I believe in a blended approach, using lecture where appropriate, in class exercises and discussion and a variety of supplemental materials in an informal classroom setting encouraging student engagement and responsibility. Each course I teach is different and the particular blend of classroom experiences varies as a result.
A modeling approach to algebraic topics used in problem solving. Topics include equations and functions: polynomial, exponential and logarithmic; graphing and data analysis/modeling. Emphasis on skill development, problem solving, critical thinking, working in teams, use of graphing calculators, and communicating effectively. Credit may not be received for more than one of the following: MATH 100, 135 or 140. Prerequisites: High School Algebra I and II. Three hours per week. Meets General Education Requirement IVB or IVC (Prior to Fall 2008: IIIB or IIIC.
MATH 160 INTRO TO APPLIED CALCULUS (Fall 2019)
Introductory study of differential and integral calculus with emphasis on techniques and applications. For students in the biological, management, social and behavioral sciences. Prerequisite: High school Algebra II and plane geometry. Three hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).
MATH 210 INTRO TO DISCRETE MATH (Fall 2019)
Introduction to basic techniques and modes of reasoning for discrete problem solving. Set theory, recurrence relations, counting, graphs and lattices, number theory. Prerequisites: MATH 140 or equivalent. Four hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).
I am on the editorial board and a past subject editor for the journal PRIMUS.
I regularly judge national and international student competitions in modeling.
I am active in faculty governance, and, as a result, have contacts across the university which enable me to better help students navigate their experiences here.