions/191/
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SUMMARY:Teaching mathematical modelling in ecology: experiences from a new
interdisciplinary course
DTSTART;VALUE=DATE-TIME:20180712T013000Z
DTEND;VALUE=DATE-TIME:20180712T020000Z
DTSTAMP;VALUE=DATE-TIME:20220524T112515Z
UID:indico-contribution-33-26@conferences.maths.unsw.edu.au
DESCRIPTION:Speakers: Jennifer Prairie (University of San Diego)\nAlthough
many of the most important academic problems lie at the interface of trad
itional disciplines\, undergraduate students are rarely exposed to true in
terdisciplinary learning in their courses. Indeed\, despite the necessity
for mathematical and computational skills in modern biological and environ
mental research\, most life science students lack any experience with high
er-level mathematics or how to apply it. Here\, I present experiences from
a newly developed interdisciplinary Mathematical Modelling in Ecology cou
rse taught by myself (in the Department of Environmental and Ocean Science
s) and a colleague (Dr. Amanda Ruiz in the Department of Mathematics) at t
he University of San Diego (USD). In this course\, both Environmental and
Ocean Sciences majors and Mathematics majors and minors learned about how
mathematical concepts can be applied to address ecological questions. This
course used a novel "linked" design in which the two groups of students w
ere enrolled in separate classes but that were offered at the same time\;
this allowed the two student groups to learn at different paces\, but to s
ometimes be combined to facilitate peer learning and collaborative problem
solving. In addition\, each week there was a joint 3-hour lab\, in which
students from both classes worked together in groups on complex interdisci
plinary assignments to address ecological questions using both mathematica
l and computational techniques. I will discuss both the successes and chal
lenges from our first time teaching this course\, both from a faculty pers
pective\, and from end-of-the-semester student surveys. Lastly\, I present
potential future directions for this course and similar courses at other
universities with the aim of further developing interdisciplinary curricul
um at the interface of mathematics and biology.\n\nhttps://conferences.mat
hs.unsw.edu.au/event/2/contributions/26/
LOCATION:University of Sydney New Law School/--106
URL:https://conferences.maths.unsw.edu.au/event/2/contributions/26/
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SUMMARY:Modelling with data in an introductory numerical methods course
DTSTART;VALUE=DATE-TIME:20180712T050000Z
DTEND;VALUE=DATE-TIME:20180712T053000Z
DTSTAMP;VALUE=DATE-TIME:20220524T112515Z
UID:indico-contribution-33-83@conferences.maths.unsw.edu.au
DESCRIPTION:Speakers: Celestine Woodruff (James Madison University)\nModel
ling with real data in the classroom not only gives students a sense of wh
y the mathematics matters\, but it also gives them perspective on how mess
y the real world is and how we adapt our models to suit non-perfect data.
We present a class activity and project for an introductory numerical meth
ods course in which Calculus 1 and 2 are prerequisites. In the classroom w
e introduce curvature and a method for calculating curvature using discret
e points. We then explore how we could use curvature to identify sinkholes
given data from high resolution digital elevation models (DEMs). Outside
of class\, groups of students create codes in Matlab to calculate the curv
ature at each boundary point of some given depression. Each group then dec
ides how to use these individual curvatures to determine whether a depress
ion is a sinkhole. Once all projects are complete the students present the
ir methods in class and test their codes on actual geological data. Althou
gh this project is geological in nature\, it could be used with any applic
ation in which identification is based on roundness.\n\nhttps://conference
s.maths.unsw.edu.au/event/2/contributions/83/
LOCATION:University of Sydney New Law School/--106
URL:https://conferences.maths.unsw.edu.au/event/2/contributions/83/
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