As an educator, I take my teaching seriously. Below are some ways I have worked to develop my teaching professionally, as well as some thoughts on specific teaching techniques and strategies that I use.
- Project NExT - a program for young career mathematicians that focuses on New Experiences in Teaching
- I am a graduate of JHU's Preparing Future Faculty Teaching Academy (PFFTA)
- I was a participant in the Center for the Integration of Research, Teaching and Learning (CIRTL)
- I was the founder and organizer of JHU's "Math Teaching Assistant Lunches"
Inquiry-Based Learning (IBL) is a way to describe a collection of teaching strategies such as focused group work or student presentations, that emphasize deeply engaging students and providing opportunities to authentically learn from (or collaborate with) their peers. There is a growing body of evidence that suggests engaging learning methods such as IBL can aid in deeper student understanding.
I utilize some form of active learning in every class I teach, and many of my higher level math classes are taught entirely in this manner.
Mastery-Based Grading Techniques
A mastery-based grading system is one that awards credit for mastering discrete skills or techniques that reinforce the learning objectives. Such a system - at least as I use it - allows for multiple attempts to master a skill if necessary, and only counts the final mastery attempt. Structuring the class this way de-emphasizes partial credit (gaming the system), allows for early missteps to have minimal/no impact on final grades (accident forgiveness), and eliminates ambiguity about grades (directly linking grades to amount of quality work done).
I have utilized mastery-based grading in each of my Calculus classes, with plans to extend the grading system to my other classes.