My idea of a career in academia morphed over time with my time teaching. From my perspective, students have the capacity to learn virtually anything available and thus it is the matter of relevance or view on the topics that determines how valued the lessons are left with them. For mathematics, that is especially challenging for secondary and post-secondary educational settings. My teaching assistantship at Marshall involved tutoring in various undergraduate subjects, as well as assisting...
My idea of a career in academia morphed over time with my time teaching. From my perspective, students have the capacity to learn virtually anything available and thus it is the matter of relevance or view on the topics that determines how valued the lessons are left with them. For mathematics, that is especially challenging for secondary and post-secondary educational settings. My teaching assistantship at Marshall involved tutoring in various undergraduate subjects, as well as assisting instruction in college algebra. The experience taught me the balance of a curriculum for universities trying to augment all math performances. An approach I adopted is often to expand upon the parts of a goal of a particular problem, as if it was a short algorithm. Stressing the end result is often reserved once they see what they get out of a problem, so that way they are not adept to skipping steps unless the material is second nature to them. In a world of expanding data-analytic needs, advancing critical skills in this field can prove essential to expanding student options.
Given that, my anticipation for the students is that they prepare to arrive ready in any learning environment. Effort is a necessary habit as it reminds students at the stage of college to take responsibility of their own learning as well as it reminds me in my role to do the same for theirs. I understand once about the worries about wanting something right to get the most points, and how it becomes more irritating in further upper level courses. What I found most effective is that absorbing the process of the problem solving generates better problem solving. My teaching experience in Auburn expanded upon my previous experience with more grading tasks, tutoring in statistics and Calculus III subjects and lecture preparations. For a university providing a serious academic requisite, these are essential skills and tasks to master in order to be a successful teacher receptive to student needs.
My specialty is statistics and probability and my multiple
