July 27-29, 1PM-4PM ET

Lead Facilitators: Nina White (University of Michigan), Robin Wilson (Cal Poly Pomona)

Secondary Facilitators: Francesca Gandini (Kalamazoo College), Annaleise Keiser (University of Michigan), and Christine Von Renesse (Westfield State University)

This 3-day, 9-hour virtual workshop will:

-give you a broad introduction to using Inquiry-Based Learning (IBL) in your math teaching (And if you already have a solid introduction, we have a parallel session planned!)

-be fully interactive, collaborative, and hands-on

-introduce core principles you can apply to teaching in both in-person and virtual environments (and everything in between!)

-center guidance for designing and redesigning courses to embed equitable mathematics teaching practices that increase learning opportunities for all students.

-provide you with further resources to utilize before, during, and after the workshop

Participants:

The workshop has 40 spots available. If we reach capacity, priority will be given to participants within the state of Michigan and faculty from two-year colleges.

All college math instructors--including graduate students!!--are welcome as participants.

Program is aimed at both new and experienced users of Inquiry-Based Learning.

Logistics:

The workshop is FREE

Meetings will happen virtually, over Zoom, and will include breaks.

To optimize our short synchronous time together, there will be some amount of homework in preparation for Days 2 and 3 or the workshop. It will be emailed to participants by July 20.

Registration: https://docs.google.com/forms/d/1YlmQ8VTTDtZFXObBY2M0ZCLt43FMhDyn0WUCDDxeyT4/viewform?edit_requested=true

July 27-29, 1PM-4PM ET

Lead Facilitators: Nina White (University of Michigan), Robin Wilson (Cal Poly Pomona)

Secondary Facilitators: Francesca Gandini (Kalamazoo College), Annaleise Keiser (University of Michigan), and Christine Von Renesse (Westfield State University)

This 3-day, 9-hour virtual workshop will:

-give you a broad introduction to using Inquiry-Based Learning (IBL) in your math teaching (And if you already have a solid introduction, we have a parallel session planned!)

-be fully interactive, collaborative, and hands-on

-introduce core principles you can apply to teaching in both in-person and virtual environments (and everything in between!)

-center guidance for designing and redesigning courses to embed equitable mathematics teaching practices that increase learning opportunities for all students.

-provide you with further resources to utilize before, during, and after the workshop

Participants:

The workshop has 40 spots available. If we reach capacity, priority will be given to participants within the state of Michigan and faculty from two-year colleges.

All college math instructors--including graduate students!!--are welcome as participants.

Program is aimed at both new and experienced users of Inquiry-Based Learning.

Logistics:

The workshop is FREE

Meetings will happen virtually, over Zoom, and will include breaks.

To optimize our short synchronous time together, there will be some amount of homework in preparation for Days 2 and 3 or the workshop. It will be emailed to participants by July 20.

Registration: https://docs.google.com/forms/d/1YlmQ8VTTDtZFXObBY2M0ZCLt43FMhDyn0WUCDDxeyT4/viewform?edit_requested=true

July 27-29, 1PM-4PM ET

Lead Facilitators: Nina White (University of Michigan), Robin Wilson (Cal Poly Pomona)

Secondary Facilitators: Francesca Gandini (Kalamazoo College), Annaleise Keiser (University of Michigan), and Christine Von Renesse (Westfield State University)

This 3-day, 9-hour virtual workshop will:

-give you a broad introduction to using Inquiry-Based Learning (IBL) in your math teaching (And if you already have a solid introduction, we have a parallel session planned!)

-be fully interactive, collaborative, and hands-on

-introduce core principles you can apply to teaching in both in-person and virtual environments (and everything in between!)

-center guidance for designing and redesigning courses to embed equitable mathematics teaching practices that increase learning opportunities for all students.

-provide you with further resources to utilize before, during, and after the workshop

Participants:

The workshop has 40 spots available. If we reach capacity, priority will be given to participants within the state of Michigan and faculty from two-year colleges.

All college math instructors--including graduate students!!--are welcome as participants.

Program is aimed at both new and experienced users of Inquiry-Based Learning.

Logistics:

The workshop is FREE

Meetings will happen virtually, over Zoom, and will include breaks.

To optimize our short synchronous time together, there will be some amount of homework in preparation for Days 2 and 3 or the workshop. It will be emailed to participants by July 20.

Registration: https://docs.google.com/forms/d/1YlmQ8VTTDtZFXObBY2M0ZCLt43FMhDyn0WUCDDxeyT4/viewform?edit_requested=true

Speaker(s): John Wettlaufer (Yale University)

]]>Inference of community structure in probabilistic graphical models is not guaranteed to be fair when nodes have demographic attributes. Certain demographics may be over-represented in some detected communities and under-represented in others. This paper defines a novel $\ell_1$- regularized pseudo-likelihood approach for fair graphical model selection. In particular, we assume there is some community or clustering structure in the true underlying graph, and we seek to learn a sparse undirected graph and its communities from the data such that demographic groups are fairly represented within the communities. Our optimization approach uses the demographic parity definition of fairness, but the framework is easily extended to other definitions of fairness. We establish statistical consistency of the proposed method for both a Gaussian graphical model and an Ising model for, respectively, continuous and binary data, proving that our method can recover the graphs and their fair communities with high probability. Speaker(s): Davoud Ataee Tarzanagh (University of Michigan)

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]]>Title: Tame geometry and Hodge Theory

Hodge theory, as developed by Deligne and Griffiths, is the main tool for analyzing the geometry and arithmetic of complex algebraic varieties. It is an essential fact that at heart, Hodge theory is NOT algebraic. On the other hand, according to both the Hodge conjecture and the Grothendieck period conjecture, this transcendence is severely constrained.

Tame geometry, whose idea was introduced by Grothendieck in the 80s, seems a natural setting for understanding these constraints. Tame geometry, developed by model theorists as o-minimal geometry, has for prototype real semi-algebraic geometry, but is much richer. It studies structures where every definable set has a finite geometric complexity.

The aim of these lectures is to present a number of recent applications of tame geometry to several problems related to Hodge theory and periods. Speaker(s): Bruno Klingler (Humboldt University)

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]]>Speaker(s): Huyen Pham (Universite Paris Diderot)

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]]>Speaker(s): Ilesnami Adeboye (Wesleyan University)

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]]>Speaker(s): Huang & Reinecke

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]]>Speaker(s): Geordie Williamson (University of Sydney)

]]>Speaker(s): Geordie Williamson

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