Dear Colleagues,
My name is Gary Harris and I am the Director of Undergraduate Programs
in the Department of Mathematics and Statistics at Texas Tech
University. In the spring of 2000 I was asked by our chair and the
director of graduate programs to create a 3 credit hour course devoted
to issues involving teaching math at the undergraduate level. I would
like to say that this was motivated for all the obvious great reasons;
however, I suspect the main motivation was the fact that our state
regulatory agency requires that all instructors of record (aka actual
teachers of the classes) for college level math classes have at least 18
hours of graduate level mathematics credit, and our university decided
to get serious about adhering to this rule. Hence this would be one way
for our new TA's to get an extra 3 hours graduate math credit their
first semester, while at the same time maybe picking up something
useful. In any event I began to look for appropriate materials and
activities and was ready to offer the course to 20 new teaching
assistants in the fall of 2000. The course has been offered each fall
semester thereafter.
Early on I helped to field test some of Friedberg's case studies and
have used them regularly. I also use material from Rishel's Handbook
for Mathematics Teaching Assistants, as well as other materials. Also a
significant part of the course involves video taping and class
evaluations of student mini-lectures.
I currently have a graduate student working on a Masters Thesis in which
he is trying to assess the effects of our course on our graduate
students attitudes and practice with regard to teaching mathematics at
the college level. He and I would be very interested to hear about
experiences any of you may have with such a course, as well as pertinent
references.
I look forward participating in an interesting discussion on this timely
and, I think, very important topic,
Gary Harris