TEACHING PORTFOLIO Contents 1. Introduction 1

TEACHING PORTFOLIO
FAN NY SHUM
Contents
1. Introduction
2. Pedagogy
2.1. Domain: Knowledge
2.2. Domain: Skills
2.3. Domain: Dispositions
2.4. Domain: Impact on Student Learning
3. Courses Taught
3.1. Course Descriptions
3.2. Syllabi
4. Student Evaluation of Teaching
1
2
2
2
3
4
4
4
5
11
1. Introduction
At an early age, I knew I wanted to teach. I’ve always enjoyed the interaction with
my teachers and my classmates. In high school, I developed a fondness for mathematics
and enjoyed tutoring my friends. For my undergraduate career, I was part of the Teacher
Academy where we were placed in a math classroom every semester in either a public high
school or middle school in New York City. In addition, I was enrolled in numerous pedagogical
courses where I learned and discussed the various techniques for teaching mathematics.
Based off of my training in education, I will discuss the four main domains that will guide
my instruction: Knowledge, Skills, Dispositions, and Impact on Student Learning. Each of
these domains is broken up into subsections to further elaborate and support my teaching
philosophy.
The rest of this portfolio is a compilation of all the courses I have taught as a Teaching
Assistant (TA) in the Department of Mathematics at the University of Connecticut. As a
TA, I teach 6 credits of math courses each semester. I taught a variety of undergraduate
courses either as the primary instructor or recitation leader. As the primary instructor
for Calculus Ia, Honors Calculus I, and Applied Linear Algebra, I taught two sections per
semester with approximately 25-35 students in each section. For all other courses, I was the
recitation leader for three sections each semester with approximately 15-20 students in each
section. Overall, I am responsible for preparing lecture notes and completed problem sets,
creating quizzes, grading quizzes and exams, holding a minimum of three office hours per
week, and conducting review sessions. In addition, as a primary instructor, I create my own
exams and syllabi.
The organization of this portfolio is as follows. In the following section is the pedagogy
I have obtained from my teaching experience and a sample lesson plan for Honors Calculus
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TEACHING PORTFOLIO
FAN NY SHUM
I. Then there is the description of each course I taught at the University of Connecticut
and next to each description are the dates of when I taught them, and there is a copy of
a syllabus for each course that I served as the primary instructor. In section 4, there are
a few letters from the University of Connecticut recognizing my high Student Evaluation
of Teaching (SET) ratings and a select copy of the SET reports in chronological order. In
addition, I compiled a chart comparing the average of my overall SET ratings to the SET
ratings of the department and the university for each semester. Please note that the ratings
initially were out of 10, but the university changed it to be out of 5 starting in Spring 2013.
2. Pedagogy
2.1. Domain: Knowledge. People tend to get nervous when they are in unfamiliar territory and this behavior is very common in a math course. It is best to start a lesson with
a simple example that is relatable to the students. This is a good refresher for any prior
knowledge that is needed to understand the lesson. Then the students can start to make
connections to the new material and get a better grasp on the concept. Afterwards, we can
gradually incorporate the mathematics jargon.
2.1.1. Knowledge of Learners. For a mathematics education methods course, we start the
class with an activity where we try to answer a few math problems using non-mathematical
terms. This activity made we realize how difficult it is for a mathematician to use only
non-technical terms. It also made me realize why it’s so important to avoid these technical
terms. Imagine when you are learning something for the first time and an individual keeps
using these terms that you are not familiar with; I would have difficulty understanding as
well. As educators, we need to have a good understanding of the content to the point where
we don’t need the specific jargon to convey the concept.
2.1.2. Knowledge of Subject Matter. As an undergraduate student, I enrolled in numerous
math courses exceeding the requirement for my degree. Now, as a graduate student, I
continue to do so with courses outside the scope of my thesis. I find that people should
never stop learning; there is so much that we don’t know. The more I learn the more I
realize the overlap between various fields. I started to make connections to areas I didn’t
know were related. This process makes me an even better educator, especially when I connect
the math we learn to real-life applications. This connection sparks an interest in students to
learn mathematics.
2.2. Domain: Skills. Lessons should be structured and planned appropriately to maximize
student learning. The sequence of the lesson is important because it can affect how the
students react to the new material. It should be a smooth transition from one component to
the next to foster those connections I mentioned earlier. In addition, I should be prepared
for the different types of questions students might ask. If I intend to do a problem in class,
I should solve it completely and identify the parts where students might struggle. I do
not want to spend too much time trying to solve the problem or having to re-explain the
process. This can be avoided if I had done the proper preparations. For a typical lesson, I
will incorporate individual and group work and minimize the lecture time. It is good for the
students to see me do an example with them. But it is better for the students to attempt
the problems on their own. During the group activity, some of the students can teach the
material to their peers and as a result, these students develops a stronger understanding of
the material and their peers gain a different perspective of the content.
2
FAN NY SHUM
TEACHING PORTFOLIO
2.2.1. Skill in Planning. As an undergraduate, I was placed in numerous math classes in
NYC public high schools. At the time, I would work with each cooperating teacher to discuss
the best ways to teach different topics. I noticed that these methods can vary depending on
some key factors: the topic, the students, and the amount of class time. Depending on the
topic, some may require doing many practice exercises and others require visual tools such
as graphing calculator, Geometer’s Sketchpad, or Mathematica. With these visual tools, I
need to make sure that the students have access to them and that there is enough time for
each student to learn to use these tools. In addition, depending on the students, I might
need to be creative and develop other methods. Some students work great as groups and
others work better individually. Overall, the structure of the lesson depends highly on the
students.
2.2.2. Skill in Teaching. Similar to planning, I need to incorporate different teaching skills
such as lecturing, group work, and individual work. During the group and individual work,
I should have certain activities that are best for students to work on alone and with others.
For instance, if students have seen a type of problem solved many times, then it is best to
have them try a few examples on their own to ensure that they do understand the problem.
When students are learning something relatively new, I would have them work in groups.
Also, to encourage the students to study early, I set up a math jeopardy where students can
compete in teams.
2.2.3. Skill in Assessing. Throughout the semester, I assign a minimum of one quiz per week
for both lecture and recitation sections. These assignments encourages the students to study
every new material that is introduced. In addition, these quizzes are a good way to practice
for the exams. When I am grading theses quizzes, I can see whether the students understand
the material and what are some common computational mistakes and misconceptions. I will
address these mistakes before the students take their exams and make the same assessments
on the exams.
2.2.4. Skill in Developing Caring Learning Environments. During a lesson, I encourage students to always ask me questions. If there were any part of the lesson that they did not
understand completely, they should just ask. I will never not address a student’s concern.
I also welcome students to ask me questions at the end of class. During the individual and
group activity, I will walk around the room and guide the students, if needed, on the practice
exercises. In addition, during group activities, if a student prefers to work alone, I will not
object. Outside the classroom I have scheduled office hours and if those times do not work,
I always tell my students to email me and schedule a time that works best for them. My
goal is to do everything in my power to help my students learn.
2.3. Domain: Dispositions. Many people have developed a negative connotation towards
mathematics. Based on my interactions with students, this disposition is mostly caused by
the lack of understanding. If a student does not have a strong mathematical foundation of
basic arithmetic and algebra, they will have trouble understanding any new mathematical
concepts. From my teaching experience, I learned that you should never assume your students’ mathematical background. I grew up in a public school system where most students
do not learn beyond basic algebra and even so, some of these students still struggle with
it. With a bit of work, these students can master basic algebra and continue onto more
advanced mathematics courses. As an instructor, I have to be flexible and tailor my lessons
3
TEACHING PORTFOLIO
FAN NY SHUM
based off of my students’ needs. The first step is to reassure them that they do indeed know
more than they think. I just need to make those connections to what they have learned.
2.3.1. Respect for Others. For any lesson, I try to incorporate as much group work as I can.
Most of the time, I let the students choose their groups. If they are productive in their
groups, I let them continue working in the same groups. However, if there are more chatter
than actual work, I will implement a rotation. I will assign the new groups. This way they
can foster new relationships with their peers and utilize the time spent in the classroom to
learn. I will repeat this process as much as needed throughout the semester.
2.3.2. Dedication to Teaching. It is important to have a lesson planned out in detail. However, I should be prepared to change course if necessary. I cannot plan how students will
react to each content. Sometimes I might have spend more time than planned on a particular
topic. I need to be prepared to alter the lesson plan based on my students’ responses. A
topic can be more difficult to comprehend than I anticipated and I should spend as much
time on it as needed for the students to understand. However, if my approach does not work,
then I should move on to another topic and not waste the class time. I should devote my
time outside the classroom to find an alternative approach and try again in class. It is very
important to learn from your mistakes and improve upon them.
2.3.3. Commitment to Professionalism. We teach our students that there are many ways to
solve a problem. When it comes to teaching, it also applies. As an educator, I should not
get too comfortable with one method of teaching. I should always strive to improve my skills
and learn from others. It is essential to participate in a community of educators to share
and learn from your peers. I have attend a few mathematics education workshops. The
methods that others implement can be quite creative. In addition, we can discuss some our
techniques and provide critiques and suggestions to fine-tune them.
2.4. Domain: Impact on Student Learning. During each lecture, I always scan the room
for an indicator of understanding or confusion from each of my students. If I see confusion
on any of their faces, then I will elaborate and try to explain with as many examples as
possible. Afterwards, I will always ask the students if they have any questions. Then I will
give the class a practice problem to attempt individually and have a volunteer to write the
solution on the board and explain their process. I can gauge if the students understand the
concept and the rest of the class can possibly see a different viewpoint from the volunteer.
Subsequently, I will provide more practice exercises for the class to work in groups. Overall,
this process of assessment guides my instruction and as a result, I can make a better impact
on student learning.
3. Sample Lesson Plan
4
MATH 1151Q-001
Fall 2015
Section 4.7 Optimization Lesson Plan
Example: People typically want to maximize profit and minimize cost in most scenarios. For
instance, suppose we need to build a fence to enclose as much area as possible, but we are on a
budget.
Do exercise b. on the handout.
Go over the problem solving strategy:
Steps:
1. Understand the Problem: What is unknown? What are the given quantities/conditions?
2. Draw a Diagram
3. Assign symbols for all unknown quantities and label on diagram. Choose a letter for what we
want to minimize/maximize. (i.e. Q)
4. Express Q in terms of the other symbols from step 3.
5. Try to find relationships between each variable to simplify Q.
6. Find the absolute min/max.
Individual work: Exercise a. (give students time to solve the problem individually, then show
them the solution.)
Group work: Complete exercises c. - e. and have volunteers to write the solutions on the board.
*Do exercise f. and explain the special case of optimizing the distance formula.
Have students complete exercises g. and h. in their groups and walk around assisting them.
The optimization handout and solutions are attached.
MATH 1151Q-001
Fall 2015
Section 4.7 Optimization Problems
Steps:
1. Understand the Problem: What is unknown? What are the given quantities/conditions?
2. Draw a Diagram
3. Assign symbols for all unknown quantities and label on diagram. Choose a letter for what we
want to minimize/maximize. (i.e. Q)
4. Express Q in terms of the other symbols from step 3.
5. Try to find relationships between each variable to simplify Q.
6. Find the absolute min/max.
Exercises:
a. Find two numbers whose difference is 100 and whose product is a minimum.
b. A farmer wants to fence in a rectangular plot of land adjacent to the north wall of his barn.
No fencing is needed along the barn, and the fencing along the west side of the plot is shared
with a neighbor who will split the cost of that portion of the fence. If the fencing costs $20
per linear foot to install and the farmer is not willing to spend more than $5000, find the
dimensions in feet for the plot that would enclose the most area.
c. A farmer wants to fence in an area of 1.5 million square feet in a rectangular field and then
divide it in half with a fence parallel to one of the sides of the rectangle. How can he do this
so as to minimize the cost of the fence?
d. A box with a square base and open top must have a volume of 32,000 cm3 . Find the
dimensions of the box that minimize the amount of material used.
e. Show that of all rectangles with a given area, the one with smallest perimeter is a square.
√
f. Find the point on the curve y = x that is closest to the point (3, 0).
g. Find the area of the largest rectangle that can be inscribed in the ellipse x2 /a2 + y2 /b2 = 1.
h. A boat leaves a dock at 2:00 PM and travels due south at a speed of 20 km/h. Another boat
has been heading due east at 15km/h and reaches the same dock at 3:00 PM. At what time
were the two boats closest together?
TEACHING PORTFOLIO
FAN NY SHUM
4. Courses Taught
4.1. Course Descriptions.
MATH 1125Q - Calculus Ia. This course covers the content of approximately the first
half of Math 1131Q. Limits, derivatives, and extreme values of algebraic, trigonometric, exponential and logarithmic functions, with supporting algebraic topics. Spring 2013, Fall 2012.
MATH 1131Q - Calculus I. Limits, continuity, differentiation, antidifferentiation, definite
integral, with applications to the physical and engineering sciences. Fall 2011.
MATH 1132Q - Calculus II. Transcendental functions, formal integration, polar coordinates, infinite sequences and series, vector algebra and geometry, with applications to the
physical sciences and engineering. Spring 2015, Spring 2014, Fall 2013, Spring 2012.
MATH 1151Q - Honors Calculus I. The subject matter of MATH 1131Q in greater
depth, with emphasis on the underlying mathematical concepts. Fall 2015.
MATH 2143Q - Advanced Calculus III. A rigorous treatment of more advanced topics, including vector spaces and their application to multivariable calculus and first-order,
second-order and systems of differential equations. Fall 2015.
MATH 2210Q - Applied Linear Algebra. Systems of equations, matrices, determinants,
linear transformations on vector spaces, characteristic values and vectors, from a computational point of view. The course is an introduction to the techniques of linear algebra with
elementary applications. Fall 2014.
4.2. Syllabi.
10
Math 1125Q Fall 2012
section 05 & 07: Calculus I A
Instructor: Fanny Shum
Contact Information:
Office: MSB 419A
Office Hours: Monday 1.00pm to 2.00pm & Thursday 11.00am to 1.00pm
Phone: (860) 486 - 8383
E-mail: [email protected]
Common Course web page:
http://www.math.uconn.edu/ClassHomePages/Math1125/math1125f12/
Lectures:
Section 005 - Monday, Wednesday & Friday from 2.00pm to 2.50pm
Section 007 - Monday, Wednesday & Friday from 3.00pm to 3.50pm
Text Book:Calculus I, Early Transcendentals, Single Variable by William Briggs and Lyle Cochran
(1st Edition)
Class Codes:
Grading Policies
Homework MML
Quizzes MML and In-class
Worksheets
Exam 01
Exam 02
Final Exam
10%
10%
5%
20%
20%
35%
Graphing Calculators: TI 82, TI 83, TI 85 or TI 86 recommended to do your homework questions.
However, you are NOT allow to use models TI- 89 and above for the in class quizzes and
exams. All others models are allowed on quiz and exams
Homework: There will be homework assignments for each section of the text. Each assignment will
be made available on MyMathLab several days before the section is covered in class. The due date for
each assignment will be set by your instructor and will generally be two or three days after the material
is covered in class. You will get 5 attempts to answer each non-multiple choice question and
two attempts for each multiple choice question. After each attempt, you will be told whether
your answer is correct or not. If you are not able to get the correct answer after your initial attempts,
we recommend that you seek help from your instructor, the Q-Center, a tutor, or another student.
Late Work: It is your responsibility to check Mymathlab frequently and keep track of due dates of
assignments. I will usually not announce in lecture when assignments are due, and students are strongly
encouraged to complete homework assignments early to avoid accidental late submission. There is NO
1
extension for homework unless there is a documented family or medical emergency.
Quizzes: There will be a quiz on each homework assignment. These quizzes will be timed assignments
on MyMathLab and will generally be due one day after the homework assignment. There will be additional quizzes in the class. There is no make up quiz unless there is a documented family or
medical emergency. A missed quiz will result in a score of zero on that quiz.
Worksheet: There will be worksheets that will be provided to you during the class time. You will
work on these worksheets in groups during the class and you will be allowed to take these home. Each
student must submit his/her original work even though you may have worked in groups.
Midterm Exams: There will be two common exams (2 hour).
Exam 01: Fridayday October 12, 3-5 PM
Exam 02: Fridayday November 16, 3-5 PM
Final Exam: TBA*.
A message from the Office of Student Services and Advocacy: Students are required to be available for
their exam during the stated time. If you have a conflict with this time you must visit the Office of
Student Services and Advocacy to discuss the possibility of rescheduling this exam. Please note that
vacations, previously purchased tickets or reservations, graduations, social events, misreading the exam
schedule and over-sleeping are not viable excuses for missing a final exam. If you think that your situation warrants permission to reschedule, please contact the Office of Student Services and Advocacy with
any questions. Thank you in advance for your cooperation.
2
Math 1151Q-001
Honors Calculus I
www.math.uconn.edu/⇠shum/math1151f15/
Fall 2015
Fanny Shum
MSB 331
[email protected]
Meeting: Tu, Th 12:30 - 1:45pm in MSB 307 and W 12:20 - 1:10pm in MSB 307
Office Hours: M 10 - 11am, F 1 - 2pm, and by appointment in MSB 331.
Text: Single Variable Calculus, Early Transcendentals, by James Stewart, 8th edition, Cengage Publishing.
Prerequisite: Precalculus
Goals & Expectations: The goal for the semester is to learn, understand, and be able to work with the
main ideas of Calculus I: limits, continuity, di↵erentiability, optimization and the relation between rates of
change, antidi↵erentiation, definite and indefinite integration, u-substitution, and areas between curves. This
does not only mean that you should be able to work through a bunch of questions similar to ones seen in
the homework, but also that you should have the ability to go beyond, presenting your knowledge in a clear
and coherent manner as well. You should be able to apply the theory, ideas, and techniques of the course to
questions asking about more general phenomena. You are expected to attend all classes and be on time. It is
important that you come to class prepared by reviewing your class notes and participate in class. You should
seek out help if you don’t understand the material, by attending office hours or make arrangements for tutoring.
Homework: You will have online homework using WebAssign, which you can access through HuskyCT. WebAssign problems will be assigned for each class day and will be due as follows: the HW from sections covered on
Tuesday is due on that week’s Thursday night and the HW from sections covered on Wednesday and Thursday
is due on the following Tuesday night. The assignments will be opened once the material is covered. I encourage
you to work with your classmates and ask me questions if you get stuck.
Exams & Quizzes: There will be two exams, tentatively scheduled for Thursday, Oct. 8 and Thursday, Nov.
12. The first exam will cover chapters 1, 2, and half of 3; the second, the rest of 3 and chapter 4. There will be
a comprehensive final exam covering the materials from chapter 1 through 6. The final is scheduled for Friday,
Dec. 18 at 10:30 AM. Sporadically throughout the semester, there will be short 5-10 min. quizzes, given at the
beginning of class. All exams and quizzes will be closed book and closed notes.
Make-Up Policy: No make-ups for quizzes or midterm exams will be given. If you miss an exam and can
show me proof of some officially acceptable reason, Eg: a verifiably documented medical excuse or a conflicting
official university sanctioned activity that cannot be rescheduled, then I will redistribute the weight of that quiz
or exam elsewhere. If there is an issue with the final exam, then the Office of Student Services and Advocacy
must give permission before a make-up exam can be scheduled.
Grading:
Two Exams (25% each)
Quizzes (10%)
Homework (5%)
Final Exam (35%)
Academic Integrity: See the statement about Academic Integrity online at
http://community.uconn.edu/the-student-code-preamble/
Math 2210Q
Applied Linear Algebra
Fall 2014
Instructor: Fanny Shum
E-mail: [email protected]
Office: MSB 201
Office Hours: Tuesday and Thursday 12:30-2PM, and by appointment
Text: Linear Algebra and Its Applications, 4th ed., by David C. Lay.
Supplies: TI-83 calculator (or similar)
Course Description:
Systems of equations, matrices, determinants, linear transformations on vector spaces, characteristic
values and vectors, from a computational point of view. The course is an introduction to the
techniques of linear algebra with elementary applications.
Prerequisites: Math 1132Q (Calculus II).
Homework:
• A schedule of assignments will be posted to HuskyCT.
• It is highly recommended that students form study groups and work together on homework
assignments.
Quizzes:
• A quiz will be given at the beginning of class every Wednesday. Each will consist of one or
two problems from the previous week’s topics and should take about 15 minutes to complete.
• Your lowest quiz will be dropped at the end of the semester.
• There are no make-up quizzes. (I mean it.)
• Answer keys to quizzes will be posted on HuskyCT.
Grades:
Quizzes
every week
Midterm Exam 1 week of 9/22
Midterm Exam 2 week of 10/27
Final Exam
week of 12/9
20%
25%
25%
30%
Academic Integrity:
Integrity is a crucial part of the academic experience. You must observe the University’s Academic
Integrity Policy as found in the Student Handbook. Cheating can result in one or more of the
following: a score of zero on the assignment; a grade of F in the course; expulsion from the
university and/or any subsidiary programs.
Note to the Student:
Learning mathematics takes time and consistent e↵ort. Regular class attendance, completing homework assignments, and reading class notes/textbook before every class is essential for success in
this course for most students. Never hesitate to seek extra help when you need it.
Tentative Schedule:
Week Date Section
1
8/25 1.1
1.2
1.3
2
9/1
9/3
1.4
1.5
3
9/8
1.7
1.8
1.9
4
9/15 2.1
2.2
2.3
5
9/22 3.1
3.2
9/26
6
9/29 4.1
4.2
7
10/6 4.3
4.4
8
10/13 4.5
4.6
4.7
9
10/20 5.1
5.2
10
10/27 5.3
10/31
11
11/3 6.1
6.2
12
11/10 6.3
6.4
6.5
13
11/17 6.6
6.7
6.8
14
11/24
15
12/1 7.1
16
12/8
Topic
Systems of Linear Equations
Row Reduction and Echelon Forms
Vector Equations
*Labor Day - No Class
The Matrix Equation A~x = ~b
Solution Sets of Linear Systems
Linear Independence
Introduction to Linear Transformations
The Matrix of a Linear Transformation
Matrix Operations
The Inverse of a Matrix
Characterizations of Invertible Matrices
Introduction to Determinants
Properties of Determinants
Midterm Exam 1
Vector Spaces and Subspaces
Null Spaces, Column Spaces, and Linear Transformations
Linearly Independent Sets; Bases
Coordinate Systems
The Dimension of a Vector Space
Rank
Change of Basis
Eigenvectors and Eigenvalues
The Characteristic Equation
Diagonalization
Midterm Exam 2
Inner Product, Length, and Orthogonality
Orthogonal Sets
Orthogonal Projections
The Gram-Schmidt Process
Least-Squares Problems
Applications of LeastSquares
Inner Product Spaces
Applications of Inner Product Spaces
*Thanksgiving Break
Diagonalization of Symmetric Matrices
Review
Final Exam (Day and Time TBA)
TEACHING PORTFOLIO
FAN NY SHUM
5. Student Evaluation of Teaching
Student evaluaAon of teaching 10 9 Instructor 8.8 8.6 8.8 8.9 9.0 Department 8.5 University 8 7 6 5.0 5 4.0 3.9 4 4 5.0 4.8 4.4 4.3 3.9 3.8 3.8 4 4 4.2 3.8 3 2 1 0 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Semester Fall 2011 -­‐ Fall 2012 SETs were out of 10. From Spring 2013 the SETs were scaled to be out of 5. 16
Spring 2015 Download PDF
University of Connecticut: Student Evaluation of Teaching
Student Evaluation of Teaching
Spring 2013
Individual Report for MATH-1125Q-002-STORRCalculus Ia
Instructor: Fan Ny Shum (SET Primary Instructor)
Response Table
Student Evaluations of Teaching
Raters
Students
Responded
23
Invited
29
Response Ratio
79%
University of Connecticut: Student Evaluation of Teaching
Section 1. Summary
Please respond to the following question about instructor Fan Ny Shum.
Question
Course Department
School
University
Median Median
Median Median
The instructor presented the course material clearly.
4.0
4.3
4.4
4.4
The instructor was well prepared for class.
5.0
4.5
4.6
4.6
The instructor responded to questions adequately.
5.0
4.4
4.5
4.5
The instructor stimulated interest in the subject.
5.0
4.2
4.4
4.4
The instructor showed interest in helping students learn.
5.0
4.6
4.6
4.6
The instructor gave clear assignments.
5.0
4.6
4.5
4.5
The instructor was accessible to students.
5.0
4.6
4.5
4.5
The instructor gave useful feedback on my performance.
5.0
4.2
4.3
4.3
The instructor returned graded work in a reasonable amount of time.
5.0
4.7
4.5
4.5
The instructor used class time effectively.
5.0
4.6
4.5
4.5
The instructor treated all students with respect.
5.0
4.8
4.7
4.7
The instructor graded fairly.
5.0
4.6
4.5
4.6
The instructor's teaching methods promoted student learning.
4.0
4.3
4.4
4.4
Course Department
School
University
Median Median
Median Median
What is your overall rating of Fan Ny Shum's teaching?
Question
What is your overall rating of the instructor's teaching?
4.0
3.9
4.0
4.0
Course Department
School
University
Median Median
Median Median
Please respond to the following question about the course.
Question
The methods of evaluating student learning seemed appropriate.
4.0
4.3
4.3
4.3
The course content was well organized.
5.0
4.4
4.4
4.4
The course objectives were clear.
4.0
4.4
4.4
4.4
The course objectives were met.
5.0
4.4
4.4
4.4
The textbook made a valuable contribution.
4.0
3.8
4.0
4.0
The other course materials made a valuable contribution.
4.0
4.2
4.3
4.3
The pace of the course seemed appropriate.
4.0
4.2
4.3
4.3
Course Department
School
University
Median Median
Median Median
What is your overall rating of the course?
Question
What is your overall rating of the course?
4.0
3.5
3.7
3.8
University of Connecticut: Student Evaluation of Teaching
Section 6. Comments
What was the most positive aspect of the way in which this instructor taught this
course?
Comment
worked through the problems, showing step by step.
She taught concisely and explained things very clearly.
The instructor would pause and help a student understand before she went on and still managed to stay on pace.
She was always available over email and during office hours. She went above and beyond to ensure her help was
always available. By far the most easily accessible and helpful professor I have had at uconn
explain things well
Knew information and knew how to explain it in a way that students can understand
She explained concepts and methods in a way that was easy to understand.
The extra credit at the end was great
With examples
The practice tests and the use of mathlab was a huge help especially with exam prep and studying
The most positive aspect of the way in which this instructor taught this course is that she provided in class worksheets
as well as take home worksheets to reinforce class material. She was also very enthusiastic about what she was
teaching, so that made the class more enjoyable for the students.
Fanny was very relatable and never condescending so it was never difficult to ask for further explanation of a concept
Keeping the class structured and following the pace of the textbook
Very thorough when going over examples, made sure to cover every type of problem we may encounter.
use examples to explain the thesis
she usually did her best to answer any questions that students have.
Answered all questions students had and clearly demonstrated each problem.
What can this instructor do to improve teaching effectiveness in the classroom?
Comment
could go a little slower at times
I think her current methods are fine
Give more examples so it can be a little more clear to understand.
Incorporate questions asked on in class quizzes into in-class examples.
Not be so harsh and detailed when grading.
Make tests more easier with what students should know exactly and reduce amount of quizzes
I learn a lot by doing the math lab hw but this was hindered by the absence of the "Give an Example" option that Fanny
chose to take off of certain questions which impeded my learning of how to do that type of problem or my understanding
of certain rules and theories. I would suggest keeping this on for the majority of questions as well as using numbers for
mathlab that aren't so big, because often calculations were very difficult and because I was working with such huge
numbers and I only had a handful of tries to get the question right, it ended up bringing down my grade.
To improve teaching effectiveness in the classroom, this instructor could teach at a slower pace as well as talk a little bit
slower, as it makes it harder to understand the class material.
Not much, she did a very well job.
Try to let students solve question during class and answer them
Explain more in detail why she is going through certain steps in examples, most student questions could have been
avoided if she had explained in greater depth to start with.
Download PDF
University of Connecticut: Student Evaluation of Teaching
Student Evaluation of Teaching
Fall 2013
Individual Report for MATH-1132Q-054D-STORRCalculus II
Instructor: Fan Ny Shum (SET Grad/Teaching Assistant)
Response Table
Student Evaluation of Teaching (SET)
Raters
Students
Responded
19
Invited
20
Response Ratio
95%
University of Connecticut: Student Evaluation of Teaching
Section 1. Summary
Please respond to the following question about instructor Fan Ny Shum.
Question
Course Department
School
University
Median Median
Median Median
The instructor presented the course material clearly.
4.0
4.3
4.2
4.2
The instructor was well prepared for class.
4.5
4.5
4.4
4.4
The instructor responded to questions adequately.
4.5
4.4
4.3
4.3
The instructor stimulated interest in the subject.
4.0
4.1
4.1
4.1
The instructor showed interest in helping students learn.
4.5
4.5
4.4
4.4
The instructor gave clear assignments.
4.0
4.6
4.4
4.4
The instructor was accessible to students.
4.0
4.6
4.4
4.4
The instructor gave useful feedback on my performance.
4.0
4.2
4.1
4.1
The instructor returned graded work in a reasonable amount of time.
5.0
4.7
4.5
4.5
The instructor used class time effectively.
4.0
4.5
4.4
4.4
The instructor treated all students with respect.
5.0
4.8
4.6
4.6
The instructor graded fairly.
5.0
4.7
4.5
4.5
The instructor's teaching methods promoted student learning.
4.0
4.3
4.2
4.2
Course Department
School
University
Median Median
Median Median
What is your overall rating of Fan Ny Shum's teaching?
Question
What is your overall rating of the instructor's teaching?
4.0
3.9
3.8
3.8
Course Department
School
University
Median Median
Median Median
Please respond to the following question about the course.
Question
The methods of evaluating student learning seemed appropriate.
4.0
4.3
4.2
4.2
The course content was well organized.
4.0
4.4
4.2
4.2
The course objectives were clear.
4.0
4.4
4.2
4.2
The course objectives were met.
4.0
4.4
4.3
4.3
The textbook made a valuable contribution.
2.0
3.1
3.8
3.7
The other course materials made a valuable contribution.
4.0
4.2
4.1
4.1
The pace of the course seemed appropriate.
4.0
4.2
4.2
4.2
Course Department
School
University
Median Median
Median Median
What is your overall rating of the course?
Question
What is your overall rating of the course?
3.0
3.5
3.4
3.4
University of Connecticut: Student Evaluation of Teaching
Section 6. Comments
What was the most positive aspect of the way in which this instructor taught this
course?
Comment
We did plenty of examples, which helped me learn the material that I did not understand
Coming prepared with example problems
Walked the class through homework problems to ensure that we understood how to reach the correct answer.
Fanny Is very good at addressing every students concerns
Worked through all problems that were problematic. Also summarized notes
she was nice
The clarification of confusing information given during lecture.
Weekly quizzes and made sure to answer everyone's questions.
She answered every question fully and in great detail.
She answered all of students questions and took the time to answer any questions students had.
Addressed every question in a clear and concise manner and went over major points taught during lecture to reinforce
the material.
The homework was harder than the tests most of the time. Useful for studying.
She uses the time for discussion very effectively and answers as many questions as she can in the allotted time.
She was able to explain the material in different ways, which helped take a different look at how to solve certain
problems.
I appreciate so much how patient and willing Fanny was in helping me outside of discussion class. I've met with fanny
once a week through out the semester and she was very positive and advocated in my learning and hoping I can do well
in the exams.
Always answered questions and cleared up any confusion
What can this instructor do to improve teaching effectiveness in the classroom?
Comment
Maybe give a few more worsheets that are revelant to the course material for practice
Slow down when going through problems- it takes time to copy notes and have a chance to understand them
Nothing I can think of. Good job as is.
She is already very effective
Nothing.
nothing, this class is too hard
nothing that I can think of
Keep up the good work in explaining clearly and using examples.
Bring materials to class to work on instead of just relying on questions.
Perhaps give more individualized or specific feedback on quizzes or other assignments on paper.
Nothing. She's an effective teacher
Nothing, with regards to Fan Ny Shum. However, with the Lecture professor, whole different story.
When going over a question asked by a student, make sure the students understand each step of a problem, and do not
take shortcuts in certain steps, because sometimes this is confusing.
There is nothing that I can think of that needs improvement.
I just wish Fanny,can show every detail step in how a problem is done, for the sake of the slow learners like me in the
Download PDF
University of Connecticut: Student Evaluation of Teaching
Student Evaluation of Teaching
Spring 2014
Individual Report for MATH-1132Q-017D-STORRCalculus II
Instructor: Fan Ny Shum (SET Grad/Teaching Assistant)
Response Table
Student Evaluation of Teaching (SET)
Raters
students
Responded
13
Invited
14
Response Ratio
93%
University of Connecticut: Student Evaluation of Teaching
Section 1. Summary
Please respond to the following question about instructor Fan Ny Shum.
Question
Course Department University
School
Median Median
Median
Median
The instructor presented the course material clearly.
5.0
4.6
4.2
4.2
The instructor was well prepared for class.
5.0
4.6
4.4
4.4
The instructor responded to questions adequately.
5.0
4.6
4.3
4.3
The instructor stimulated interest in the subject.
5.0
4.4
4.1
4.1
The instructor showed interest in helping students learn.
5.0
4.7
4.4
4.4
The instructor gave clear assignments.
5.0
4.7
4.3
4.3
The instructor was accessible to students.
5.0
4.7
4.4
4.4
The instructor gave useful feedback on my performance.
5.0
4.5
4.2
4.2
The instructor returned graded work in a reasonable amount of time.
5.0
4.7
4.4
4.4
The instructor used class time effectively.
5.0
4.7
4.3
4.3
The instructor treated all students with respect.
5.0
4.8
4.6
4.6
The instructor graded fairly.
5.0
4.8
4.5
4.5
The instructor's teaching methods promoted student learning.
5.0
4.6
4.2
4.2
Course Department University
School
Median Median
Median
What is your overall rating of Fan Ny Shum's teaching?
Question
What is your overall rating of the instructor's teaching?
5.0
Median
4.4
3.8
3.8
Course Department University
School
Median Median
Median
Please respond to the following question about the course.
Question
Median
The methods of evaluating student learning seemed appropriate.
4.0
4.3
4.1
4.1
The course content was well organized.
4.0
4.4
4.2
4.2
The course objectives were clear.
4.0
4.4
4.2
4.2
The course objectives were met.
4.0
4.4
4.2
4.2
The textbook made a valuable contribution.
2.0
3.1
3.7
3.7
The other course materials made a valuable contribution.
4.0
4.2
4.1
4.1
The pace of the course seemed appropriate.
4.0
4.2
4.1
4.1
Course Department University
School
Median Median
Median
What is your overall rating of the course?
Question
What is your overall rating of the course?
3.0
Median
3.5
3.3
3.3
University of Connecticut: Student Evaluation of Teaching
Section 6. Comments
What was the most positive aspect of the way in which this instructor taught this
course?
Comment
Really just how clearly she presented the material. She is probably the best Math teacher I have ever had, she made
everything so completely clear. Also she was instrumental in my understanding of the course consider Tollefson is up
there with the worst teachers I've ever had, he just was not clear at all.
She was very helpful and aswered any questions I had
She knew what she was doing even if it was different from the professor.
Fanny went over many example problems like the ones we would have to do for the homework. This made the
homeworks easier to understand and greatly reduced the time it takes me to complete them without her hints and
guidance.
She explained the math thoroughly and her examples helped.
she was very clear, always addressed questions
She taught us each of the sections and gave examples.
She was very helpful in answering questions and explaining problems.
So many examples were provided, as well as precise feedback on the quizzes, worksheets, and exams. It also helped
that she had a great attitude about the course, and was very flexible in giving her help to the class.
Responded to emails quickly, and had an actual interest in teaching instead of just doing her job
Gave examples similar to what we saw on the homework assignments.
Very personable
What can this instructor do to improve teaching effectiveness in the classroom?
Comment
Absolutely nothing.
Nothing really
I think everything is already great for her teaching.
Nothing she is doing an excelent job
Don't give a quiz every class. Once a week is enough.
teach the whole course and not just lecture
none
The only thing I can think of is a minor improvement. It would be helpful to know how many quizzes are going to be
given in a week and what they will cover more exactly and in a more organized fashion.
Can't ask for much more
Slow down a little bit when introducing new things
Nothing
Please write any comments you have about the course or course materials.
Comment
I like the worksheets because it is nice to see the questions in another format, as opposed to online.
Tollefsen is not a good teacher.
Fanny made the material easy to understand and made sure all students understood the material.
hard class
Download PDF
University of Connecticut: Student Evaluation of Teaching
Student Evaluation of Teaching
Fall 2014
Individual Report for MATH-2210Q-005-STORRApplied Linear Algebra
Instructor: Fan Ny Shum (SET Primary Instructor)
Response Table
Fall 2014 Student Evaluation of Teaching (SET)
Raters
Students
Responded
33
Invited
35
Response Ratio
94%
University of Connecticut: Student Evaluation of Teaching
Section 1. Summary
Please respond to the following question about instructor Fan Ny Shum.
Question
Course Department
School
Median Median
Median
The instructor presented the course material clearly.
5.0
4.4
4.4
The instructor was well prepared for class.
5.0
4.6
4.6
The instructor responded to questions adequately.
5.0
4.5
4.5
The instructor stimulated interest in the subject.
4.0
4.3
4.4
The instructor showed interest in helping students learn.
5.0
4.6
4.6
The instructor gave clear assignments.
5.0
4.7
4.4
The instructor was accessible to students.
5.0
4.6
4.5
The instructor gave useful feedback on my performance.
4.5
4.3
4.3
The instructor returned graded work in a reasonable amount of time.
5.0
4.6
4.4
The instructor used class time effectively.
5.0
4.5
4.5
The instructor treated all students with respect.
5.0
4.9
4.7
The instructor graded fairly.
5.0
4.6
4.5
The instructor's teaching methods promoted student learning.
5.0
4.4
4.4
Course Department
School
Median Median
Median
What is your overall rating of Fan Ny Shum's teaching?
Question
What is your overall rating of the instructor's teaching?
5.0
4.0
4.0
Course Department
School
Median Median
Median
Please respond to the following question about the course.
Question
The methods of evaluating student learning seemed appropriate.
5.0
4.4
4.3
The course content was well organized.
4.0
4.5
4.4
The course objectives were clear.
5.0
4.5
4.4
The course objectives were met.
5.0
4.4
4.4
The textbook made a valuable contribution.
4.0
4.2
4.1
The other course materials made a valuable contribution.
4.0
4.1
4.3
The pace of the course seemed appropriate.
4.0
4.3
4.3
Course Department
School
Median Median
Median
What is your overall rating of the course?
Question
What is your overall rating of the course?
4.0
3.7
3.7
University of Connecticut: Student Evaluation of Teaching
Section 6. Comments
What was the most positive aspect of the way in which this instructor taught this
course?
Comment
The instructor was fast, efficient, and effective. Which I would say is a rather difficult combination for a mathematics
professor to achieve while teaching a course. The material was presented with speed, clarity, and with plenty of room for
students to ask questions to further their understanding. Assignments were clear and reflected accurately the material
we covered. Homework assignments related directly to the quizzes and exams, allowing a hardworking student to
achieve a good mark for the course. This course was easily my favorite for the semester.
Quizzes and exams are very similar to homework problems. Clear and thorough explanations of concepts.
Lectures were well organized and easy to understand
She wrote on the board so that it was easier to follow and she clearly explained each topic. She also made sure to
define and give proofs to further our understanding. Also all of the examples she gave were really helpful
Introductory proofs
Made a difficult and boring subject easier and more appealing
gave a bunch of examples in class and answered any questions on homework examples
A lot of examples that helped explain the material well.
She have good notes yo
Many example problems were completed in class which served as good references when studying or doing homework.
Very clear explanations of concepts
I like how she used a lot of examples to show how different problems worked in different ways
She worked through examples in class that were similar to the problems in the homework assignments. She was also
very positive when teaching and took the time to answer any questions at the beginning of the class/quiz and during her
lecture without making the students feel like they were disrupting her.
She was very clear and concise with her teachings and helped students understand the material when they were having
trouble.
The most positive aspect of the way the instructor taught the course was who she gave examples of every topic we
learned. She went through each example in a detailed manner and was very helpful in explaining any steps that needed
to be further explained.
Provided specific practice problems from homework that quite directly related to quizzes and exams.
Effectively used examples to gradually help us understand the concepts from basic to advanced.
Being an interesting professor.
She makes sure that all of the students know what we just learned about.
Many examples
She provided clear instruction for questions when asked, was always helpful during times when topics were difficult and
helped accommodate students with the tools to succeed in the class. Also always provided a caring and fun attitude to
class.
----Lectures were very effective and the assigned homework supplemented the lectures very well.
Math lectures are hard, but the lectures for this course were well prepared and very clear. Quizes and tests were graded
extremely promptly. Had a nice presence in the classroom, clearly invested in the students.
I enjoyed how there were many examples of each topic and how a lot of the material built upon itself. This have a lot of
opportunities for students to build good foundations and review the older material while learning new material.
Having notes prepared before class allowed for effective use of time in learning material. Also making time for review
sessions was helpful.
the examples done in class were very helpful
Download PDF
University of Connecticut: Student Evaluation of Teaching
Student Evaluation of Teaching
Spring 2015
Individual Report for MATH-1132Q-031D-STORRCalculus II
Instructor: Fan Ny Shum (SET Grad/Teaching Assistant)
Response Table
2015 Spring Student Evaluation of Teaching (SET)
Raters
students
Responded
15
Invited
16
Response Ratio
94%
University of Connecticut: Student Evaluation of Teaching
Section 1. Summary
Please respond to the following question about instructor Fan Ny Shum.
Question
Course Department
School
University
Median Median
Median Median
The instructor presented the course material clearly.
5.0
4.4
4.3
4.3
The instructor was well prepared for class.
5.0
4.6
4.4
4.4
The instructor responded to questions adequately.
5.0
4.5
4.4
4.4
The instructor stimulated interest in the subject.
5.0
4.3
4.2
4.2
The instructor showed interest in helping students learn.
5.0
4.6
4.4
4.4
The instructor gave clear assignments.
5.0
4.5
4.4
4.4
The instructor was accessible to students.
5.0
4.6
4.4
4.4
The instructor gave useful feedback on my performance.
5.0
4.4
4.2
4.2
The instructor returned graded work in a reasonable amount of time.
5.0
4.6
4.4
4.4
The instructor used class time effectively.
5.0
4.6
4.4
4.4
The instructor treated all students with respect.
5.0
4.8
4.6
4.6
The instructor graded fairly.
5.0
4.7
4.4
4.4
The instructor's teaching methods promoted student learning.
5.0
4.5
4.3
4.3
Course Department
School
University
Median Median
Median Median
What is your overall rating of Fan Ny Shum's teaching?
Question
What is your overall rating of the instructor's teaching?
5.0
4.2
3.9
3.8
Course Department
School
University
Median Median
Median Median
Please respond to the following question about the course.
Question
The methods of evaluating student learning seemed appropriate.
5.0
4.2
4.2
4.2
The course content was well organized.
5.0
4.3
4.2
4.2
The course objectives were clear.
5.0
4.3
4.2
4.2
The course objectives were met.
5.0
4.4
4.2
4.2
The textbook made a valuable contribution.
2.0
3.2
3.7
3.7
The other course materials made a valuable contribution.
5.0
4.3
4.1
4.1
The pace of the course seemed appropriate.
4.0
4.2
4.2
4.2
Course Department
School
University
Median Median
Median Median
What is your overall rating of the course?
Question
What is your overall rating of the course?
4.0
3.5
3.4
3.4
University of Connecticut: Student Evaluation of Teaching
Section 6. Comments
What was the most positive aspect of the way in which this instructor taught this
course?
Comment
Went over a lot of examples to help understand the material
She always came to discussion with a smile on her face and made the students feel happy to be there and learn. She
always answered everyone's questions and made sure that no one was confused. She also made herself always
available and would offer to meet at another time if couldn't make it to her office hours.
Very enthusiastic about teaching Calculus. Very knowledgable and down to Earth about what concepts truly matter when
ironing out the specifics.
I really like how you made a conscious effort to help us do well. I'm also very glad you let me come to section that I
couldn't registrar in due to other reasons. Thank you very much Fanny best of luck for your future!
Her obvious knowledge of the course materials
Thoroughly went over all of the material covered in lecture and clarified it
She was great at answering questions and doing specific examples. She clearly has a great understanding of the topic.
Fanny is an excellent TA who engages the room and provides a trustworthy environment for curiosity and growth in the
classroom. I have extremely enjoyed having her as a TA and encourage the University to continue employing passionate
students like her.
Fanny explained evereverything we needed to know and gave us tips for solving different problems that were pretty
helpful for exams and quizzes, as well as uunderstanding the material more easily
Went into great detail in explaining things
She was clear and answered all question.
What can this instructor do to improve teaching effectiveness in the classroom?
Comment
Not sure
Create an outline or study guide for what Amit covers in lecture.
N/a
Slow down a bit sometimes the problems on the board seemed rushed
Less examples and more description as to WHY we are taking the steps to solve a problem that we are.
Fanny already does a great job at effectively teaching the class
Give quizzes at the end of class
She was too quick to write stuff down... I have a thick skull and it takes time for stuff to 'sink in'. I suppose that is
understandable, though, considering the limited amount of time and the topics being covered.
Please write any comments you have about the course or course materials.
Comment
No comment
Textbook is awful, presentations are great. It may help to distribute slides before lectures so that students can have
something to fill out and remain organized because for those using electronics to take notes, it's pretty difficult using the
presentation alone.
The quizzes sometimes were much more challenging than the homework. I'd like to see examples that look more similar
to the homework because the quiz is always being taken when the concept is still relatively new.
Worksheets can get annoying and didnt seem to help much