Curriculum

Curriculum (Mathematics)

The mathematics faculty are committed to offering the following courses every year.

  • Calc in Context 1 (Calc 1)
  • Calc in Context 2 (Calc 2)
  • Linear Algebra (with context)
  • At least one of the following: Modern Algebra, Analysis, Geometry/Topology

We will also usually cover the following.

  • 100 level courses designed to dig deep in a mathematical topic
  • Advanced Topics in Mathematics (groups of students can explore areas of mathematics independently)

In addition, I also may teach the following.

  • Collapse Phenomena (100 Level)
  • Models in Society/Policy (100 Level)
  • The Dynamics of Chaos and Randomness (100 Level)
  • Applied Analysis (300 Level)
  • Advanced Numerical Methods (300 Level)

Curriculum (Mathematical Biology / Mathematical Modeling)

Course Levels

I teach a range of courses at the 1xx, 2xx, and 3xx levels.  The courses are designed to generate excitement around mathematics and mathematical modeling, develop a thorough understanding of concepts and techniques, and to encourage students to apply their understanding.

My goal with 100 level courses is to engage students with mathematical models and problem solving through independent and group projects on topics of their interest. Throughout this experience, I expect that the students learn what interests them and what they want to spend their time at Hampshire learning about. In addition, the students should begin to learn how to manage their time and to work independently.

My goal with 200 level courses is to build the excitement and skills necessary to understand mathematics and mathematical models. I do this through providing clear structure and academic objectives while expecting students to engage independently with the material. Evaluations of students is based on their understanding of the material that is measured through problem sets and independent projects that allow the students to connect the material to other areas of interest.

My goal with 300 level courses is to provide the students with space and support to engage in independent modeling projects related to divisional work.  I expect that students not only develop research skills in modeling but also on time management and developing projects appropriate in scope.