Teaching Evaluation
  • MATH 242 Analytical Geometry and Calculus B (Fall 2009)
In fall 2009, I was teaching assistant of  MATH 242 Analytical Geometry and Calculus B. I lead both discussion and MAPLE Lab sessions every week during the semester. In the discussion session, I gave students quizzes/practice problems to work in group, discussed the solutions/common issues later on, held free Q&A section to help them with homework problems, mid-term/final review, etc. In the Lab session, I showed them how to use MAPLE to solve math problems, such as limits, integration, infinity series, plotting, etc. and gave them hands-on practice problems to be familiar with the software.

I received high evaluation from my students. Here are some of their comments from their evaluation forms.

 (1)
 Zoe was usually prepared in discussion and lab. She provided the worksheets and was usually with material.
 (2)
 She had stuff with her, and quizzes and exams were handed out quickly.
 (3)
 She answered questions effectively.
 (4)
 She was always in control of the recitation section.
 (5)
 She treated students with respect.
 (6)
 Very open and nice to students. Giving a great effort! Would recommend again.
 (7)
 She is very helpful and open to questions. She cares about students and wants them to do well.
 (8)
 Very nice TA, just need to work on being more clean in explanation. She has improved as semester progressed.
 (9)
You were a very good TA. You were always open to questions and you knew the answers to all my questions. Keep up the good work!

There were two big surprises on the last day of my discussion session in that semester. One was that two of my students wrote me a Thank you Card ( see picture (1) in Figure 1 ). The other one was that my students wrote farewell saying " Yay, Zoe! We'll miss you! " ( see picture (2) in Figure 1 ) on the blackboard before I came into the classroom. I was moved by those cute and hardworking students. And these gifts became one of  my drives to improve my teaching skills and seek a faculty position in the future.


  • MATH202 Introduction to Statistical Methods II (Winter 2012)
In winter 2012, I was the instructor of a four-week math course MATH202 Introduction to Statistical Methods II. It was a challenge for me,because everything covered in a regular spring/fall semester MATH202 course must be covered within four weeks. The course schedule was very tight. I gave
a 1 hr 45 mins lecture every day and a 1 hr 30 mins MINITAB Lab every other day. As an instructor, I can take initiative in using different technology and methods to promote students learning. I used overhead projector to help me deliver lecture because of the long distance between the blackboard and the seats. I also used Sakai, a online course management system to handle syllabus, roster, handouts, gradebook, homework, practice exams, etc.  so that students are able to review the course material at any time.

One more challenge to me is that half of my students took MATH 201 Introduction to Statistical Methods I, a prerequisite course, more than one year ago. They forgot a lot of important fundamental theories. In addition to giving new lectures, I also help them refresh the old stuff after class/Lab if they would like to attend.

My efforts finally paid me. The students achieved the course objective and met my expectation. I also received a portrait gift(see picture 3 in Figure 1) from one my students. This gift encouraged me to keep up my work.


teaching4

Figure 1. Thank you card, Farewell saying and Portrait gift from my students




Higher Education Teaching Certification Program

I love teaching and enjoyed the 50mins in-class interaction between students and me. To improve my teaching skills and prepare myself to become a qualified and successful faculty in the future, I enrolled in Higher Education Teaching Certification Program through the Center for Teaching and Learning at the University of Delaware. This program aims to help graduate students develop a systematic and comprehensive methodologies and multi-media instructional skills, prepare and overcome the difficulty in the transition from graduate students to a faculty member, etc. In the Pedagogy course, I learned how to design learning centered syllabus and assessment tools, how to use technology, design low stake writing and lead active and cooperative learning group activities to promote students' learning, and how to obtain honest early feedback from students, etc.