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Math 107A: Fundamental Mathematical Concepts I

Reflection on Instructional Change:

I chose to implement using student feedback for continuous improvement. I selected this because I think that's a great way to involve students more heavily in their own education process and to show students that you're interested in their thoughts and feedback. I do a weekly check-in survey with my students to see how they are doing in general. For more specific student feedback, I included an additional survey to ask students for class feedback and what they might like to see changed/clarified/etc. I do these anonymously so that students feel comfortable sharing how they're holding up and what they're going through while talking through what they want out of my class. I then read the responses and make gentle adjustments as requested (and as possible!).

My students have shared that they really appreciate my willingness to make adjustments and to pivot when things aren't working well. I think students really like to feel like their professors are listening to them and like their feedback is meaningful and important. I also talk about how student feedback is used as it relates to student evaluations and I tend to get pretty high response rates - I think students like to hear that someone actually looks at and thinks about what they write on those.

I really enjoy sitting in on other people's classes. It always gives me ideas about things I might want to implement in my own classroom. Since everyone has their own style of teaching, classroom observations have also helped me identify more specifically how my style differs from others'. I think both of these factors have helped me grow as an instructor.

I assume the final instruction was supposed to be about my experience getting observed. We get observed fairly regularly in the mathematics department and I always enjoy getting a chance to talk about my classes with a colleague who has actually attended one. For this FLC, I requested help brainstorming ways to use our computer lab - it has an unusual set up and the instructor computer faces a wall, so it can be a challenging classroom to use effectively. It was nice to have someone come in, check out how I was already using the room, and offer a couple of ideas on how to make better use of the space.

**Evidence of Instructional Change**
MATH 107A Learning Outcomes Link to Welcome Survey given in Stat 1 to collect student data that is used throughout the semester in the classroom.	ACUE micro-credential badge for Designing Student-Centered Courses

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	I am an Assistant Professor in the Mathematics and Statistics Department at CSU, Sacramento. My research interests include biostatistics and applied statistics, particularly in biological and social science fields. “The best thing about being a statistician is that you get to play in everyone’s backyard.” - John Tukey I landed in statistics because I love solving puzzles and learning about everything (and talking to everyone). When I’m not working, I’m an enthusiastic tabletop gamer and I usually have several unfinished crafting projects laying around. I also love animals and have a growing menagerie of rescues.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.