teaching
Mathematics is best learned together and in context. It is important to me that students know:
Why they are in my classroom,
how they are being evaluated, and
why their classroom and/or syllabus is set up the way it is.
Below, you will find some of the courses I have taught and relevant syllabi and evaluations. Note that teaching evaluations have been repeatedly shown to carry a significant amount of bias (see, for example, this study for gender bias, and this study which considers racial/ethnic bias). I encourage you to view these with a critical eye.
Teaching @ U(M)
Math 116: Calculus II (IBL*) (Fall 20, 21) [Syllabus] [Evaluations1, Evaluations2, Midterms1, Midterms2, Evaluations3, Evaluations4]
Math 217: Linear Algebra (IBL*) (Winter 21, Fall 22) [Syllabus] [Evaluations 1, Evaluations 2, Evaluations 3]
Math 440: Lab of Geometry (see this page for more) (Fall 22, Winter 23)
Math 555: Introduction to Complex Variables (Winter 23) [Syllabus]
Teaching @ IUPUI
M-118: Finite Mathematics (Spring 16, Summer 16, Fall 16, Spring 17) [Syllabus] [Evaluations1, Evaluations2, Evaluations3, Evaluations4]
Math 16500: Analytical Geometry and Calculus I (Summer 17, Fall 17, Spring 18) [Syllabus] [Evaluations1, Evaluations2, Evaluations3]
Math 16600: Analytical Geometry and Calculus II (Summer 18) [Syllabus] [Evaluations]
M-119: Brief Survey of Calculus (Fall 18) [Syllabus] [Evaluations]
Math 54700: Analysis for Teachers I (Graduate course) (Summer 19) [Syllabus] [Evaluations]
Math 22200: Calculus for Technology II (Fall 19) [Syllabus] [Evaluations]
Many of the classes that I taught at University of Michigan were taught in an inquiry-based learning (IBL) style. This is a classroom where lecture time is kept to a minimum. Instead of listening to lecture, students work on a carefully crafted and scaffolded set of exercises that help them engage with the material they are trying to learn. For a nice overview of this style, see this article by Dr. Hanna Bennett. Some
Studies suggest that this style of learning produces better results when compared with traditional classrooms, however
students appear to feel like they've learned less in spite of testing better [Study] (this study was pointed out to me by Dr. Jenny Kenkel.)
Resources for IBL classrooms can be found at the U(M) Center for Inquiry-Based Learning. The center is closely connected with many of the outreach activities you see on my outreach page.