Mathematics
2022–2023
Gwyneth Moreland
My main project for the year was assisting with the Teaching Undergraduate Mathematics Seminar, a teaching training course for our department’s G1s. I assisted in planning and executing the lessons, as well as running microteaching sessions. I also helped run the yearly Teaching Tutorials seminar, where graduate students can learn about Math 99r, which allows them to design and teach their own course.
2021–2022
Nathan Yang
I worked in the Teaching Undergraduate Mathematics Seminar (TUMS) course in the math department, the departmental pedagogy course taken by first-year graduate students. As part of the teaching team, I helped the course heads organize, design, and execute the course plans, contributed to the course structure, and facilitated multiple sessions and topics. I also continued the departmental tradition of hosting a tutorial panel for graduate students interested in designing and teaching tutorials. I invited panelists to share their experience with syllabus design and course planning, with a Q&A session.
2020–2021
Morgan Opie
One of my main projects this year was helping with the Teaching Undergraduate Mathematics Seminar (TUMS), a department requirement for first-year PhD students. As part of the TUMS teaching team, I worked with Robin Gottlieb and Brendan Kelly to revise the curriculum with the goal of making each lesson as concrete and engaging as possible. Beyond this, I held workshops and events for graduate students at all levels. Previous PFs have introduced a number of teaching-related panels. I continued many and designed some new events to meet the needs of our department’s graduate students in this unprecedented time.
2019–2020
Jun Hou Fung
Much of the work I did this year built on the foundations laid by my predecessor, including providing support to our well-established pedagogy course and organizing small workshops. In addition to continuing these efforts, I also created and clarified teaching resources to address contemporary issues, such as new requirements and new positions. I hope this will bolster the initiatives undertaken by future Pedagogy Fellows, and usher in novel perspectives to confront the perennial challenges of awareness and engagement.