Session IV (11:29–11:59 a.m.)
Rats have long been thought to drive plague epidemics, specifically bubonic plague. However in a PNAS publication (2018), an alternative theory for plague transmission has been posited by Dean et al., where ectoparasites living on human hosts drive spread. This talk will present a new mathematical model (developed with Ian Lynch and Luke Mattfeld) for the spread of the plague based on rat-flea interactions with the human population and compare our results to existing models. Our results suggest that rat-flea transmission of the plague is still plausible.
This talk will highlight the work over the last year by faculty across the state to create a course description for a two-course sequence meant to prepare students for calculus. In addition, ongoing statewide efforts to support engaging pedagogy and equitable grading practices in these courses will be discussed.
We have redesigned our developmental-through-college–level courses utilizing co-requisite models. Our approach has decreased the complexity of our overall offerings, while developing curriculum that better prepares our students for success.
Last spring, even before Covid hit, Pierce moved to a guided self-placement process, replacing our previous placement mechanisms. We’ll share our approach, how it meshes with our move to co-requisites, and initial impressions of how it’s going (unfortunately we don’t have any useful hard data yet).
I will share integrated math and science activities I have been collating and developing for the High School+ program I teach in at Clark College. I will demonstrate some activities, share resources, and discuss how to use contextualization to help ABE math students.
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