Come early and enjoy a coffee, continental breakfast & camaraderie and check-in to the conference.
Funding for breakfast has been provided by McGraw Hill & Pearson and will be catered by Nadia Buchwald catering.
Welcome to SVCCM 2019! Come at 8:30 to hear about what we have in store for the conference this year. With all the changes in the California Community College system and in our region, we have put together an exciting assortment of talks, so you are sure to find something to invigorate your spirit as an educator and learner.
Over the last decade, mapmakers have precisely gerrymandered political districts for the benefit of their party. In response, political scientists and mathematicians have more extensively investigated tools to quantify and understand the mathematical structure of redistricting problems. Two primary tools for determining whether a particular redistricting plan is fair are partisan-gerrymandering metrics and stochastic sampling algorithms. In this work we explore the Declination, a new metric intended to detect partisan gerrymandering. We consider instances in which each district has equal turnout, the maximum turnout to minimum turnout is bounded, and turnout is unrestricted. For each of these cases, we show exactly which vote-share, seat-share pairs (V,S) have an election outcome with Declination equal to 0. Within out analyses, we show that Declination cannot detect all forms of packing and cracking, and we compare the Declination to the Efficiency Gap. We show that these two metrics can behave quite differently, and give explicit examples where that occurs.
Jason Roberts earned a BA in English from California State University, Long Beach, and an MA in English from the University of Tulsa. He has been teaching at Sierra since 2001.
In our movement toward best practices in Equity, it has become increasingly important--if not necessary--to design student-centered teaching strategies that focus on metacognition and affective domain practices. In this presentation, Professor Roberts will discuss these practices and provide practical in-class strategies based in metacognition and affective domain pedagogy.
Lee Kucera, Ph.D., is a Lecturer at UC Irvine for Statistics 7, an undergraduate intro course comparable to AP Statistics. She recently retired as the mathematics department chair at Capistrano Valley High School, Mission Viejo, CA, where she taught AP Statistics and IB Math Studies. She taught AP Statistics part-time at three Capistrano Unified high schools since retirement. She taught AP Statistics and served as a reader since the course’s inception in 1996-97. She has been a College Board consultant since 2001, presenting both weekend workshops and summer institutes throughout the United States and internationally.
She reviews Statistics textbooks and AP Statistics review materials for several major publishers and AP Central. She wrote curriculum materials for Texas Instruments for use with their graphing calculators and recently revised the statistical software and graphing calculator appendix for the new edition of Stats, Modeling the World. She is a member of the American Statistical Association and has had students enter and win both local and national recognition in their student competitions. She currently helps run the annual AP Statistics Student Poster Competition of her local ASA chapter.
Lee enjoys traveling, reading spending time at the beach with her daughter and new granddaughter. She is also an active volunteer at the Assistance League in Laguna Beach, and is a T3 Regional Instructor.
Contact her at LEKucera@cox.net or LeeKucera@mac.com
See how TI graphing calculators (which your students likely already have) can build comprehension of basic statistics by focusing on understanding the concepts rather than struggling with the algebra. We will look at using graphing calculators for data exploration (graphs and numerical summaries), for probability distributions (normal and binomial), and for inference (confidence intervals and hypothesis tests). Graphing calculators (TI-84’s and TI-Nspires) will be provided for use in this session.
Prof. Balaguy will discuss several honors projects you could use in class for your advanced students to complete. Come get ideas of how to incorporate these projects into your own class to enrich your students' mathematical experiences.
Project ideas such as Hyperbolics, Reflective qualities of parabolas, and others will be discussed.
James Sullivan has taught Mathematics and Statistics at Sierra College for 30 years. He earned a Masters in Statistics and a Doctorate in Mathematics Education from UC Davis. James was voted “Teacher of the Year” three times by the students of Sierra College. He is also a member of the CMC3 Board and serves as the President of the CMC3 Foundation.
If you are interested in incorporating some proven and effective examples into your Introductory Statistics course, then this is the session for you. A veteran instructor will demonstrate and share four examples that students find interesting and engaging. These examples actively involve the students in the learning process and are designed to promote student understanding of important concepts covered in an Introductory Statistics course.
In 2018, Dr. Larry Green received a grant to gather a team of instructors from California Community Colleges whose goal was to create & align MyOpenMath courses with free OpenStax texts for every course on the path to an Associates Mathematics degree. Come learn about the project and what it means for you and your Mathematics students.
Debbie Hill’s Bachelor’s degree from U.C. Davis is in Chemical Engineering with a concentration in Applied Mathematics. She worked as an engineer at an oil refinery for seven years. She then spent the next ten years being a stay-at-home mom. In 1995, she began to take classes at Sierra College for enrichment. Retaking upper-level Math courses convinced her that teaching Math at the community college level was what she really wanted to do. She went back to U.C. Davis and earned her Master’s degree in Mathematics in 2001. She began teaching part-time at Sierra College in the fall of 2001, taught part-time at American River College and Sierra College for four years and then was hired full-time at Sierra College in 2005. She has taught pre-Algebra through Differential Equations and Linear Algebra in the Math Department as well as the Engineering Statics course in the Engineering Department. She was the Engineering Department Chair for two years and co-chair for an additional two years. She has served on the Distance Learning and Instructional Technology Committee for two years and served as Vice-President of the Academic Senate for 5 semesters. For enjoyment, she and her husband sing with the Sacramento Mastersingers, a local choral group.
The first day of class can set the tone for the rest of the semester. In this talk, we will present several unique and creative ways to engage your students from the very beginning and get them excited for what's to come.
In this talk, we will discuss some of Euler’s work pertaining to series and how we can present this topic in a calculus II level class.
This talk focuses on implementing active learning strategies to help foster student engagement and discussion. Come see a domino train activity on derivatives and integrals, and wiki stix activity on transformations of functions.
Please join us and learn about how TI is working hand in hand with colleges to assist with increasing access to graphing technology for students and faculty. With remedial math courses out of the picture, there is an increased need in using graphing technology to help enhance student learning in courses like statistics, college algebra, calculus and more. In this session we will discuss what programs and offerings TI has to help colleges be more successful as they make this transition stemming from AB 705. We will cover everything from free lessons and activities, a bridge to STEM/engineering/computer science, assistance with identifying and writing for funding, creating a library check out system and more. All session attendees will receive a free license of TI Instructional Software to use in their classroom(s).
Changes due to AB 705 have created a challenge to implement new strategies that support developmental-level learning while providing robust curricular content. Learn about successful corequisite implementation structures, newly enhanced course materials that offer contextualized review, and performance metrics critical to identify at-risk students.
We’ve worked with institutions across the U.S. to create a variety of print and technology solutions for the most popular course models. From ready-to-go solutions to custom options tailored to the goals of your institution, we can help you meet every student’s needs and increase student success. We will present our integrated review corequisite solution and our new corequisite support modules/workbook solution.
Funding for lunch has been provided by Texas Instruments and will be catered by Nadia Buchwald catering.
After lunch, head over to the Hacker Lab (directions) for an exciting time learning how to utilize a maker space to enhance your classroom.
A lifelong tinkerer & maker, Zack joined the FLC faculty in 2001. Zack likes helping people make things. It doesn’t matter the idea or difficulty, he has a smile on his face & will enthusiastically support you any way that he can.
Come see examples of how faculty have incorporated making into their classrooms like Napier's Bones, Calculus 3 models, 3D printed loaded dice, unit circles, and more. We will discuss interdisciplinary opportunities and prepare to explore the maker stations.
We will raffle several prizes, but you must be present to win. Prizes include several TI graphing calculators, annual subscriptions to Explain Everything and other prizes.
Stick around to learn how to make different manipulatives that you can use in your classroom. Make a spinning top, a model to prove the Pythagorean theorem, a conic section model, triangles, rulers, and a Plinko game or step into a Virtual Reality room!
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