TA Courses
Calculus 2 Spring 2024
In this semester I ran the recitations for three sections all under the same professor. This class was a large lecture class that was broken down into nine recitation sections covered by three grad students. The three of us cowrote the quizzes so that all sections where being tested the same.
I was responsible for any problems or handouts given for students to work on. After, my experience with previous recitations I chose to make handouts for students to work on and then we would go over them. Due to the way quizzes were done the Wednesday and Frida recitations had different material covered on their handouts.
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Evaluations
By this semester the Mathematics Department was using the school standard evaluation system where 1 is the worst option and 5 or 6 is the best.
Calculus 1 Spring 2020
Overall, this semester was more difficult as it got moved online halfway through due to Covid.
I did recitations for two different Professors. For one section (006) the professor wrote all of the quizzes, and for the other two sections (005, 007) I wrote all of the quizzes.
In both sections I was responsible for the problems for recitation class. I started the semester by picking out 5 or 6 problems for students and writing those on the board. Then, once we went online, I started to write handouts to post on Blackboard and give students.
Evaluations
Note that at this time the Mathematics Department was using a reverse scale for their evaluations where 1 is the best and 5 is the worst so the closer the average is to 1 the better. Also, in this course I had no control over the textbook or exams and quizzes.
Calculus 2 Fall 2019
In this course the Professor who taught the lectures wrote the quizzes and sent them to me each week. Also, as this was one of my first semesters at Syracuse, I was still figuring out a good way to run recitations, so I did not make any materials for this course.
Instead, for each week's recitation I would look at the problems in the book before class and pick out 5 or 6 I thought would be good to try. Then, during recitation I would recap the main ideas taught and then write the problems on the board for students to work on. I would finish by going over the problems and then give the students the quiz. ​Overall, I don't feel as if this was the best way to run recitations.
Evaluations
Note that at this time the Mathematics Department was using a reverse scale for their evaluations where 1 is the best and 5 is the worst so the closer the average is to 1 the better. Also, in this course I had no control over the textbook or exams and quizzes.