Self-evaluation

Overview

I started my probationary period at Edmonds College in September of 2022. With the support of the inspiring faculty, staff and administrators here, I have created co-requisite statistics (MATH 016), as well as revamping and updating the calculus component of the math/physics learning community (which includes MATH& 151 and MATH& 152). I have also taught the calculus sequence (MATH& 151, 152 and 153), Precalculus II (MATH& 142), Introduction to Statistics (MATH& 146) and Business Precalculus (MATH 140) .

Building Support Networks and Student Self-efficacy

Studies have shown that one way to improve student persistence and retention in STEM programs is by helping students build support networks among their peers and make sure that students feel like a part of a greater community. In many of my introductory classes, I have students introduce themselves to each other by asking them to interview their neighbor and tell the class the name, intended major and a life goal of that student. I prefer to use this particular icebreaker not only because it helps the student see each other as peers striving towards the same goals, but also because it encourages the students to think about not just their goals in my class, but the goals of their education both here at EC and in their life. I also encourage the formation of peer networks by including as much teamwork and active learning as possible in and out of my classroom.

Typical Class Structure

Active learning in a classroom setting means shifting the focus of the students between me at the front of the room and their classmates next to them. I create this attention-shifting environment by using short lecture sessions punctuated by student teamwork. My class begins by discussing homework questions and any other loose ends that may have arisen from previous sessions. Then I will introduce a new topic for the students to consider in the form of lectures and demonstrations. I hope that my enthusiasm and openness to discussion creates a welcoming environment for my students to explore their own career interests.  After introducing a new concept, the students will work in groups to solve example problems. These problems are chosen to address common misconceptions and problem-solving issues that students may have. During this time, I work with students individually or in smaller groups to address issues individually. After the students have had a chance to work on an example, I will typically have the students present their solution on the board so that others can learn. This gives the students a chance to demonstrate successful problem-solving or collaborate with peers to find a solution. This process gives the students more opportunities for active learning (as opposed to watching me solve examples on the board) and shows them that they can look to their peers as well as their instructors for support.

Online Platforms

In my classes, I make extensive use of learning-management systems such as WAMAP and Canvas, and online-homework platforms such as MyMathLab.  WAMAP allows me to provide students with course information quickly in a way that they can always access if they have questions about deadlines or the parameters of an assignment. It is also a convenient way for me to provide videos related to class topics, video lectures and lecture slides. Making these resources available to students gives them more ways to learn class material and gives students for whom English may not be their primary language an opportunity to watch videos and view my lecture slides before class so that they can learn at their own pace. I also provide students with discussion boards through WAMAP so that they may ask questions of me and their classmates. These discussion boards let students know that other students are struggling with the same issues as they are, and tell me what I need to focus on during the next class session. I ask my students to complete pre-class assignments, which are designed as an introduction to the topic we will be discussing in class the following day. This provides the students with a preview of what is to come and they are better prepared for the class meeting. I provide daily homework through online-homework platforms so that students can receive immediate feedback on their work and so that they can practice solving problems as many times as they need to gain confidence in their abilities. Using online platforms allows me to find out what students struggle with by providing a greater variety of problems for them to solve than I could provide on my own. The majority of my class sessions start with my students asking me pointed questions about issues they have had with a particular problem, and the online platforms allow me to quickly display an alternate version of that problem using different values and talk through a solution with them in front of the class. I do this to illustrate my thought process as clearly as possible so that students can learn to think through problems on their own. In this way, I use online platforms to provide students with support and feedback, make sure they come to class prepared, and communicate course information in an efficient and timely manner.

Beyond the classroom

I strive to improve myself as an instructor and increase student involvement with campus events and activities. I was able to attend the Washington College Mathematics Conference in 2023. This conference not only had some amazing speakers, but also broadened my horizons regarding how other colleges and universities are approaching teaching mathematics. A presentation by Tyler Wallace from Big Bend Community College on "Finding the Least-Squared Polynomial" discussed how this concept can be presented in different ways based on the context of the course. It provided me with a new way of thinking about discussing this topic with my students. I also had the opportunity to view a presentation given by Jeff Eldridge regarding "Rearranging Calculus I." I believe this is a great way to approach the topic and I would like to implement this in my next Calculus I course. This experience as a whole opened my eyes towards different innovative ways that can be deployed to improve student learning experiences in the classroom. I was given the opportunity to collaborate with Rachel Wade and Ashely Pickard to create a climate-justice curriculum module that can be implemented in any mathematics or statistics course. This module was designed to increase student awareness towards this social-justice issue that is prevalent in our community. I also helped promote and conduct the AMATYC Student Mathematics League contest at Edmonds College. This event provides students with an opportunity to socialize with their peers and share ideas. It is a great social and academic event to get everyone together.