Calculus I—Fall 2006 (Georgia Tech)
Georgia Tech's calculus sequence for engineering and the sciences is more accelerated than at most universities. In the first semester, students are taught limits, differentiation, integration (including techniques and applications), and sequences. The second semester covers series, numerical integration, l'Hopital's rule, improper integrals, and linear algebra for scientists and engineers. My first experience as instructor of record was for a 126-student, first-semester calculus course in Fall 2006. As part of this, I supervised three new undergraduate teaching assistants.
- Course policies and expectations
- Course schedule
- Quizzes: Quiz 1 ♦ Quiz 2 ♦ Quiz 3 ♦ Quiz 4 ♦ Quiz 5 ♦ Quiz 6 ♦ Quiz 7 ♦ Quiz 8 ♦ Quiz 9 ♦ Quiz 10 ♦ Quiz 11
- Midterms: Test I ♦ Test II ♦ Test III ♦ Test IV
- Final exam
Calculus III—Fall 2012 (University of Nebraska-Lincoln)
UNL's calculus sequence for engineering and physical science majors is typical of most American universities. In my first semester at UNL, I taught two sections of this multivariable calculus course, each with about 30 students. The class has four 50-minute meetings with the faculty member teaching the course per week (and no recitation periods). A common final exam is written and graded by the instructors of the course collectively, with the process overseen by a senior faculty member designated as the course's convener. The convener also supplies the (minimum) list of exercises and problems from the text for students across all sections to study. All other instructional decisions are made by the individual instructors, so my sections were the only ones to do a large scale group project and individual writing assignments. I was also the only instructor using a classroom response system and This was the first semester that UNL used the Hughes-Hallett text for Calculus III.