|0||See the orientation page.
|1||Wed Aug 28
||Venting and troubleshooting.
|2||Wed Sep 4
||Who are your students?
|3||Wed Sep 11
||Grading and assessment
- MAA Handbook advice on
- How can you make sure the grading is consistent for
different students in your class? for students in
- What are the advantages and disadvantages of
different course grading policies, such as dropping
the lowest test or giving extra credit?
- MAA handbook on Making up Exams and Quizzes
- Should the test be easy problems, hard problems, or a mix?
- Biggs, J. "Aligning Teaching for Constructing Learning." (PDF)
Higher Education Academy, 2005.
- MATH 1200 learning outcomes (1,
|Mathematical and pedagogical autobiography
|4||Wed Sep 18
- Tips for retention:
- If someone gets below a C on anything, tell them
they have to come see you in their office
- If a student misses more than one class period,
call their cell phone (?or email first)
and ask them if they are OK.
- Develop a buddy system for attendance --
have students introduce themselves to each other
on the first day, and then when someone is gone
ask their buddy where they are and why they are
missing and to try to track the person down if
they haven't heard from them.
- The Ohio University Academic Advancement Center
Instruction and a Math
- The Allen Student Help Center can help students who are academically adrift.
If a student disappears from your class or is beyond
your ability to help, submit an
- If you think a student may need accomodation due to
a disability, refer them to Student Accessibility Services.
- If you think a student may be a danger to themselves or
- If you observe sexual misconduct you are
required to report it;
|5||Wed Sep 25
- Board skills:
- Write large, work left-to-right and top-to-bottom,
use the whole board, use colors, write objectives/ outline, organize.
- Projector skills:
- Preload, do not switch back and forth, use a pointer.
- Vocal Techniques for Actors,
avoid sore throats, stretch your mouth; shut the doors.
- Body language:
- Be aware; varies by culture and
Arrange the space.
- If you are not enthusiastic about the topic,
act like you are. Spice things up (a little).
|Design a test (.tex)
|6||Wed Oct 2
- Why do it?
- How to do it:
|Faculty observation (.tex)
|7||Wed Oct 9
||Writing mathematics with LaTeX
||Design an active-learning activity
|8||Wed Oct 16
||Active learning activities.
||Make your test from week 5 in LaTeX. Submit by email the source (.tex, any graphics) and the resulting .pdf file.
|9||Wed Oct 23
||Teaching Portfolios (Tim Vickers)
||Implement and report on your active-learning activity
|10||Wed Oct 30
- Syllabus preparation:
- What would you do? (dilemmas)
Disruptive students: talking, texting, over-participation,
|Critique a teaching philosophy
|11||Wed Nov 6
||Critique a syllabus
|12||Tues Nov 12
||Prepare for the fest
|13||Wed Nov 20
||Using the web:
||Make a syllabus for one of the
Spring semester MATH
classes here, pretending you will be the
instructor. Clearly label this syllabus as an exercise and
|14||Wed Nov 27
||Thanksgiving holiday, no meeting
|15||Wed Dec 4
||Odds and ends:
- Learning from your evaluations.
- End of semester tasks:
- Submit grades via the online grading system; stick to the
MATH 1200 grading scale
- Print a copy of your submitted grades and turn
it in to the office.
- Print a copy of your grades spreadsheet
and turn it in to the office.
- Turn the students' final exams in to the office.
- If you will not teach the same course next semester,
turn in your textbook.
|Make your webpage
|16||Mon Dec 9
||7:00 pm Final Exam (virtual; your physical presence is not required)
||Substitute summative activity