Graduate Student Handbook: Dartmouth Mathematics Department Effective Fall 2020

The student starts to assemble their Advancement Committee with a choice of two potential advisors. This process should probably begin by the summer, but students are encouraged to build relationships with faculty working in areas of potential interest throughout their first year. If the student does not yet have a idea of with whom they might want to work, the summer seminar, Math 117, may provide some insight into the research interests of faculty the student has not yet met. In any case, this is another prime opportunity to talk to your first-year advisor who can help sort out your interests and options, and help begin to formulate plans.

If plans change and a new potential advisor is still one of the other members of the chosen Advancement Committee, no formal changes are needed as the change will be registered when faculty sign onto their roles in the Advancement Examination Form. If the new potential advisor is not currently a member of the committee, a new plan will be called for, and submitted to the GPC for approval.

Other minor revisions to the plan for the Advancement Exam (e.g., changes to the syllabus that do not substantially change the content) do not need further GPC approval. The goal is to have a reasonably faithful written record of the student’s plan for advancement. In case of doubt, just ask the GPC.

For second-year students, there is a classroom course requirement of four courses. This means the other courses can (if desired) be chosen from among reading courses (127), independent reading (137) or independent project (158) as appropriate.

Any internship or other (approved) activity that prevents you from taking a classroom course in a given term will automatically cause a reduction of 1 in your classroom requirement for that year.

If you are taking for only one reading course in a term, register for Math 127. If two of your courses are reading courses, register for Math 127 and 137. Note: the courses (127, 137, 158) require a faculty supervisor and syllabus; grades are reported by the faculty supervisor.

Remember that students following an applied track need to take 106 and 116 for a second time since the content alternates between even and odd years. Similarly the content of Math 111, 113, and 114 typically alternates and will add considerably to the student’s breadth. Students following the pure track normally take the summer seminar, Math 117, unless they are away for the summer (having received GPC approval for this).

Finally, in the term a student takes DCAL’s Future Faculty Teaching Series, they should register for Math 147, which will designate that they have completed the theory end of the teaching seminar. Math 147 does not count as one of the four required classroom courses.

First, the student needs to autonomously design (some) curricular elements.

Second, the student needs to teach these elements to a subset of the students enrolled in the course, typically during x-hours.

Third, the student must receive feedback from a faculty member and respond to it via revision of the material.

Resources: We note that the department already has in place teaching mentors, which have been used in varying capacity over the years. The teaching mentors should coordinate with the student and course instructor for establishing expectations and goals for the practicum, and should regularly communicate with the student during the term.

Logistics: Students should discuss with their advisor how they might go about fulfilling this requirement. Student teaching assistant assignments must coordinate with course scheduling, so some flexibility is needed. To ensure objective feedback, a representative from DCAL will be asked to observe graduate student taught classes. A discussion between the graduate student, course instructor, student teaching mentor (if appropriate), and DCAL representative will follow.

Benefits: The plan provides flexibility while also ensuring that our PhD students have plenty of opportunities to interface with students. Moreover, the plan plays to our students’ strengths and will allow them to stand out on job applications. The students may also provide a great resource for undergraduates in courses that have not traditionally had TAs, for example, by teaching MATLAB in some of the applied mathematics courses, or running problem solving sessions in some mid-level courses.

Year 1: Two terms serving as a Teaching Assistant, typically in calculus courses and (if possible) paired with a more senior student. Attendance of the TA Training Seminar in the Fall term.

Year 2: Two terms serving as a Teaching Assistant, one of which will incorporate a more intensive collaboration with the instructional team. Attendance of the TA Training Seminar in the Fall term. Students will attend the DCAL course for one offering.

Year 3: The student is eligible to teach a section of their own course, likely under the supervision of the faculty member who is the course supervisor.

Year 4: Depending on the student’s performance in their first independent teaching experience, the student may have a similar experience in year 4 or be trusted with more autonomy (e.g. with a stand-alone course).

Year 5: Depending on the student’s performance in their first two independent teaching experiences, the student may have a similar experience in year 5 or be trusted with more autonomy (e.g., with a stand-alone course).

Interspersed throughout: Students will pursue the other components of the certification.