Teaching Responsibilities

At Xavier University of Louisiana (XULA), I teach a course load of 12 credit hours each semester. I started my position in August 2021. In my first year, I taught a 9-credit-hour load to reflect the release time as a new hire. 

The main courses that I teach are Introductory Calculus (MATH1070) and Calculus II (MATH 2070), which are two courses of the three-course Calculus series that is offered by the XULA math department. All Xavier students need to take a math course in the 1000 series or above to fulfill their “Quantitative Reasoning” requirement, and most students take Pre-Calculus (MATH 1030 or 1030I) or Introductory Calculus (MATH 1070) within their first year to fulfill this core. Some students continue to take math courses for a Math minor (18 credit hours), their Math major degree, or as a required course for their respective major. 

Each course I teach generally has 20-25 students. I started teaching the Honors section of 1070 and 2070, starting my second year, where I focused on more advanced problems and provided a greater narrative on Calculus to enrich the students’ understanding of the subject. Each of the honors sections has about 3-5 students and meets an extra hour a week in addition to the non-honors section of the course.

In my third year, I started teaching MATH 0990D, which is the Preparation for College Mathematics course that is offered to students who are not ready to take 1030 or 1070 upon entering XULA. Students who take MATH 0990D are students who score below 18 on the Math ACT score or score below the cutoff on the Math Accuplacer exam. Students who take MATH 0990D must take another math course, as 0990D does not count toward their “Quantitative Reasoning” requirement. Students also cannot take the introductory science courses until they pass or credit out of MATH 0990D; therefore, I placed a heavier emphasis on working with students to ensure their success. MATH 0990D has a drill portion (0990L), which meets an additional hour of the week and allows Drill instructors (normally not the same as the Lecturer) to assess students on the topics outside of the lecture hours. In my first two years at XULA, I was a Drill instructor and administered the drills and worksheets to students. 

In my fourth year, I am the Lead Coordinator for MATH 0990D and its Drill section. In the Fall semester, I am coordinating all 12 of the MATH 0990L Drills, where 8 of them are facilitated by student instructors, and I am responsible for the facilitation of instruction. In this coordination effort, I create the quizzes and worksheets, print the quizzes and worksheets, and meet with the student instructors on how to grade and help facilitate their drill sections. I am also teaching MATH 2025, which is Finite Math for Education Majors, a course designed to curate a set of math skills for students pursuing a degree in Education. For the Spring semester, I prepped for a course that I have not taught previously, MATH 1030I Intensive Precalculus. This course is a coordinated course with many sections and is a gateway course to many other sciences. 

A complete summary of my teaching enrollment can be found below: