I contributed to the coursenotes for Ideas in Geometry, working with Bart Snapp to revise some sections in light of our students' responses to the course. I suggested changes to how some topics were treated and helped write sections on Spherical Geometry and Taxicab Geometry. This course provides students with a broad view of what geometry might be and shows them what the spirit of mathematical thinking is through examples drawn from geometry.

This is a stand-alone course aimed at students who will not be majoring in Mathematics, Engineering, or Science. It is mainly taken by Education and Liberal Arts majors.

Last semester I taught a discussion section of Calculus I in the Merit Workshop style. My students attend a large lecture of Calculus I but also attend Merit Workshop discussion sections instead of regular discussion sections. The Merit Workshop approach focusses on groupwork and encouraging students to engage with the material and each other. As a Merit TA, I wrote worksheets including conceptual problems designed to encourage discussion and thought about the ideas in the course. An important part of being a Merit TA is facilitating the groupwork of my students.

In Spring 2009, I taught a Merit Workshop section of Calculus 1. The students attended a large lecture of Calculus 1 but attended Merit Workshop discussion sections instead of regular discussion sections. The Merit Workshop approach focusses on groupwork and encouraging students to engage with the material and each other. As a Merit TA, I wrote worksheets including conceptual problems designed to encourage discussion and thought about the ideas in the course. An important part of being a Merit TA is facilitating the groupwork of my students.

You can find the worksheets, exam review sheets, and other information for this course at the Merit Calculus 1 Spring 2009 webpage.

Further information about the Merit Program is available at the UIUC Merit Program website.

In Fall 2008, I taught
Math 181: A Mathematical World . I was the primary instructor for this course, which is aimed at students who will not be majoring in Mathematics, Engineering, or Science. Students encounter a wide variety of different mathematical ideas and explore how these ideas are present in the world around us.

In Spring 2008, I taught Math 119: Ideas in Geometry. The course notes can be found at
this webpage.

I also contributed to the coursenotes for Ideas in Geometry. I suggested changes to how some topics were treated and helped write sections on Spherical Geometry and Taxicab Geometry. This course provides students with a broad view of what geometry might be and shows them what the spirit of mathematical thinking is through examples drawn from geometry.

This is a stand-alone course aimed at students who will not be majoring in Mathematics, Engineering, or Science.

In Fall 2007, I taught Math 119: Ideas in Geometry (Fall Semester).

My experiences teaching this course this semester lead to the contributions to the coursenotes mentioned above and lead to numerous small changes in how I approached this course in the Spring, as I learned from my experiences and those of my students.

In Spring 2007, I taught a discussion section of Math 241 (Calculus 3) in the Merit Workshop style.
Click here for more details on the Merit system.

Merit Calculus 3, Math 241 AD7, Spring 2007 webpage. It has a copy
of the worksheets and practice exams.

Math 241 (Merit Calculus 3), Fall 2006.

In Spring 2006, I taught a stand-alone Math 220 (Calculus 1 - Spring 2006) class by the
Calculus and Mathematica method.

Students worked in small groups on problems presented through the computer.
The Calculus and Mathematica approach takes advantage of computers (and Mathematica) to allow students to experiment with the ideas of Calculus and to develop an improved conceptual understanding aided by an ability to geometrically visualize these ideas.

Math 242 (Merit Calculus 3), Fall 2005.

Math 118 (A Mathematical World), Summer Session 2, 2005.

Math 118 (A Mathematical World), Summer Session 2, 2004.

These were stand-alone courses run during the summer. Moving at a brisk rate (six hours of lectures each week), the students encountered various mathematical ideas (graphs, tessellations, probability, the mathematics of voting theory (a student favorite!),...) that are also present in the world around us.

Department of Mathematics College of Liberal Arts and Sciences University of Illinois at Urbana-Champaign 273 Altgeld Hall, MC-382 1409 W. Green Street, Urbana, IL 61801 USA Department Main Office Telephone: (217) 333-3350 Fax (217) 333-9576 |