Recent Zometool Workshops and 几何 Barn Raisings Organized
- Zometool workshop at the Challenger Learning Center of the Twin Tier Region, during the Moon vs. 火星夏令营. 参与者:4 & 5年级学生. 2023年7月24日.
- Zometool workshop at the Challenger Learning Center of the Twin Tier Region, during the M.E.L.T.S. 冬季夏令营. 参与者:k -3年级. 2023年2月21日.
- Zometool workshop at the Challenger Learning Center of the Twin Tier Region, 在M的工程日.E.L.T.S. 冬季夏令营. 参与者:3 -6年级. 2020年2月18日.
- Zometool workshops in "A STEAM-Powered Adventure at the Quick Center." Participants: 5th- and 6th-grade 学生s and teachers in the Bolivar-Richburg school district. 7月31日 & 2017年8月1日.
- St . Zometool夏令营. 博纳旺蒂尔大学. 参与者:12名9-13岁的学生. 2017年6月26-29日.
- Two Zometool workshops during Creative 艺术 Day at Coudersport Jr. Sr. 宾夕法尼亚州库德波特的一所高中. 参与者:高中生. 2017年2月24日.
- Zometool workshop at the Challenger Learning Center of the Twin Tier Region, 在“太空梦想家”科学营期间. 参与者:3 -6年级. 2017年2月21日.
- “Zometool作为STEAM教育工具," a Zometool workshop at the 2016 Art Teacher Professional Development Day at the Quick Center for the 艺术, St. 博纳旺蒂尔大学. 2016年10月6日.
- 南方天主教学校的Zometool俱乐部. 2016 - 2017年春季.
- SBU的Zometool夏令营. 参与者:13名10-13岁的学生. 2016年6月27日至30日.
- A geometry barn raising with Allegany-Limestone Central School.
Linda Dodd-Nagel's 66 8th-grade 学生s built a six and a half feet tall 12,540-piece structure representing a three-dimensional “shadow" of a four-dimensional figure called a runcitruncated hypericosahedron. 2016年5月20日和24日.
- Connect 4项目. 87年中间
school 学生s and their teachers from the Allegany-Limestone, 欣斯代尔, Olean, and Portville school districts worked together to build the world's first stage-6 Sierpinski tetrahedron made from Zometool. 这座建筑有13英尺高
包含32770个部件. The project was completed on the stage in the Quick Center for 艺术 on May 7, 2015.
最近的谈判
- 《无限探索:圆周率计算简史,在四英里啤酒厂的Science on Tap节目中, Olean, NY. 2022年3月10日.
奖助金
- 马丁·格兰特(杰夫·彼得森和丹尼·威尔金斯): Development of Proposed Curricular Changes to Improve the Effectiveness of a 定量推理 Requirement at St. 博纳旺蒂尔大学. 格兰特要价3600美元. (2007/2008)
- 马丁·格兰特(杰夫·彼得森和丹尼·威尔金斯): An Evaluation of the Effectiveness of the 定量推理 Requirement at St. 博纳旺蒂尔大学. 格兰特出价6000美元.(2006/2007)
更多的成就
- 山,C. (1999年7月). 子序列上取模1的均匀分布， 美国数学学会学报.
- College of Liberal 艺术 and Sciences Award for Excellence in Undergraduate Teaching, received as a graduate teaching assistant at the University of Illinois at Urbana/Champaign.
- 院系数学教学卓越奖，获聘为UIUC研究生助教.
My goals as a teacher are to help 学生s become independent thinkers and to help them develop the skills and the confidence needed to tackle challenging problems. Accordingly, my philosophy of teaching is characterized by the Socratic method, small-group
工作，以及解决问题的策略.
When the instructor poses questions to his or her 学生s, 无论是在课堂上还是在办公时间, 学生们变得活跃起来, 而不是被动, 学习的参与者. During office hours, an instructor can tailor the questions to the needs
一个特定的学生. The instructor’s queries can be designed so that it is the 学生 谁能找到解决手头问题的钥匙. I've observed again and again that 学生s are capable of more than they realize.
An instructor can ask only so many questions during the lecture. Inevitably, most of the time most of the 学生s are not involved in the discussion. Small-group work is a way for nearly all of the 学生s to be active 学习的参与者
几乎所有的时间. As 学生s work together in groups of about three on a worksheet or project, 他们为自己提供了榜样, 犯错误而不受惩罚, 讨论数学, 和他们的同学见面.
每个问题都包含着一个教训. 作家理查德·巴赫是这样说的: There is no such thing as a problem without a gift for you in its hands. 你找问题是因为你需要他们的礼物. 隐藏在数学中的教训
problem are the principles that we apply to solve the problem, 谁的效用延伸到无数其他问题. 这些“礼物”被称为 解决问题的策略. Although 学生s encounter a vast number of problems during
数学课程, 只有一小部分解决问题的策略, 结合课程材料的基本知识, 需要解决几乎所有的问题吗. By unlocking so many problems simultaneously, 解决问题的策略 help
揭开数学的神秘面纱. I strive to point out key strategies as they arise in the problems that I work for my 学生s.
我对社区服务非常感兴趣. 我组织了几次Zometool研讨会, 几何谷仓凸起," and projects with middle school and high school 学生s and am looking for opportunities to do more. 更多信息请参见
我的网页 Zometool资源.
在圣. Bonaventure，我创建并教授数学490B. 问题解决研讨会(以前的数学281)，运行 博纳奖金问题计划,
并担任当地的主管 普特南数学竞赛.
Dr. 杰夫·彼得森博士. 丹尼威尔金斯, and I worked on an extended project on improving the quantitative literacy of 学生s at St 博纳旺蒂尔大学. In particular, we studied the effectiveness of the quantitative reasoning requirement
in the Clare College curriculum (the core curriculum of St. 博纳旺蒂尔). Our project was funded by 2006/2007 and 2007/2008 Martine 奖助金. 2013年春天，我们开设了一门新课程，数学135. 定量推理，这是
定量读写的基础课程.
我对信息的视觉呈现很着迷, so I often pursue projects and activities that may be characterized in this way. 例如，我组织 艺术 & 科学博览会 我是艺术 & 科学网络
大学编辑. 我喜欢电影，而且我 逐渐 学习美国手语.