Carroll College, Helena Montana

Presentations & Papers

Professional Teaching Presentations and Papers

  • Project Math QUEST, is a three year project (2006-2009) to write and test classroom voting questions (also known as ConcepTests for Peer Instruction) for use in differential equations and linear algebra courses. This project is being run here at Carroll College's, Department of Mathematics, Engineering, and Computer Science and is funded by a $100,000 grant from the National Science Foundation (DUE-0536077).
  • Teaching Scientific Logic: Theories and Observations: A paper published in Astronomy Education Review, discussing a simple set of assignments that I give in my introductory astronomy class to teach scientific thinking. Students are presented with a list of ideas that have been studied earlier in the course. The students must first classify each idea as being either an observation or a theory. Then the students must match them up in pairs: In each pair, the theory explains the observation, and the observation is evidence supporting the theory.
  • Using Classroom Voting in Mathematics Courses: A paper submitted for publication in Proc. 19th Annual International Conference on Technology in Collegiate Mathematics by Holly Zullo, Mark Parker, and me.
  • Teaching with Classroom Voting: A paper published in FOCUS (vol 27 #5, May/June 2007, pp.22-23), discussing how to use classroom voting most effectively, by Holly Zullo, Mark Parker, and me.
  • A Writing Intensive Statistics Course: A paper accepted for publication in PRIMUS, describing how I designed an upper division applied statistics course to satisfy our college’s writing intensive requirements within the mathematics major. In this course, students complete two projects, performing both a statistical survey and a controlled experiment, and then write up their work on each project in a formal paper. After each paper, the students read a group of papers written by their peers and then critique and rank these papers. Next, the students meet in groups, having read the same papers, and together they must form a consensus about their group rankings. Finally, after analyzing and discussing several papers from their peers, the students revise their own papers. Here is a talk that I presented on this topic at the National MAA-AMS Joint Meeting in Phoenix, Arizona on January 7, 2004.
  • Classroom Voting in Mathematics: A paper published in Mathematics Teacher (vol 100, #2, Sept 2006, p100-104), describing my experience using electronic classroom voting in calculus and multivariable calculus.
  • How to Help Your Students Get the Most Out of the MCM and ICM: A paper published in FOCUS (vol 26 #6, August/September 2006, pp.22-23), by Holly Zullo, Mark Parker and me.
  • Numerical Methods Through Open-Ended Projects: A paper published in PRIMUS (vol XV, #3 Sept 2005, p274), describing how I designed a numerical methods course around a series of five open-ended projects in applied mathematics and the positive results that I had. Here is a talk that I presented on this topic at the Pacific Northwest section of the MAA's conference in Anchorage, Alaska on June 26, 2004.
  • Worksheets and Lots of Jokes: I gave this presentation at the MAA-AMS Joint Meetings in Atlanta, Georgia on January 6, 2005 in a session on dealing with math-phobic students. This presentation talks about how I have used worksheets and humor to create a more comfortable learning environment.
  • Creating Discussions with Classroom Voting: From the MAA-AMS Joint Meetings in Atlanta, Georgia on January 6, 2005: This presentation explains how I have used classroom voting in my calculus class to motivate students to discuss math.
  • Better Than Lectures: I used this presentation to begin a session that I organized at the NeXT meeting during the Pacific Northwest section of the MAA's conference in Anchorage, Alaska on June 24, 2004. First we discuss why we need better and more effective teaching methods than simply lectures in the modern undergraduate classroom, and then I present electronic classroom voting as a specific example of one non-lecture method of using class time.
  • Classroom Voting: A presentation to a group of faculty here at Carroll College on May 12, 2004. In this presentation I discuss my use of the EduCue electronic classroom voting system with my Spring 2004 PHYS 206 Engineering Physics II class, and the idea of classroom voting in general.