My students commented in person and on evaluations at how willing and able I was to discuss anything mathematical, and the course coordinator who observed my teaching commented on how effectively I could enter in the middle of a mathematical conversation. I highly encourage you to work hard on your team homework, and to talk in depth with your teammates about the problems. I think these are very appropriate goals in theory. Even if the math dept got to keep the money, I suspect there is nothing we would like to do with it more than hire a top researcher! After all, you cost the department significantly more than a graduate student! I think I took these messages too strongly to heart.

I drifted from the given schedule by a day at times, but I basically followed it and found that it worked well. It was really hard to remember how bad my students are at systematic computation. The athletes really got a kick out of table 1 from this paper , showing how world class runners accelerate second by second; a lot of students enjoyed figuring out how long a runway a Ford Mustang needs to accelerate to mph using the data here. The course coordinators were really hardworking and insightful people. I feel that the former was achieved fairly well in practice, though I have some complaints, but the latter was not.

I would be happier if the exams had one or two more basic questions, with the rest staying as they are.

Team homework My students were organized into groups of four who met weekly to work together on more challenging problems, which they wrote up as a group and received a single collective grade for. The athletes really got a kick out of table 1 from this papershowing how world class runners accelerate second by second; a lot of students enjoyed figuring out how long a runway a Ford Mustang needs to accelerate to mph using the data here.

How many of those competitors come back the next year? Introductory material is best taught by people with more experience than grad students generally have. After all, you cost the department significantly more than a graduate student! Right now, instructors are much cheaper than professors. Every department has three distinct curricula: I just finished teaching two sections of first semester calculus at the University of Michigan. I applaud Michigan for recognizing that it is worth paying full time staff to do this job, and finding ones who did it so well.

The webhomework system assumes that 1 any graph which looks piecewise linear actually is piecewise linear and 2 the students will use that fact to make any computations with that graph precise. If you are thinking of importing MI calculus into your school, you should think about how to take care of your teachers. Obviously, I would be very glad to hear counter-arguments! I talked about how the average of a left hand and right hand Riemann sum will converge much faster than either side alone.

## Some thoughts on teaching Michigan calculus

But the simplest argument for math professor value is low-level teaching. My intended audience here is others who are about to teach Calculus at Michigan, or people who are 116 what it would be like to set up a Michigan-style program in their own departments. A word to any of my students who find this post. I also had a lot of fun.

For example, when counting boxes under a curve, they pointed at the squares in a random order, rather than sweeping from left to right, top to bottom. If I wanted something with slowly decreasing oscilations, or with a very narrow tall spike, I knew exactly which example to bring up. I was very curious to see how this was made to work. The applied and conceptual focus of the class Calculus at Michigan focuses very heavily on working with data and on understanding what computation to do, rather than how to do it.

Of course, I am a highly competitive person, and I wanted my sections to blow the others out of the water. If a university or its funding source does not value research, it is not clear to me that it should hire researchers as opposed to lecturers.

Grad students graduate; postdocs leave. I can help my students put their struggles in perspective by authentically saying that there are math problems that have no procedure for their solution, take months to solve, and result in dense, barely readable, 50 page papers.

One of my fellow instructors offered to cook hpmework for his class if all of them passed the Gateway a week before the deadline. Another geometric optimization problem asked students to construct a solid shaped like a cone on top of a cylinder to optimize some quantity, and the optimum was the degenerate case where the cone had height zero!

# Math Section Page

Working with people, no matter what, will be a source of umoch. Before answering, I want to point out that university departments are not idealized firms, who aim to produce a service as efficiently as possible. And I think that, to teach college math well, you need to be aware of homswork great deal of mathematics, well beyond the official level of your course.

Every time they copied an expression from one part of the page to another, there is a high probability that a plus sign will change to a minus.

I think we should give him a question on the exam where he can display this mastery. And, while skilled instructors with an excellent command of the mathematical field may be more common than skilled researchers, they are going to be rare as well. Dear David, Do you have any thoughts on what benefits your students might have yomework from having you teach the class rather than a proficient graduate student?