There is considerable dialogue and questioning. It is under copyright to
Houghten Mifflin, but as long as you attribute it properly you can use
it in your teaching.
>> LeveilleN(a)uhd.edu 02/04/05 8:38 AM
>>>
It is a little choppy in that it is hard to know if one should wait
for
something, or something more, to happen or if one should go to the next
slide. The content is also a little choppy. Are verbal introductions
given
before the cases are read? Even a title such as "Case 1." would help the
flow. Do you have any particular discussion questions (open ended I
hope) to
go with these? They could be added to the power point so it would be a
stand-alone teaching tool that leads into small or large group
discussion.
Is there a sound track?
I presume that we can use bits and pieces for our own purposes now that
this
is generally available. Let me know if you have copyright, etc.
restrictions.
Thank you.
N. Leveille
-----Original Message-----
From: pstum-list-bounces(a)lists.fas.harvard.edu
[mailto:pstum-list-bounces@lists.fas.harvard.edu]On Behalf Of Eldon
McMurray
Sent: Thursday, February 03, 2005 11:07 PM
To: pstum-list(a)lists.fas.harvard.edu
Subject: Re: [PSTUM-list] Re: PSTUM-list Digest, Vol 2, Issue 3
I am very interested in applying this thinking framework to case study
teaching. Please look over the Powerpoint presentation and send me any
feedback you may have.
Thank you,
Eldon L. McMurray
Director
Center for Faculty Excellence
Utah Vally State College
800 West University Parkway
Orem, UT 846058
801-863-8550
>> mersetka(a)gse.harvard.edu 02/03/05 11:22 AM
>>>
Dear Colleagues,
My name is Kay Merseth and I teach at the graduate school of education
at
Harvard. My specialty is case based study in the education of teachers
at
the K-16 level. My colleagues and I have written several cases about
high
school classrooms but I think many of the issues that are relevant here
would also apply for TF's at the undergraduate level. Our cases all
stress
the mathematics, the pedagogy, the student comments and the context. It
would be very easy and quite exciting to compile some cases about
undergraduate teaching. I know Sol Friedberg at Boston College has work
on
these some.
I attach a case to give you a sense of the materials that we use to
train
teachers (that is if this listserve will accept attachments). Looking
forward to the conversations.
--On Thursday, February 03, 2005 12:00 PM -0500
pstum-list-request(a)lists.fas.harvard.edu wrote:
Send PSTUM-list mailing list submissions to
pstum-list(a)lists.fas.harvard.edu
To subscribe or unsubscribe via the World Wide Web, visit
http://lists.fas.harvard.edu/mailman/listinfo/pstum-list
or, via email, send a message with subject or body 'help' to
pstum-list-request(a)lists.fas.harvard.edu
You can reach the person managing the list at
pstum-list-owner(a)lists.fas.harvard.edu
When replying, please edit your Subject line so it is more specific
than "Re: Contents of PSTUM-list digest..."
Today's Topics:
1. introduction: Gary Harris (Harris, Gary)
----------------------------------------------------------------------
Message: 1
Date: Wed, 2 Feb 2005 16:21:03 -0600
From: "Harris, Gary" <gary.harris(a)ttu.edu>
Subject: [PSTUM-list] introduction: Gary Harris
To: <pstum-list(a)lists.fas.harvard.edu>
Message-ID:
<55CA02C1ECF1CB40B2A0AF7B32F0DFDD1BFB7000(a)BRONTES.net.ttu.edu>
Content-Type: text/plain; charset="us-ascii"
Dear Colleagues,
My name is Gary Harris and I am the Director of Undergraduate Programs
in the Department of Mathematics and Statistics at Texas Tech
University. In the spring of 2000 I was asked by our chair and the
director of graduate programs to create a 3 credit hour course devoted
to issues involving teaching math at the undergraduate level. I would
like to say that this was motivated for all the obvious great reasons;
however, I suspect the main motivation was the fact that our state
regulatory agency requires that all instructors of record (aka actual
teachers of the classes) for college level math classes have at least
18
hours of graduate level mathematics credit, and our
university decided
to get serious about adhering to this rule. Hence this would be one
way
for our new TA's to get an extra 3 hours graduate
math credit their
first semester, while at the same time maybe picking up something
useful. In any event I began to look for appropriate materials and
activities and was ready to offer the course to 20 new teaching
assistants in the fall of 2000. The course has been offered each fall
semester thereafter.
Early on I helped to field test some of Friedberg's case studies and
have used them regularly. I also use material from Rishel's Handbook
for Mathematics Teaching Assistants, as well as other materials. Also
a
significant part of the course involves video taping
and class
evaluations of student mini-lectures.
I currently have a graduate student working on a Masters Thesis in
which
he is trying to assess the effects of our course on
our graduate
students attitudes and practice with regard to teaching mathematics at
the college level. He and I would be very interested to hear about
experiences any of you may have with such a course, as well as
pertinent
references.
I look forward participating in an interesting discussion on this
timely
> and, I think, very important topic,
>
>
>
> Gary Harris
>
>
>
>