Documenting the History of Black Mathematicians
Organizers: Edray Goins and Amy Oden. October 9, 2020
In 1997, Scott Williams created the website Mathematicians of the African Diaspora. The "MAD Pages," a compilation of more than 1,000 pages featuring over 700 biographies, documents the lives of African American mathematicians, computer scientists, and physicists. It has seen more than 20 million visitors since its creation. After Williams retired in 2008, a team of Black mathematicians formed to continue his legacy by updating the site. The new MAD Pages will be unveiled on October 9. Documenting the History of Black Mathematicians will introduce the features of this new site, and discuss the multifaceted efforts of individuals around the world to document the history of the Black Diaspora in the mathematical sciences.
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Dr. Nira Chamberlain listed by the Science Council as “one of the UK’s top 100 scientists”. In 2020, he became President of the Institute of Mathematics and its Applications (IMA). He has more than 25 years of experience of writing mathematical models/simulation algorithms that solve complex industrial problems. One of Chamberlain’s notable talks is entitled The Black Heroes of Mathematics
Dr. Edray Herber Goins is Professor of Mathematics at Pomona College. Goins is the lead for the MAD Pages Update project. He has published over 20 journal articles in areas such as applied mathematics, graph theory, number theory, and representation theory; and on topics such as Diophantine equations, elliptic curves, and African Americans in mathematics. From 2015-2020, he served as president of the National Association of Mathematicians (NAM).
Dr. Talitha Washington is the inaugural Director of the Atlanta University Center Data Science Initiative, where she is a Professor of Mathematics. She is also affiliate faculty at Morehouse College, Morehouse School of Medicine, and Spelman College. Washington has written extensively about the first African American to receive a doctorate in mathematics, Elbert Frank Cox.
Mr. John Weaver is the founder and CEO of Varsity Software and web developer for the updated MAD Pages. Weaver is a graduate of Princeton University and the Wharton School, Weaver began the company in 2010. He is no stranger to the cyber-presence of African Americans in mathematics as he maintains the website for the Conference for African Americans in the Mathematical Sciences (CAARMS).
Dr. Scott Williams is a Professor Emeritus of Mathematics at SUNY Buffalo and the creator of the original MAD Pages in 1997. Williams is one of two founders of Black and Third World Mathematicians, the first mathematics society for African and African American mathematicians, which in 1971 became the National Association of Mathematicians (NAM). These days, Williams spends most of his time creating and reciting poetry. Dr. Williams has also published nearly 50 papers in General Topology, Set Theory and Dynamics. He has received the highest teaching award of The State University of New York. He has served on editorial boards of the Notices of the American Mathematics Society and The National Association of Mathematicians.
Past education webinars
Preparing to Teach Online
In the Spring semester, most of us were thrust into online teaching without much time to adapt our courses and pedagogy. As we begin our intentional planning of online instruction for the fall semester, we are bringing you guidance from experts in online course design and delivery.
Teaching Math Online: Theory Into Practice, July 30, 2020
Anyone teaching mathematics is in a pivotal and privileged position, training the next generation of mathematicians, natural and social scientists, humanists, and artists. In the mathematics community, we sometimes talk about pedagogical practices, but rarely talk about the theories underlying those practices. In this talk, I present some of the fundamentals of the science of teaching and learning, applying them to mathematics. I then demonstrate how I have translated these principles into a pedagogical design for my online Discrete Mathematics courses for this coming fall semester, including lecture components, assessments, student interaction, and more.
Chad M. Topaz, Williams College, Dept. of Mathematics and Statistics
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Teaching Math Online: Examples from Differential Equations and Multivariable Calculus, July 23, 2020
I will share my approach to teaching these courses online, provide a tour of my online course structure, and demonstrate and discuss the tools I use to help my students master this challenging material online. Major course components I use include lecture videos recorded in my face-to-face classes, WeBWorK problem sets, freely available OER textbooks, graded written assignments, visualization tools, graded online class discussions, and student video presentations of example problems. Each of these course components played an important role in the success of my students, and I will explain their benefits from my perspective and from what students have said about using them.
You can read more about the tools I use for Teaching Math Online.
Paul Seeburger, Professor of Mathematics, Monroe Community College
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Inspired Online Math Courses: Designing for Engaged Students, July 20, 2020
During this webinar, you will learn practical strategies you can immediately use when creating your online courses. Tonka Jokelova, Director of the Center for Learning Design, Innovation, and Online Instruction at SUNY Canton will present solutions to engaging course design that aims to inspire involved and interactive online learning experiences for your students. The topics of the webinar include student barriers to online learning, starting assumptions of social and interactive course design, how course modality decisions are made; and she might even compare teaching to grilling … an egg.
Presenter: Tonka Jokelova, Ph.D., Director, Center for Learning Design, Innovation, and Online Instruction, SUNY Canton
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Accessibility Best Practices for Moving Mathematics Online, July 13, 2020
For many years there has been a push for moving teaching and research content online in a form that goes beyond just linking print versions of documents. The COVID pandemic has only accelerated this trend, forcing all faculty to focus on how to deliver courses online. However, hastily moving material online bears the risk that important accessibility considerations are neglected, threatening fair and inclusive education for all. This is especially true for mathematics and other STEM fields where complex structures such as equations and diagrams play an integral role. In this webinar we will advocate that in addition to moving content online quickly, instructors can use best practices developed for authors to ensure accessibility of math content from the start, thus avoiding additional and duplicate work.
Our presentation shall give an overview of different requirements on presentation and content for students and readers with special needs and how assistive technology support can be provided. We shall particularly concentrate on what this means for math content and how it is made accessible on the web. We argue that the web is the ideal platform for hosting and curating modern content regardless of their original sources like LaTeX, Word, or plain text. And we will demonstrate how accessibility can be practically a free byproduct of conversion from traditionally authored content. In conclusion we discuss ways of authoring, preparing, and teaching accessible web documents containing mathematics, highlighting some of the best practices.
Presented by Volker Sorge, University of Birmingham, UK & MathJax Consortium
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Baking Quality into Your Online Course: A Recipe for Practical Course Design, July 6, 2020
There are a handful of things we should all keep in mind when developing online materials, redesigning online courses, or making the switch to remote instruction – these range from understanding our audience, to choosing which “recipe” to use, and being aware of what ingredients we should put into our online course materials. In this presentation you will receive a general overview of the resources and strategies you can employ to create engaging and effective course materials. Special emphasis will be made on how making your goals simple and learner-focused can help you design a course that is easy to use, digestible, and suits your teaching style.
Jamie Heron, SUNY Online Program Manager, SUNY Center for Professional Development
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Formative Assessment in Mathematics in Remote Settings, July 1, 2020
Formative assessment is a critical component of effective teaching and learning. It is the essential process of monitoring student learning to provide ongoing feedback to both instructors and students. For instructors, formative assessment provides feedback about learners' progress toward learning goals that can be used to support decisions about future instruction. Students receive feedback about the strengths and weaknesses in their skills and understanding, which enables them to focus their efforts accordingly.
In this webinar, panelists will provide examples of formative assessment and discuss strategies and ideas for implementing meaningful formative assessment in the context of remote learning and online instruction.
- Panelists: Abbe Herzig, American Mathematical Society; Rena Levitt, Minerva Schools at KGI; Kate Stevenson, CSU Northridge; Francis Su, Harvey Mudd College; Michelle Younker, Owens Community College
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