Previous Teaching Responsiblities
For a more directed highlight of the most interesting/fun materials please see my Samples page.
This is a list of courses I've been involved in the instruction of.
Links in names will open my file cabinet for the course (also accessible above), which contains a varied sampling of materials from each course.
Syllabus links are provided when I have electronic versions available.
Last updated Fall 2012.
Small Classes/Sole Instructor
Math 112 – College Algebra w/ Trigonometry (Fall 2007)
A semester long course that deals with basic algebraic content with added sections not covered in other algebra courses at UMD on bearings (like nautical headings) and trigonometric functions. These topics were included to fulfill the needs of architectural students for their majors. Class size was ~20 students in each of two sections. I was responsible for the majority of lesson and assessment development including all classroom time.
As a summer course, I developed the syllabi, all lesson plans, quizzes, and exams. The course goals consisted of preparing students for Calculus and making math relevant to their lives and majors. Thus, a number of special application group works were developed, and short field trips were taken. The class met every day for 6 weeks. Class size was 8 students.
As a summer course, I developed the syllabi, all lesson plans, quizzes, and exams. This course covered all basic statistical material from simple probability, means, Z- & T- tests, and data reliability. This class was ~10 students.
The spring version of this course I taught under a course chair who provided a syllabus and helped organize exam writing and homework assignments. I developed all in-class material including several projects, worksheets and specialized assignments. This included 2 sections of ~30 students each.
Large Classes
Math 130/131—Calculus I/II for Life Sciences (Fall 2009/Spring 2010 & Spring 2011) Syllabus-Calc I Syllabus Calc II
This course is a unique adaptation from the traditional calculus sequence specifically developed in conjunction with the Biology department. Part of the unique structure is that each discussion section from the large lecture are team taught by a biology and math teaching assistant. During the biology discussions students do application problems related to currently covered material drawn from biological studies. During the math discussions homework questions are addressed and quizzes administered. I was responsible for leading some of the math discussions which contained 20-30 students (each). The entire course had an enrollment of ~150. For the discussion sections I would write quizzes to assess student learning. Additionally, I would assist in proctoring class exams, grading, and feedback on large lectures.
This is a traditional calculus course with a large lecture and small discussion section structure. I ran some of the discussion sections which included some groupwork, and developed worksheets and quizzes for the course. Again, discussion sections had ~20-30 students, though this course usually drew around 250 students for the entire course.