Engagement Beyond the Classroom

I have been fortunate to have worked closely with several excellent students. Over the years, I have developed relationships with these students that have lasted beyond thier graduation. In this section, I describe the ways in which I have formed and maintained some of my relationships with my students outside of the classroom. I begin by describing an organization called SCUDEM in which I have participated with a team of students, and the success those students have achieved as a result of this event. I also include some of my former students I still keep in touch with, as well as my evaluation ratings concerning availability outside the classroom. 

Team Coach for a Differential Equations Modeling Challenge (2018 - 2022)

In spring 2018, I decided to be a team coach for the SIMIODE Challenge Using Differential Equations Modeling (i.e., SCUDEM). SIMIODE is a community of educators focused on a modeling-first method of teaching when it comes to differential equations (as opposed to a strictly theoretical treatment). The SCUDEM challenge within SIMIODE comprises undergraduate student teams of up to three students to create and justify a mathematical model for a given situation. The students are given three problems to choose from (one each from biology, physics, and the social sciences). They have one week to create their model and type a two-page summary including an elementary analysis of their model and a description of its limitations. After the week is over, each team presents their work in a conference style at a local site. The students and faculty often get to see different ways students have approached the same problem. Throughout the day of presentations, students also have the opportunity to meet students from the other teams. 

Zachary Fralish was a junior biochemistry major who had taken my differential equations class as a sophomore. I asked him if he would be interested in this experience and he was the first student to sign up. Bernard Tyson III was a chemistry major in my calculus 2 class who demonstrated great skill and an innate interest in learning. He is good friends with Anthony Stefan, who was a senior math major I did not know at the time. When I asked Bernie if he would like to form a team with Zachary, he said that he and Anthony were both interested. To prepare the students for the event, I met with them several times to discuss relevant calculus, linear algebra, and differential equations that could be useful in modeling. I also discussed how to write an effective and concise executive summary, using some tips provided by the organization. When the problems were posted, the students chose the biology problem which involved predator/prey relations. More specifically, their problem was to determine how two or more inputs can be incorporated together to enable a simple organism to decide whether or not to flee.

After the week had past, I traveled with the team to St. Petersburg College where our team presented their model. The essence of the challenge is to promote teamwork and experiences outside the classroom while developing a network among different schools. In this respect, the challenge is not meant to be competitive. However, each team was given a rank out of 3 tiers. While a few of the other schools (out of about 6) had good presentations, it was clear to all the judges that the FSC team should be awarded the top tier. Their talk (about 10 minutes) was thorough and well-rehearsed. Below is a picture of me with the team (minus Zach who was presenting at another conference).

One of the students also mentioned their experience in my evaluations: 

The next year in 2020, Anthony and Bernie had graduated. I found two other students to join our team in their place, John Marshal (computer science and math) and Nathan Hallmark (engineering). After the week had past, I traveled with the team to Florida Institute of Technology (FIT) where our team presented their model. Coincidentally, Anthony was then a first-year graduate student at FIT and volunteered to be a SCUDEM coach for several teams at FIT. Below are some pictures of the event.

In the fall of 2021, I also coached a team consisting of Max Barlow (computer science), Lucas Clemens (math and chemistry), and Nathan Hallmark (engineering). The SCUDEM challenge was held remotely, and students either worked on their problem with their team virtually or at their institution. Each team then filmed a video of themselves giving their presentation. Check out the team's submission video.

Forming Relationships and Being a Mentor

Since my arrival to Florida Southern College in 2017, I have developed several close relationships with my students. Events such as the SCUDEM challenge described above have helped me to meet and form those relationships with truly excellent students. I have also organized several independent studies in which I meet with a students one-on-one to discuss material that the student is interested in learning. For example, one student I mentored was Zachary Fralish, where his independent study focused on linear algebra applied to differential equations. Another student I mentored was Patrick Wilson, where his independent study focused on linear algebra applied to economic theory. Through our meetings, I got to know these students on a more personal level. For other students and projects I have mentored, see my Curriculum Vita page of this website.

Three student alumni who I have kept up with the most are Bernie Tyson III, Anthony Stefan, and Nathan Hallmark. Bernie has been working for a biotech firm and helps with research into other companies as well as communication with investors. Anthony is a Ph.D. graduate student at FIT, and Nathan is an analyst for Nucor Steel. Below are some photos of my meetings with former students.

Student Evaluations of Availability Outside of Class

Below are my student evaluations for the question, “The professor made an effort to be available outside of class.” The mean scores for this question have been consistently high. I do make great efforts to be available and provide feedback in between every class and even over the weekends. 

The question is rated from 1 - 7, with 7 being strongly agree, 4 being neutral, and 1 being strongly disagree. 

I end this section with some comments I have received in my evaluations that concern experiences outside the classroom.