Contact Us

Use the form on the right to contact us.

You can edit the text in this area, and change where the contact form on the right submits to, by entering edit mode using the modes on the bottom right. 

         

123 Street Avenue, City Town, 99999

(123) 555-6789

email@address.com

 

You can set your address, phone number, email and site description in the settings tab.
Link to read me page with more information.

20160211_152842.jpg

Teaching

 

Teaching

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.

 
 
20180703_151833.jpg

Professional Development

  • I am a graduate of Project NExT and of Section NExT - programs for young career mathematicians that focus 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"

 
20160128_152823.jpg

Inquiry-Based Learning

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.

 
ermn-1m9vf3a.jpg

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 many of my classes, including all of my Calculus classes.

 

Utilizing R in Introductory Statistics

I have worked to integrate the use of R into my Introductory Statistics classroom. My current offering of statistics includes R “mini projects” (done out of class and due every other week), as well as lessons in R and RMarkdown fully integrated into many class activities. Students learn some basic RMarkdown, as well as commands using the ggplot and dplyr packages.