A Beginner's Guide to Teaching Mathematics in the Undergraduate Classroom - A Beginner's Guide to Teaching Mathematics in the Undergraduate Classroom -

Course Overview One A Note on Terminology Determining Desired Learning Outcomes Assessment Determining a Beginning Classroom Strategy Backward Design Quick Glance: Terminology Overview Course Policies, Philosophies, and Syllabi Two Course Policies Grades What to Grade?How to Calculate Grades?Flexibility Participation and Attendance Schedule Make-ups and Late Papers Calculators Laptops and Tablets Phones and Smart Watches Conduct Unexpected Issues Syllabi Drafting a Syllabus Allowing for Choice A Promising Syllabus Sample Syllabus Why Take this Class?Prerequisites Course Topics (as time permits)Textbook Calculators Grades Office Hours: Come on in!Academic Support Center: Free Peer Tutoring Available!Participation, Attendance, and Tardiness Homework Late Homework Quizzes Missed Quizzes Exams Missed Exams Students with Documented Disabilities Class Cancellations Announcements Conduct in the Classroom Honor Code Learning Outcomes for Math 110 Calculus I Catalog Description: MAT 110 Calculus I The Basics of the Classroom Three The First Day of Class Getting Class Started Getting to Know Each Other Syllabus Review and Setting the Tone Teaching Prerequisite Quiz How Did It Go?Preparing for Class Desired Learning Outcomes Plans for Assessment Creating a Lesson Preparation Time During Class and Office Hours A Typical Class The Importance of Practice Pace Course Pace Lesson Pace Enthusiasm and Motivation Encouragement and Suggestions for Improved Performance Approachability Acknowledging Hard Work Rapport Fostering Academic Honesty with Environment Making and Discussing Mistakes Acknowledging Your Own Challenges After Class Assessment Four Fostering Academic Honesty with Assessment Homework Quizzes Preparing Students to Take an Exam Review Sessions Writing an Exam Final Exams The Exam Was Too Long!Grading an Exam Post-Mortem for You Post-Mortem for Students Addressing Instances of Academic Dishonesty Course Grades Being Honest and Objective Extra Credit Consistency Challenges and Opportunities within Commonly Taught Courses Five Discussion Sections Algebra – Is It Too Late?!Precalculus Opportunities for Opening or Closing Exercises Trigonometry Handouts Calculus I: Differential Calculus Opportunities for Derivation or Proof Opportunities for Opening and Closing Exercises Graphing Techniques Handouts Calculus II: Integral Calculus Opportunities for Derivation or Proof Opportunities for Opening or Closing Exercises Integration Strategy Handouts Sophomore Calculus Opportunities for Derivation Opportunities for Fixing What Never Looked Broken Opportunities for Building on (and Improving) Previous Knowledge Opportunities for Opening and Closing Exercises and Handouts Elementary Linear Algebra Opportunities for Handouts Opportunities for Opening Exercises and Building on Previous Knowledge Proof Courses Opportunities for Handouts Opportunities for Opening and Closing Exercises Setting a Clear Standard Upper-Level Courses Opportunities within Complex Variables Building on Previous Knowledge Something New, Something Old (but Improved!)Growth through Evaluation and Education Six Self-Evaluation Post-Class Notes Post-Course Reflection Documentation of Your Self-Evaluation Peer Evaluations and Collaborations Selecting Diverse Observers Collaborating with Your Colleagues Documentation of Your Peer Evaluations and Collaborations Student Evaluations Evaluating Early Keeping an Open Mind Documentation of Your Student Evaluations Pedagogical Professional Development Documentation of Your Education Going beyond Traditional Lecture Seven Preparing to Try Something New Active Learning Things to Consider Before Designing Active Learning Activities Class Size Classroom Environment Teaching Environment Course Role and Audience Student Resistance The Art of Telling Additional Methods to Achieve Active Learning Think-Pair-Share Clickers or Mobile Polling Peer Review Group Evaluations Inquiry-Based Learning (IBL)Just-in-Time Teaching (JiTT)Course Designs for Active Learning Community Service Learning (CSL)Inquiry-Based Learning (IBL)Flipped Classrooms Flipped Flipped Classrooms Online Courses Creating Videos for Online Courses A Final Note on Innovation