This course is recommended for those students who plan to attend graduate school or who plan to teach secondary school mathematics. Students complete 45 hours of experiential work for each credit hour. Students will assist full-time day faculty members in teaching any 100-or
200- level mathematics course. The directing faculty member must approve the internship placement and will determine the role the intern will play in the observed course. Grades are assigned as S (satisfactory) or U (unsatisfactorv). Prerequisites: MATH 222 and MATH 225
with a grade of B or higher, junior standing, minimum 3.0 GPA in major core classes at time of registration for internship. Students may register for no more than 6 mathematics internship credits during their time at Columbia College.
Prerequisite(s) / Corequisite(s):
MATH 222 and MATH 225 with a grade of B or higher, junior standing, minimum 3.0 GPA in major core classes at time of registration for internship. Students may register for no more than 6 mathematics internship credits during their time at Columbia College.
Course Rotation for Day Program:
Most current editions of the following:
Teaching Mathematics in Colleges and Universities: Case Studies for Today's Classroom: Graduate Student Edition
By Friedberg, Solomon (AMS & CBMS) Recommended
How to Teach Mathematics
By Krantz, Steven G. (Washington University) Recommended
• Broaden knowledge of the subject matter.
• Identify and demonstrate effective instructional techniques to individuals, small groups and the entire class.
• Develop skills and experiences relevant to achieving selected career objectives.
• Work and communicate effectively and sensitively with people from diverse backgrounds and multicultural perspectives.
• Reflect on the teaching and learning experience.
• To articulate and explain effectively the course content for which they are assisting.
• To identify ethical and unethical teaching behaviors.
• To detect the diversity of student learning styles and associated needs.
• To develop a personal teaching philosophy.
• To critically self-reflect on the teaching and learning process.
• To demonstrate ability to facilitate tutorials.
• To demonstrate the ability to engage students in the leaming process.
• To demonstrate the ability to follow directions and perform tasks as outlined by the faculty supervisor.
• To demonstrate techniques to encourage and support students to become problem solvers.
• To demonstrate effective communication skills.
• To demonstrate leadership skills.
• To demonstrate organization skills.
• To demonstrate effective time-management skills.
• To maintain respect for all students.
Professional responsibilities of the intern.
Processes for observation and self-reflection.
Content of the observed course.
Recommended maximum class size for this course: 10
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.