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MATH 45: Introduction to Differential Equations

Utility Value, Collaboration, Student Engagement

Reflection on Instructional Change:

The primary objective was to enhance the motivation for learning by focusing on utility value, a key concept introduced in the Escala STEM Mini-Course during the Summer of 2023. Another objective was to foster a deeper engagement with the subject matter through collaborative group projects aligned with students’ respective majors. By tailoring the assignment to be directly relevant to their major, the intention was to amplify the perceived utility value of the learning experience.

The idea was to connect what students learn in theory to real-life situations. By doing this, they get a chance to use their skills in actual challenges related to their chosen fields of study. The hope was that these specific assignments would not only make them understand the subjects better but also make them feel a stronger sense of purpose and relevance, which would boost their motivation for learning.

This modification aimed to create a high-context learning experience that caters to diverse cultural perspectives and learning styles. In low-context cultures, communication tends to be explicit and reliant on verbal expression, sometimes leading to a transactional and detached learning approach focused mainly on delivering information. Introducing differential equation projects aligned with students' majors adds context and relevance beyond a mere exchange of information. Involving students in a group project related to their field of study makes the learning experience more interconnected. This adjustment aligns with high-context cultural preferences, valuing implicit communication, shared experiences, and a comprehensive understanding of knowledge.

Being part of the Faculty Learning Community (FLC) has played a crucial role in identifying areas to improve my instructional methods. Through the FLC, I learned a lot about equitable teaching and grading practices. The discussions throughout the FLC provided valuable insights into the benefits of employing equitable teaching methods.

**Evidence of Instructional Change**
Student presentation slides on a project in MATH 45.	Screenshot of Canvas page highlighting weekly paced assignments.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule:

Syllabus-Math45-Summer-2023-2.pdf

Post FLC - Syllabus and Schedule: Syllabus-Math-45-01-Fall-2023.pdf

**Faculty Bio**
	*Santosh Kandel is an assistant professor in the Department of Mathematics & Statistics. Santosh is interested in learning and incorporating inclusive teaching practices.*

This work was supported by grant funding from:
	STEM4Equity: US Dept. of Education STEMHSI P031C210012 NSF STEMZone: 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.