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Math 45: Differential Equations for Science and Engineering

Reflection on Instructional Change:

Among other areas of my course, I decided to redesign much of the assessment component of my course. Previously, much of the course grade had been based on a few traditional exams. However, as exams in the virtual format have many problems, I have distributed the grade to be less dependent on exams in general, and also introduced 'module exercises' and stress smaller quizzes to provide more formative assessment.

Emphasizing exams less stemmed from discussions with colleagues during side car meetings as well as materials I had read from the side car learning modules. Additionally, such discussions also helped shape some of the formative assessments. Meanwhile, reading literature surrounding formative versus summative assessment led me to make a more clear distinction of these types of assessments in my class.

There were many aspects of my course that were created and shaped for equity. Posting additional videos and opportunities for students to engage in the material in case they missed class or had periods of no internet was a big one that has made a large difference this semester. In terms of the assessment structure mentioned above, having more small stake assessments verses fewer larger stakes assessments was also shaped a desire to promote equity.

A student asking a question about a lecture via a Teams created for such discussions.

Student work on an "Exercise" with a discussion about the work in the background.

Before and after grade breakdowns from the syllabus. Less emphasis was placed on big exams and more on smaller formative assessments.

Post Side Car - Syllabus and Schedule

Pre Side Car - Syllabus and Schedule

Faculty Biography

I am an assistant professor in the Department of Mathematics and Statistics. I love teaching mathematics, and largely due to the collaborative nature of the struggle and the chalk boards! My current goal is to learn ways to transfer these aspects into the virtual classroom.

This work was supported by the National Science Foundation NSF Hispanic Serving Institution Award 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 the National Science Foundation.