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PEDESTALS 2: Teaching Mathematics Remotely and Doing It Well

A professional development program for university math faculty

Cost: $400     

Teaching mathematics online and doing it well requires not only best practices in online instruction but also specific instructional strategies optimized for math. In this 4-week course for math faculty and instructors, participants will gain the knowledge they need to adapt their courses to be delivered online, or in a hybrid or blended environment. All sessions integrate math-specific examples, include handouts with resources and examples, and provide opportunities for discussion and active learning. Participants will have the opportunity to develop materials for their own courses through pre- and post-session assignments, as well as forum discussions and in-class group interactions. Completion of the full 4-week course will be recognized with a Certificate of Completion from College Bridge.

Session One: Introduction to Online Instruction for Instructors

A key component of online teaching is deciding how to present content and facilitate student learning; this workshop will introduce the many options available to mathematics instructors. The workshop will also walk instructors through a course planning process, including syllabus and policy development for the online environment.

Session Two: Designing Your Online Course

This workshop introduces the advantages and drawbacks of synchronous and asynchronous online models from both teacher and student perspectives, presents a model for course development, and provides a high-level introduction to best practices in online teaching. This workshop also presents strategies for designing courses that are inclusive for students from varied backgrounds (including first-generation, lower SES, and marginalized identities) and accessible for students with disabilities.

Session Three: Supporting Engagement and Motivation in Online Courses

Online learning can be isolating, leading to poor student motivation and lowered learning and completion outcomes. Interaction with instructors and peers has been shown to increase student motivation, satisfaction, and learning. This workshop introduces strategies for increasing student engagement and motivation through instructor-student and student-student interaction.

Session Four: Developing Effective Assignments and Assessments

This workshop provides advice on designing or modifying assignments, including homework/practice problems and formative and summative assessment, for the online environment. The workshop will also provide practical advice on developing grading workflows in order to provide personalized, effective feedback and manage instructor workload.

Meet the Hosts

This webinar is led by an intersegmental team specializing in university and secondary mathematics, professional development, curriculum design, and e-learning. 

Sharona Krinsky
Robert Bosley
Owynn Lancaster

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Sharona Krinsky
Sharona brings over 25 years of professional development experience in teaching math at the university as well as extensive experience teaching in hybrid environments and dual enrollment (high school/college) using technology. She is currently teaching Calculus and Statistics, coordinates the Statistics pathway course at Cal State LA, and is a peer mentor at her campus’ Center for Excellence in Teaching and Learning.
Robert Bosley
Robert currently teaches Statistics and serves as a math education researcher, intervention coordinator, and peer coach. He has extensive experience providing professional development to math instructors in content, pedagogy, and data analysis as well as effective use of LMS systems (Schoology, Canvas, Illuminate, etc.).
Owynn Lancaster
Owynn Lancaster is an instructional designer with Cal State LA’s Center for Effective Teaching and Learning. As both a university faculty member and a credential high school teacher, Owynn is uniquely positioned to assist both K-12 faculty and university faculty in navigating both the short-term and long-term challenges of the current environment.