PDEs Course: Progress Update #4

Proficiency assessments (PAs) are proceeding nicely in my partial differential equations (PDEs) course. I’m posting some of the logistical details here in case it helps other instructors. PAs are my attempt to allow students more flexibility in demonstrating their mathematical proficiency in my class. I wrote more about my intentions behind these PAs in this post. … Continue reading PDEs Course: Progress Update #4

PDEs Course Design (Part 4): Letting Students Learn at Their Own Pace

This post is part of a series in which I am blogging my way through a new course on partial differential equations (PDEs) that I am about to teach in two weeks. (Links to parts 1, 2, and 3.) My previous post in this series was about relieving time pressure during tests. This post is … Continue reading PDEs Course Design (Part 4): Letting Students Learn at Their Own Pace

PDEs Course Design (Part 3): Relieving Time Pressure During Tests

This post is part of a series in which I am blogging my way through a new course on partial differential equations (PDEs) that I am about to teach in a few weeks. (Links to part 1 and part 2.) This post by Lani Horn reminded me that timed tests can be harmful for students’ self-efficacy … Continue reading PDEs Course Design (Part 3): Relieving Time Pressure During Tests

PDEs Course Design (Part 2): Learning as Participation in Communities of Practice

Today I devoured Situated Learning: Legitimate Peripheral Participation by Lave and Wenger (1991, ISBN 9780521423748). I read the whole thing in several hours, but I will definitely need to revisit this book again to absorb more of it. Right now, here is my best attempt to summarize the main idea of this book: Many theories of learning primarily … Continue reading PDEs Course Design (Part 2): Learning as Participation in Communities of Practice