Please click on each of the 4 topics below for more details & supporting materials.

Not all students have the same learning style and so varying forms of instructional delivery can reach different types of students.  I teach courses in several different formats, none of which the past three years are traditional "lecture" courses.  As I've attended conferences and learned from others, I've seen my instructional delivery evolve into an active learning environment, no matter the format.


By attending conferences, workshops, and webinars,

not only do I gain knowledge to keep abreast of the latest in technology and pedagogy as it applies to teaching mathematics, but I also develop a network of teachers doing what I do to share ideas and projects.  This inspires me to continue to improve my classes---they are never stagnant.

My instructional design has evolved during my teaching career.  Attending conferences and sharing with others, I continue to learn techniques to improve my courses.  I have successfully incorporated more active learning techniques which contribute to assessing student understanding and learning.  I have served on both the OER Avisory committee and the Math Accessibility Working Group and each of these has molded my instructional design and assessment.

My professional activities and committee work particularly in the areas of OER and math accessibility have shaped my course management.  All of my course materials, including the syllabus and schedule, are organized in Canvas for easy reference and accessibility. Classroom policies and procedures have developed and evolved to make a non-threatening, inclusive atmosphere for students.

While I have never received a teaching excellence award, I'm honored to have been nominated multiple times for the SLCC award and also for the AMATYC Teaching Excellence Award.  Here are a few select letters of nomination for these awards. (okay so it's more than a few--I admit it---I love these and had trouble selecting which ones to post:)