Mathematics Colloquium

Upcoming Colloquium

Intersections of Active Learning and Instructor Care: Undergraduate Women's Perspectives on their Instructor's Role in Supporting their Sense of Belonging in Calculus
Dr. Casey Griffin, University of La Verne

April 20, 2026
12:30pm-1:30pm via Zoom

Join 4/20 Zoom
Meeting ID: 865 0194 1650

Abstract

One’s sense of belonging, or their sense of feeling like an accepted member of an academic community, has been identified as a major contributor to women’s decisions to stick with or leave their STEM major. Prior work has examined ways in which pedagogical practices such as providing opportunities for students to engage in active learning in undergraduate courses might influence women’s sense of belonging in STEM. However, the focus had been on students' perceptions of the practices themselves rather than the person enacting those practices – the instructor. With this study, I explore ways in which women describe the role their instructor plays in supporting their sense of belonging in an active learning Calculus course. Women’s survey responses suggest several ways in which their instructor supported their sense of belonging by portraying care both through their enactment of active learning as well as other pedagogical and personal attributes.

Biosketch

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Casey Griffin

Dr. Casey Griffin is an Assistant Professor of Mathematics at the University of La Verne. Her primary research interests focus on learning more about the ways in which active learning opportunities in undergraduate mathematics courses might support underrepresented students' sense of belonging and further serve as a way to diversify the STEM major population. Specifically, her doctoral dissertation focused on women's sense of belonging in an undergraduate Calculus course that incorporated frequent opportunities for students to engage in active learning, as well as how students perceive the impact of these opportunities on their sense of belonging. When she is not engaged in teaching and research, Casey enjoys staying active through hiking, yoga, and playing volleyball.

About the Colloquium

The Mathematics Colloquium is a unique opportunity for students to learn about new developments in mathematics and what mathematics and statisticians do after they graduate. Hosted by the Department of Mathematics and Statistics at California State University, Long Beach, the weekly meetings invite guests from universities, research laboratories, and industry to present and discuss current topics in mathematics. All students are encouraged to attend.

Schedule

The Spring 2026 schedule will be posted as it becomes available.

Upcoming Colloquia
DateTitleSpeaker and Affiliation
April 20, 2026Intersections of Active Learning and Instructor Care: Undergraduate Women's Perspectives on their Instructor's Role in Supporting their Sense of Belonging in CalculusDr. Casey Griffin, University of La Verne
April 27, 2026TBADr. Ionut-Gabriel Farcas, Virginia Tech
May 4, 2026TBADr. Dionne Cross Francis, University of North Carolina

Previous Colloquia

Previous Colloquia
DateTitleSpeaker and Affiliation
March 24, 2026An Introduction to Automated Theorem Proving in LeanDr. Harold Williams, USC
March 16, 2026Birational noncommutative geometryDr. Dan Rogalski, UC San Diego
March 2, 2026From Hilbert Spaces to Free Products of C*-AlgebrasMícheál Ó Cobhthaigh, University of Virginia
February 9, 2026On the squared-variable approach for nonlinear (semidefinite) programmingDr. Lijun Ding, UC San Diego
February 2, 2026An Epistemic Reification Approach to Abstracting Cognitively Contingent Scaffolding in ModelingDr. Sindura Kularajan, Utah State University
January 26, 2026Translanguaging in Mathematics: Culturally and Linguistically Responsive PedagogyDr. Adeli Ynostroza Ochoa, CSU Bakersfield

The Mathematics Colloquium Archive has the colloquia from previous semesters.

Colloquium Committee

For Spring 2026:

  • Dr. Pavneet Kaur Bharaj
  • Dr. Dan Kaplan
  • Dr. Kathryn McCormick