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MATH 45: Differential Equations for Science and Engineering

Inclusive Syllabus, Equitable Grading Practices, Growth Mindset

Reflection on Instructional Change:

For my course redesign, I focused on three main area: Inclusive Syllabus, Equitable Grading Practices, and Growth Mindset. These areas work together to create a learning environment where all students have the opportunity to succeed.

Inclusive Syllabus: I designed a syllabus that ensures all students feel represented and supported. It outlines clear expectations, flexible accommodations, and resources to help students from diverse backgrounds thrive.
Equitable Grading Practices: Instead of using a traditional grading system that heavily penalizes mistakes, I use grading practices that recognize effort and improvement. This means that students are not judged solely by their first attempt, but are encouraged to learn and revise until they master the material.
Growth Mindset: I encourage a growth mindset by emphasizing that learning is a process. If your first attempt isn’t perfect, that’s okay. I provide opportunities for students to revisit and improve their work, helping them understand that making mistakes is part of learning and growth.

Overall, these strategies allow students to engage with the material at their own pace, and provide multiple chances to demonstrate their understanding and improve over time.

During the Observe and Analyze session, I gained valuable insights into how to effectively implement self-reflection assignments in my course. One of the key takeaways was understanding the importance of providing clear instructions and guidelines for redoing assignments. For example, I now make sure to highlight areas for improvement, encourage students to respond to feedback, and explain how their revisions will be assessed differently from their initial submissions. Another key lesson from this session was the importance of creating a detailed grading rubric. Through the session, I learned that rubrics are a powerful tool for improving transparency and consistency in grading. With a grading rubric, students can clearly see where they excel and where they need to improve, which encourages a more focused approach to their learning.

Together, these insights—clarifying redo assignment expectations and developing a grading rubric—have improved my ability to guide students through the learning process. They also promote a more equitable and transparent grading system, ensuring that students understand what is expected of them and how they can grow over time.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
Screenshot of Observe & Analyze recording	Student work on group project	ACUE Badges

Course Syllabus

Syllabus_Math45_Fall_2024(1).docx

Faculty Bio

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

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, and 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.