Research Experience For Undergraduates
Janet Page, Daniel Smolkin and myself mentored three REU students: Lillian McPherson, Monroe Stephenson, and Fuxiang Yang. In the summer of 2021,
This paper is a result of that project:
Asymptotic Behavior of Differential Powers
Classes I have taught
At the University of Michigan:
Fall 2020: Math 217, Linear Algebra (2 sections, IBL)
Winter 2021: Math 217, Linear Algebra (2 sections, IBL)
Fall 2021: Math 217, Linear Algebra (2 sections, IBL)
Spring 2022: Math 412, Abstract Algebra (2 sections, IBL)
Fall 2022: Math 412, Abstract Algebra (2 sections, IBL)
At the University of Utah:
Introduction to Statistics
Inquiry Based Learning
All of the classes I have taught at the University of Michigan, and some that I taught at the University of Utah, have been inquiry based, which is a type of active learning.
IBL classes have students work on exercises together in groups. There is very minimal lecturing from the instructor. Instead, the instructor checks student work, makes sure the group is functioning harmoniously, and manages the pace in the classroom.
There is evidence indicating that active learning is more effective for many students than traditional lecture based learning: Active learning increases student performance in science, engineering, and mathematics.
Interestingly, students don't always have an accurate idea of how much they learn through different modalities! Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom.