Group Projects in Math 104Q
The Math 104Q course (College Algebra and Math Modeling) at UConn is a course designed for those students who need their high school algebra reinforced prior to taking any higher level math course. Students taking this course often claim to be very “math phobic” and lack self-confidence in mathematics.
As a way to help students overcome their fears of math, the course curriculum includes weekly “group projects” that students complete in small groups of 3 or 4. I found that by alternating the groups each week the students got to know each other and became less self-conscious about participating in class. They were more willing to ask and answer questions during the class. Working in groups provides a way for the students not only to learn math concepts but also to develop communication skills, to share responsibilities as a team member, and to organize their time and effort as a team.
Although these students may never admit to “liking math”, the use of these “group projects” in Math 104Q does provide a means by which they at least talk about math with someone else and perhaps become somewhat more confident in their own math abilities.
Paul Nimchek
Math 104Q
At some of our recent faculty meetings, faculty members mentioned that it would be nice to provide some suggestions on syllabus creation. In particular, some of the more experienced faculty thought that newer faculty might want to know what a useful tool a syllabus can be for anticipating and heading off problems. For example, if you have an attendance policy, it is good to put it in your syllabus so that when students say, “I didn’t know I had to come to class,” you can point to your attendance policy. (Students like to tell you that you UConn doesn’t allow you to have an attendance policy. That’s not true. It does need to be worded a particular way, and I am happy to help you with that wording if you’d like). It is also good to include things like a plagiarism policy (Freshman English’s plagiarism statement is available as a model), expectations of classroom behavior, a breakdown of requirements and grading, make-up exam policy, etc. Basically, the syllabus is a contract between you and the student as to what is required and expected in this class. Any issues that may turn up, like what happens when a student misses an exam, are best covered ahead of time so students know where they stand, and you have a clearly stated policy to lean on.
Anyone else have suggestions and/or questions about syllabi? Why not post them on the Blog.
-Andy
Want to learn how you might create a podcast? Take a look at a recent article from the Chronicle.
How to Podcast Campus Lectures by Brock Read.
Chronicle of Higher Education; 1/26/2007, Vol. 53 Issue 21, pA32-A35, 4p, 3c
Abstract from Academic Search Premier:
The article looks at how a growing number of professors are recording their lectures and making them available as podcasts, which are regularly updated sets of audio files that students can download to their computers or MP3 players. More and more colleges are trying to help professors who want to try podcasting lectures, also known as coursecasting. Many colleges are using a free service from Apple called iTunes U to handle the distribution of coursecasts. The article presents advice from college officials who have started extensive podcasting services, which includes making the technology easy for professors, asking students what they want, reading the fine print in the contract with Apple, and thinking seriously about intellectual property.
On Tuesday, February 27th at 12:30, Tom Deans will be on campus to give a workshop entitled: “Writing to Learn: Options for Informal Writing.” Tom is the director of the University of Writing Center at Storrs, I hope that many of you will be able to join us to welcome him to Torrington. Tom is an engaging and thoughtful speaker and he has a lot of experience in offering practical suggestions for the teaching of writing across the disciplines…and…as an added inducement…we will be offering lunch.
This workshop is being offered as part of the Adjunct Writing Fellows Program, but is open to all members of our faculty and staff. RSVPs to me (andrew.maines@uconn.edu) are appreciated but not required. I hope to see you there.
-Andy Maines
Announcing the new Torrington Campus Faculty Development Web Page & Faculty Blog
The University of Connecticut Torrington Campus Faculty Development Committee has been working to cultivate a sense of community among our faculty and establish a Torrington faculty culture. This task can be challenging given that so many of us have very different schedules so that we never see many of our colleagues face to face. Therefore, we have tried to find ways that faculty can connect with each other and gain support from each other through non-traditional means.
To that end, we are launching our new Faculty Development Web Page, which can be found at: www.torringtonfaculty.uconn.edu. Featured on this page is a Philosophy of Instruction that was written in response to our Faculty Forum in the fall where we discussed the qualities of teaching that we, the Torrington faculty, value. Also included on the site is a link to our new Faculty Blog, www.uconntorringtonfaculty.wordpress.com and other useful links and information.
The blog will provide a place for faculty to talk about teaching and other issues pertaining to faculty on this campus, and faculty are invited to share teaching strategies, or any other information that would be of interest to their colleagues. We hope to create an environment of collegiality among our faculty. Finally, for those less inclined to visit a web page or blog, we also plan to print out the blog once a semester and distribute it as a faculty newsletter.
Andy M and Sheila
