I have another question to add to the list. What type of degree =
(minimum) do you feel should be required for a person to teach =
developmental mathematics? =20
Another question is: What degree is required by your college for =
someone to teach developmental mathematics?
Nancy
-----Original Message-----
From: Gideon L. Weinstein [SMTP:gideon@american.edu]
Sent: Tuesday, September 15, 1998 6:39 PM
To: mathedcc@archives.math.utk.edu; =
DEVELOPMENTAL-MATH-LIST@ENTERPRISE.MAA.ORG; aboufade@GVSU.EDU
Subject: Re: [MATHEDCC] Who should teach developmental courses?
Although this strand started on another list, one concerning =
developmental
math education at four-year colleges and universities, I thought the =
topic was
relevant for MATHEDCC as well. If crossposting was innappropriate, I =
apologize.
Edward Aboufadel wrote:
> Hi. I'm new to this list [DEVELOPMENTAL-MATH-LIST@ENTERPRISE.MAA.ORG], =
> partially because a debate brewing in my
> department has motivated me to seek some other opinions.
>=20
> Who should teach developmental courses? =20
In the best of all possible worlds, only those who WANT to would teach
developmental courses. I would certainly hope no-one who looks upon =
those
students as undeserving of being in college would be permitted to teach =
them.=20
> Should there be separate faculty to teach developmental courses, or is =
it a=20
> department responsibility? =20
That is a tough question! I've heard that in some teaching colleges and
community colleges, the regular faculty usually "share the burden" and =
have
part of their teaching duties in developmental courses. The =
disadvantage is
that not everyone is good enough to teach those courses well. Other =
places
shift the courses to a department of developmental education or a =
learning
skills center, which often works well except for possible problems when
students finally make it to the college math courses [there's often a =
vast
difference in teaching cultures between developmental educators and
mathematicians]. =20
> Should a department hire people full-time,
> tenure-track, to teach only developmental courses? =20
I would say yes, BUT ONLY if the new hire is not perceived as a =
second-class
citizen. You also need to make allowances for different kinds of =
professional
activity and even some regular course-releases for administrative and/or
curriculum development duties above and beyond what is usual. You need =
to
keep the developmental educator fresher and more excited about teaching =
than
anybody else, so they'll need that time for renewal. =20
> How do you react to something like this ...
>=20
> ***
> You've got a Ph.D. in Mathematics. Would you accept a job with these
> teaching responsibilities?:
>=20
> Teaching Responsibilities: pre-calculus courses only,
> including pre-algebra, intermediate algebra, college algebra, and
> trigonometry. 12 credit hours per semester. You will also provide
> leadership in developing these courses.
>=20
> Other Responsibilities: student advising, department service, and
> professional development.
> ***
My reaction is a shudder and a grimace. With the awful job market, =
you'll get
plenty of people desperate for jobs applying for the position, but how =
many
people go for a Ph.D. in pure mathematics in order to teach such =
courses? And
what kind of professional training and development would they have =
received in
their doctoral program to prepare them for this kind of teaching and
leadership in curriculum development? CLEARLY, YOU NEED TO HIRE A PH.D. =
IN
MATHEMATICS EDUCATION to have a real chance of getting the kind of =
person who
would thrive in this job. They're already cognizant of many of the
educational issues and solutions that have been tried, and they are =
already
trained to do the kind of education-related scholarship and professional
development that should be coming from someone who is immersed in a
developmental education program. At the very least, open the job to =
both
mathematicians and mathematics educators. I would also put in two very
important incentives: 1) 3 credits release each year, for curriculum
development and administrative duties, and 2) option to teach one =
calculus (or
other non-developmental) course per year, for the change of pace and =
feeling
of being less "walled off" and segregated from the other faculty. =20
> There are other questions I could ask, but I'd like to hear some
> reactions. A little background: I work at a school whose first
> emphasis is undergraduate education.
>=20
> Sincerely,
>=20
> Ed Aboufadel
If I've offended with my rather loud statements, I apologize. In any =
case,
thanks for giving me the opportunity to rant a little bit.
--=20
Gideon Weinstein
American University=20
Department of Mathematics and Statistics
202 885 3042, fax 3155
gideon@american.edu
http://gurukul.american.edu/gideon/
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