Abstract
This article presents several activities suitable for a transition to proofs course. In addition, this article surveys literature in support of active learning in the transition to proofs course and discusses how these activities have been successfully implemented in one such course.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the author(s).
BIOGRAPHICAL SKETCH
Michael Smith earned a Ph.D. in non-associative algebra from the University of Virginia in 2006. He has spent the last decade teaching at Lycoming College in Williamsport, PA, where he has incorporated the tradition of Fun Fridays in all of his classes. His Fun Fridays are known for pushing students out of their comfort zones, and he encourages all students to breathe deeply, cry boldly, and suffer well as they face their academic and personal challenges.