Using Student Reflections to Develop Deep Teaching

Abstract

National studies continue to indicate that the graduating STEM student body is not representative of the diversity of the U.S. population. In addition to, or in the absence of, institutional change, instructors must learn how to implement equity-focused pedagogical changes in order to better support their students. This article describes my experience introducing a weekly reflection protocol in a proof-based mathematics course with the dual goals of promoting metacognition and opening an additional communication channel with my students. Towards these goals, this intervention was largely successful and I provide examples of how I was able to use what I learned from my students to better support them throughout the semester. Drawing on the “Deep Teaching Model” for faculty development, I share how this experience continues to be a critical component of my evolving teaching practice. Though this intervention on its own may not solve the representation and equity problems in our field, the self-awareness I developed through this experience has positioned me as a more effective instructor, mentor, and advocate.

ACKNOWLEDGMENTS

The author would like to thank Drs. Stacey Lawrence, Sara Mueller, Eric Kaldor, and Dana Hayward for many helpful conversations and consultations throughout the entire process of this project. The author is also grateful to the Sheridan Center for Teaching and Learning for offering the Graduate Student and Postdoctoral Teaching Fellows Program which was the catalyst for this project. Lastly, he is very grateful to the reviewers for their generous and thoughtful feedback through correspondence in editing this manuscript.

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jordan Kostiuk

Jordan Kostiuk received his Ph.D. at the University of Alberta and his mathematical research interests include geometric and combinatorial problems coming from physics. He is currently a Lecturer at Brown University and enjoys teaching a wide range of courses and collaborating with other faculty in creating more equitable STEM classrooms. Jordan is a member of the Silver '19 cohort of the MAA's Project NExT.