The graduate teaching seminar at Dartmouth is a ten quarter-hour graduate course
in which graduate students who are preparing to be undergraduate teachers read
and discuss the literature of how undergraduates (and others) learn mathematics,
prepare and run two one-week workshops for high school students, engage in
practice of various skills that are hoped to be useful to them in teaching, and
reflect on their activities. The seminar normally operates in the summer. The
designers of this seminar are Dorothy Wallace and Marcia Groszek at Dartmouth,
and Claudia Henrion at Middlebury. Ken Bogart at Dartmouth is now also involved
in its operation. The administrator for the seminar is Kim Rheinlander at
Dartmouth, and information about the seminar is available from her or from any
of the above faculty members. Visitors, either short-term or long-term,
including a limited number of graduate students from other institutions, are
welcome.
My name is Derek Bruff, and I am a preceptor in mathematics at Harvard
University. There are several preceptors here, and we are primarily
responsible for making sure that the service courses (calculus and linear
algebra) are well taught. The courses are taught in small sections (15-40
students, depending on the course), but the students in each course follow
the same syllabus, turn in the same homework problems, and take common
exams. The sections are taught primarily by preceptors and other junior
faculty members and by graduate students. Each course has a course head,
typically a preceptor, but occasionally another faculty member, who
coordinates the course. As a preceptor, I teach sections and occasionally
act as course head.
Since most sections are taught by graduate students and junior faculty, the
preceptors are also responsible for preparing and supporting these teachers.
We organize an apprentice program for first-year graduate students who are
not yet teaching. We also provide support for those who are currently
teaching through pre-semester orientations, term-time teaching seminars,
observations, and consultations.
We also train and supervise undergraduate course assistants. Each calculus
section is assigned one CA who grades homework, runs problem sessions, and
works in the tutoring center. In the past, this training has taken the form
of a pre-semester orientation. We are now consider term-time teaching
seminars as well.
Enough about me for now! I'm excited to hear about you!
Derek
--
Derek Bruff, Preceptor
Department of Mathematics, Harvard University
Email: bruff(a)fas.harvard.edu
Web: http://www.derekbruff.com/
Welcome everyone to the Preparing and Supporting Teachers of Undergraduate
Mathematics (PSTUM) mailing list! The list has a lengthy name (and an
acronym that doesn't quite roll off the tongue), but I think it describes
the purpose of the list very well. For more information about the list,
consult the list's web site:
http://lists.fas.harvard.edu/mailman/listinfo/pstum-list
To get some discussion started, please introduce yourself and describe your
roles in preparing and supporting teachers of undergraduate mathematics.
I'll do so myself in my next post. Thanks!
Derek
--
Derek Bruff, Preceptor
Department of Mathematics, Harvard University
Email: bruff(a)fas.harvard.edu
Web: http://www.derekbruff.com/
Hi,
I am working on a grant proposal aimed at improving college
mathematics teaching and learning through the creation of video-case
tools for teacher-scholar development of mathematics Graduate Teaching
Assistants and new faculty, and for enhancing the professional
development of junior and senior faculty. The project creates a tool
similar to the Integrating Mathematics and Pedagogy (IMAP) Project K-12
materials for teachers. However, among the significant differences
between IMAP and the proposed cases are: (a) the video-case tools and
accompanying text will be developed for an audience with a mastery of
mathematics who have little or no formal training in pedagogy; (b) the
case tools will be sufficiently self-contained that they can be used as
part of a distance-learning course on college teaching; (c) the
materials will include classroom video-clips as well as materials about
out-of-classroom interactions like office hours, email communication,
advising of undergraduate and graduate students, and communicating with
junior and senior colleagues about teaching.
Some field-test agreements are already in place as is a
publication agreement with the CBMS and the AMS (who published
Friedberg et alia's fictionalized case studies for college teaching
book).
I am looking for folks who are interested in field testing
materials, perhaps even testing a case or two on a prototype DVD in
Fall 2005. Also, anyone interested in becoming more significantly
involved in the project is encouraged to contact me directly at
hauk(a)unco.edu
Thanks,
Shandy
PS I also posted this message to the listserv on TAs:
ta-research(a)list.une.edu
====================================
Shandy Hauk, hauk(a)unco.edu
Department of Mathematics, CB122
U. of Northern Colorado
Greeley, CO 80639
Phone: 970 351 2344 Fax: 970 351 1225
=====================================
My name is Derek Bruff, and I am a preceptor in mathematics at Harvard
University. There are several preceptors here, and we are primarily
responsible for making sure that the service courses (calculus and linear
algebra) are well taught. The courses are taught in small sections (15-40
students, depending on the course), but the students in each course follow
the same syllabus, turn in the same homework problems, and take common
exams. The sections are taught primarily by preceptors and other junior
faculty members and by graduate students. Each course has a course head,
typically a preceptor, but occasionally another faculty member, who
coordinates the course. As a preceptor, I teach sections and occasionally
act as course head.
Since most sections are taught by graduate students and junior faculty, the
preceptors are also responsible for preparing and supporting these teachers.
We organize an apprentice program for first-year graduate students who are
not yet teaching. We also provide support for those who are currently
teaching through pre-semester orientations, term-time teaching seminars,
observations, and consultations.
We also train and supervise undergraduate course assistants. Each calculus
section is assigned one CA who grades homework, runs problem sessions, and
works in the tutoring center. In the past, this training has taken the form
of a pre-semester orientation. We are now consider term-time teaching
seminars as well.
Enough about me for now! I'm excited to hear about you!
Derek
--
Derek Bruff, Preceptor
Department of Mathematics, Harvard University
Email: bruff(a)fas.harvard.edu
Web: http://www.derekbruff.com/
Welcome everyone to the Preparing and Supporting Teachers of Undergraduate
Mathematics (PSTUM) mailing list! The list has a lengthy name (and an
acronym that doesn't quite roll off the tongue), but I think it describes
the purpose of the list very well. For more information about the list,
consult the list's web site:
http://lists.fas.harvard.edu/mailman/listinfo/pstum-list
To get some discussion started, please introduce yourself and describe your
roles in preparing and supporting teachers of undergraduate mathematics.
I'll do so myself in my next post. Thanks!
Derek
--
Derek Bruff, Preceptor
Department of Mathematics, Harvard University
Email: bruff(a)fas.harvard.edu
Web: http://www.derekbruff.com/
