Session V (1:05–1:35 p.m.)

This talk introduces the TILT framework for Transparency in Learning & Teaching. This framework makes explicit the “why” and “how” of what we ask students to do. TILT-ed courses produce greater student engagement, motivation, understanding, connection and retention, while reducing equity gaps. Sample TILT-ed math assignments and assessments will be featured.

• presentation slides (PDF)
• SBCTC TILT template (PDF)
• transparent assignment template (PDF)

This talk introduces a new contextualized math course, “Financial & Mathematical Foundations,” designed as an alternative math pathway to precalculus at UWT. The talk includes the Why, Who and How of this course.

• presentation slides (PDF)

Little is known about how students interact with online course work. This presentation presents an analysis of three case studies of cognitive interactions in this environment and makes recommendations for how faculty might better utilize online homework systems. Additional research in this area is needed.

Immigrants often play a small part in the discussion about closing equity gaps in education but they are an essential part of our community. In Washington, immigrants make up approximately 13.7% of the state population [American Immigrant Council, “Immigrants in Washington,” 2017]. At this roundtable, I want to invite a conversation about practices that we can implement as math instructors to support immigrant students. I will share my own story as an immigrant student to serve as a background story.

• presentation slides (PDF)
• self-introduction (PDF)
• student support services assignment (*.docx)
• sample syllabus (PDF)