Proposals
Below are some proposals for talks from the past (and current). By clicking on the ID number, more details are shown. By default, these are sorted chronologically (recent first) and by then by last name. The data can be sorted by alternate means by using the links at the top right, each allowing ascending or descending orders.
Displaying 21-40 of 471 results.
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ID:
135
Year: 2005
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Non-Major Mathematics Courses
Title of Talk: Mathematics and Civic Engagement
Abstract: Science Education for New Civic Engagements and Responsibilities (SENCER) is a comprehensive national dissemination project funded by the National Science Foundation. This presentation will be an introduction to SENCER followed by some discussion issues specific to mathematics. The goal of SENCER is to engage student interest in the sciences and mathematics by supporting the development of undergraduate courses and academic programs that teach
Year: 2005
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Non-Major Mathematics Courses
Title of Talk: Mathematics and Civic Engagement
Abstract: Science Education for New Civic Engagements and Responsibilities (SENCER) is a comprehensive national dissemination project funded by the National Science Foundation. This presentation will be an introduction to SENCER followed by some discussion issues specific to mathematics. The goal of SENCER is to engage student interest in the sciences and mathematics by supporting the development of undergraduate courses and academic programs that teach
ID:
138
Year: 2005
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: Encouraging Undergraduate Mathematics Majors
Abstract: This year we have three opportunities for our undergraduate majors, but they are on three consecutive weekends in April. Almost all departments have some sort of math club, but we don
Year: 2005
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: Encouraging Undergraduate Mathematics Majors
Abstract: This year we have three opportunities for our undergraduate majors, but they are on three consecutive weekends in April. Almost all departments have some sort of math club, but we don
ID:
166
Year: 2006
Name: Brian Birgen
Institution: Wartburg College
Subject area(s): Recreational Mathematics / Group Theory
Title of Talk: Subgroups of the Rubik's Group
Abstract: The set of possible arrangements of the Rubik's Cube forms a group with 4*10^19 elements. We will locate some well known groups which occur as subgroups of the Rubik's group and begin to understand the source of some of the complexities in understanding the Rubik's group.
Year: 2006
Name: Brian Birgen
Institution: Wartburg College
Subject area(s): Recreational Mathematics / Group Theory
Title of Talk: Subgroups of the Rubik's Group
Abstract: The set of possible arrangements of the Rubik's Cube forms a group with 4*10^19 elements. We will locate some well known groups which occur as subgroups of the Rubik's group and begin to understand the source of some of the complexities in understanding the Rubik's group.
ID:
172
Year: 2006
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Linear Algebra, Voting Theory
Title of Talk: Decomposing Voters
Abstract: Recent developments in the mathematics of Social Choice by Don Saari, among others, have added an element of geometry and linear algebra to a field that has been dominated by combinatorics. This talk will introduce the linear algebra behind a three-candidate election, including how symmetries underlie traditional voting paradoxes.
Year: 2006
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Linear Algebra, Voting Theory
Title of Talk: Decomposing Voters
Abstract: Recent developments in the mathematics of Social Choice by Don Saari, among others, have added an element of geometry and linear algebra to a field that has been dominated by combinatorics. This talk will introduce the linear algebra behind a three-candidate election, including how symmetries underlie traditional voting paradoxes.
ID:
429
Year: 2015
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Analysis
Title of Talk: How to I keep track of classroom behavior in my IBL Classroom
Abstract: I have been teaching IBL in my upper level classes for several years now, but have struggled with keeping track of participation during class. I want to give my students credit for quality questions and answers, but sometimes (often) things go so fast, or I am so involved with the argumentation, that I can't write things down quickly. Each class starts with the best of intentions, but . . . Today I am going to talk about one nearly fool-proof method that I have discovered that works for me, along with some other ideas that I haven't course-tested, but have strong potential.
Year: 2015
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Analysis
Title of Talk: How to I keep track of classroom behavior in my IBL Classroom
Abstract: I have been teaching IBL in my upper level classes for several years now, but have struggled with keeping track of participation during class. I want to give my students credit for quality questions and answers, but sometimes (often) things go so fast, or I am so involved with the argumentation, that I can't write things down quickly. Each class starts with the best of intentions, but . . . Today I am going to talk about one nearly fool-proof method that I have discovered that works for me, along with some other ideas that I haven't course-tested, but have strong potential.
ID:
442
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
ID:
188
Year: 2007
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): applied math, dynamical systems
Title of Talk: Assimilating Drifter Trajectories using Gradient Descent
Abstract: In geophysics, we frequently try to couple dynamical models of physical systems such as the atmosphere or ocean with direct observations of those systems. In the atmosphere, with fixed observing stations, there are advanced techniques for Numerical Weather Prediction. In the ocean, observations are often made by objects that drift with the flow. This presents difficulties for conventional data assimilation methods. I will discuss one possible way to assimilate drifter trajectories into a very simple dynamical model.
Year: 2007
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): applied math, dynamical systems
Title of Talk: Assimilating Drifter Trajectories using Gradient Descent
Abstract: In geophysics, we frequently try to couple dynamical models of physical systems such as the atmosphere or ocean with direct observations of those systems. In the atmosphere, with fixed observing stations, there are advanced techniques for Numerical Weather Prediction. In the ocean, observations are often made by objects that drift with the flow. This presents difficulties for conventional data assimilation methods. I will discuss one possible way to assimilate drifter trajectories into a very simple dynamical model.
ID:
195
Year: 2007
Name: Tim Schwickerath
Institution: Wartburg College
Subject area(s):
Title of Talk: Historical Roots of Math and Physics in Germany
Abstract: In May 2006, a class of thirteen students and Dr. Brian Birgen from Wartburg College toured Germany and examined math and physics from a historical perspective. The class toured various musuems and universities all around Germany. The class also explored the German culture through home stays and other experiences. Two students from the class will share and discuss highlights of their experiences.
Year: 2007
Name: Tim Schwickerath
Institution: Wartburg College
Subject area(s):
Title of Talk: Historical Roots of Math and Physics in Germany
Abstract: In May 2006, a class of thirteen students and Dr. Brian Birgen from Wartburg College toured Germany and examined math and physics from a historical perspective. The class toured various musuems and universities all around Germany. The class also explored the German culture through home stays and other experiences. Two students from the class will share and discuss highlights of their experiences.
ID:
451
Year: 2016
Name: Samuel Van Fleet
Institution: Wartburg College
Subject area(s): Linear Algebra, Wavelets
Title of Talk: In-Place Computation of the Discrete Haar Wavelet Transformation.
Abstract: This method uses Huffman coding assisted by a wavelet filter to compress image files to a smaller size. The background math is linear algebra and there is some computer programming involved. JPEG uses a form of this math with their image files as well as the FBI for images of their fingerprints.
Year: 2016
Name: Samuel Van Fleet
Institution: Wartburg College
Subject area(s): Linear Algebra, Wavelets
Title of Talk: In-Place Computation of the Discrete Haar Wavelet Transformation.
Abstract: This method uses Huffman coding assisted by a wavelet filter to compress image files to a smaller size. The background math is linear algebra and there is some computer programming involved. JPEG uses a form of this math with their image files as well as the FBI for images of their fingerprints.
ID:
196
Year: 2007
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Mathematics Teaching
Title of Talk: Why Do Students Have Textbooks?
Abstract: Textbooks should be readable and students should read them! In fact, students should be expected to read the textbook before they come to class!! Reading questions test student
Year: 2007
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Undergraduate Mathematics Teaching
Title of Talk: Why Do Students Have Textbooks?
Abstract: Textbooks should be readable and students should read them! In fact, students should be expected to read the textbook before they come to class!! Reading questions test student
ID:
197
Year: 2007
Name: Tim Schwickerath
Institution: Wartburg College
Subject area(s):
Title of Talk: Historical Roots of Math and Physics in Germany
Abstract: In May 2006, a class of thirteen students and Dr. Brian Birgen from Wartburg College toured Germany and examined math and physics from a historical perspective. The class toured various musuems and universities all around Germany. The class also explored the German culture through home stays and other experiences. Two students from the class will share highlights of their experiences.
Year: 2007
Name: Tim Schwickerath
Institution: Wartburg College
Subject area(s):
Title of Talk: Historical Roots of Math and Physics in Germany
Abstract: In May 2006, a class of thirteen students and Dr. Brian Birgen from Wartburg College toured Germany and examined math and physics from a historical perspective. The class toured various musuems and universities all around Germany. The class also explored the German culture through home stays and other experiences. Two students from the class will share highlights of their experiences.
ID:
475
Year: 2017
Name: Brian Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: What is Financial Math?
Abstract: One of the early Actuary Exams is titled Financial Math. What does that mean? What does that include? This talk will discuss the content covered on this exam.
Year: 2017
Name: Brian Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: What is Financial Math?
Abstract: One of the early Actuary Exams is titled Financial Math. What does that mean? What does that include? This talk will discuss the content covered on this exam.
ID:
476
Year: 2017
Name: Sabah Munir
Institution: Wartburg College
Subject area(s): Biostatistics
Title of Talk: Genetic Risk Factors for Preterm Birth
Abstract: Preterm birth, which affects 5-18% of pregnancies worldwide, occurs when an infant is born before 37 weeks of gestation. Studying the factors associated with preterm birth is important, for it is the leading cause of death in children under five years old. Besides many environmental factors, genetics also dictate the risk of preterm birth. This current research project is based upon the sequenced exomes of 93 pairs and 2 trios of sisters from Denmark who have a history of preterm birth. The goals of this project were to (1) develop gene burden tests to analyze the experimental data against the general population data obtained from the Exome Aggregation Consortium, (2) identify rare variants that may contribute to the risk of preterm birth, and (3) compare the two methods of statistical analysis that we developed. Gene burden tests collapse all variants on the same gene together, and then analyze each gene as a whole by determining the significance of its impact on preterm birth. Through R language, we developed a count-based method based on the Poisson distribution and a weighted version using the normal distribution. The genes producing the smallest p-values were examined further, which led to the identification of several promising variants to be studied more in future research.
Year: 2017
Name: Sabah Munir
Institution: Wartburg College
Subject area(s): Biostatistics
Title of Talk: Genetic Risk Factors for Preterm Birth
Abstract: Preterm birth, which affects 5-18% of pregnancies worldwide, occurs when an infant is born before 37 weeks of gestation. Studying the factors associated with preterm birth is important, for it is the leading cause of death in children under five years old. Besides many environmental factors, genetics also dictate the risk of preterm birth. This current research project is based upon the sequenced exomes of 93 pairs and 2 trios of sisters from Denmark who have a history of preterm birth. The goals of this project were to (1) develop gene burden tests to analyze the experimental data against the general population data obtained from the Exome Aggregation Consortium, (2) identify rare variants that may contribute to the risk of preterm birth, and (3) compare the two methods of statistical analysis that we developed. Gene burden tests collapse all variants on the same gene together, and then analyze each gene as a whole by determining the significance of its impact on preterm birth. Through R language, we developed a count-based method based on the Poisson distribution and a weighted version using the normal distribution. The genes producing the smallest p-values were examined further, which led to the identification of several promising variants to be studied more in future research.
ID:
234
Year: 2008
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): Applied Math, Geometry
Title of Talk: The Ping and the Pong: Echolocating for fun and profit
Abstract: Table tennis is the world's most popular sport. Little is known about the physical parameters of the game. In an effort to understand the basic flow of the game, we constructed an echolocation system that could find the location and time of the "ping" and the "pong" based on recordings from 4 microphones placed around the room. Such information can be used to approximately calculate the speeds at which the ball travels in a game of table tennis.
Year: 2008
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): Applied Math, Geometry
Title of Talk: The Ping and the Pong: Echolocating for fun and profit
Abstract: Table tennis is the world's most popular sport. Little is known about the physical parameters of the game. In an effort to understand the basic flow of the game, we constructed an echolocation system that could find the location and time of the "ping" and the "pong" based on recordings from 4 microphones placed around the room. Such information can be used to approximately calculate the speeds at which the ball travels in a game of table tennis.
ID:
239
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
ID:
499
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Upper division mathematics teaching
Title of Talk: Tips and Tricks for Tracking a Student Centered Class
Abstract: Teaching an IBL mathematics class can often feel like transitioning from trying to herd cats to sitting in the kitten room and watching appreciating watching them crawl all over each other. When it works, this brings a warm and fuzzy feeling to your heart, but then you realize that you need to keep track of all this chaos and have something for the assessment gurus at the end of the term. Fear not, this is possible to do and in such a way that your students will become more engaged and not less. The trick is to include discussion tracking as part of the responsibility of the student and not solely that of the teacher. This talk will go over a variety of successful and not-so-successful ways to include students in the tasks of classroom management and discussion tracking. I will give you at least one, concrete method that you could use in your class and a variety of things you could do to personalize the technique for your personality. Finally, I will explain how this works to create a more student-owned learning space where the emphasis is on mathematics and learning and not on grades.
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Upper division mathematics teaching
Title of Talk: Tips and Tricks for Tracking a Student Centered Class
Abstract: Teaching an IBL mathematics class can often feel like transitioning from trying to herd cats to sitting in the kitten room and watching appreciating watching them crawl all over each other. When it works, this brings a warm and fuzzy feeling to your heart, but then you realize that you need to keep track of all this chaos and have something for the assessment gurus at the end of the term. Fear not, this is possible to do and in such a way that your students will become more engaged and not less. The trick is to include discussion tracking as part of the responsibility of the student and not solely that of the teacher. This talk will go over a variety of successful and not-so-successful ways to include students in the tasks of classroom management and discussion tracking. I will give you at least one, concrete method that you could use in your class and a variety of things you could do to personalize the technique for your personality. Finally, I will explain how this works to create a more student-owned learning space where the emphasis is on mathematics and learning and not on grades.
ID:
500
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: The new MAA Congress, what do you want them to know?
Abstract: The (relatively) new MAA Congress is situated to be a strong form of communication with the national MAA elected officers and the Iowa Section members. As your representative, what so you want to know about the new body? the MAA? What do you want the MAA to hear from the section? This is your opportunity to hear and be heard.
Year: 2018
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s):
Title of Talk: The new MAA Congress, what do you want them to know?
Abstract: The (relatively) new MAA Congress is situated to be a strong form of communication with the national MAA elected officers and the Iowa Section members. As your representative, what so you want to know about the new body? the MAA? What do you want the MAA to hear from the section? This is your opportunity to hear and be heard.
ID:
501
Year: 2018
Name: Joy Becker
Institution: Wartburg College
Subject area(s):
Title of Talk: Writing Across the Mathematics Curriculum
Abstract: Providing students multiple ways to practice mathematical communication skills aids in their development. In particular, writing can be infused into math courses at various levels, across a wide range of assignments. This talk will give examples of such assignments and ways to incorporate different levels of writing in a variety of mathematics courses.
Year: 2018
Name: Joy Becker
Institution: Wartburg College
Subject area(s):
Title of Talk: Writing Across the Mathematics Curriculum
Abstract: Providing students multiple ways to practice mathematical communication skills aids in their development. In particular, writing can be infused into math courses at various levels, across a wide range of assignments. This talk will give examples of such assignments and ways to incorporate different levels of writing in a variety of mathematics courses.
ID:
254
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
ID:
277
Year: 2010
Name: Scott Searcy
Institution: Waldorf College
Subject area(s): Math Education
Title of Talk: A Survey of Technology Use and District Spending in North Iowa Schools
Abstract: Also presenting: Dr. Jeffrey Biessman. Conventional wisdom holds that technology use in public schools is commonplace and therefore college freshman have wide exposure to and experience with technology. Anecdotal suggest this may not be true. This survey was designed to reveal the extent of technology use in North Iowa school districts. The survey indicates that larger schools are less likely to budget money for technology on a per pupil basis than smaller districts.
Year: 2010
Name: Scott Searcy
Institution: Waldorf College
Subject area(s): Math Education
Title of Talk: A Survey of Technology Use and District Spending in North Iowa Schools
Abstract: Also presenting: Dr. Jeffrey Biessman. Conventional wisdom holds that technology use in public schools is commonplace and therefore college freshman have wide exposure to and experience with technology. Anecdotal suggest this may not be true. This survey was designed to reveal the extent of technology use in North Iowa school districts. The survey indicates that larger schools are less likely to budget money for technology on a per pupil basis than smaller districts.