Education

Colorado State University

Ph.D., Mathematics, 1999

Dissertation: “The Hausdorff Dimension of the Nondifferentiability Set of a Non-symmetric Cantor Function”

Research Area: Real Analysis

Advisor: Richard Darst

M.S., Mathematics, 1994

Concentration Area: Numerical Analysis

South Dakota School of Mines and Technology

B.S., Mathematics, 1992

Professional Experience

· Fall 2003 to present, Assistant Professor, Sonoma State University, Rohnert Park, CA

· Fall 2002 to Spring 2003, Lecturer, Sonoma State University, Rohnert Park, CA

· Fall 1999 to Summer 2002, Teaching Postdoctoral Fellow / Lecturer, University of Arizona, Tucson, AZ

· Fall 1998 to Spring 1999, Visiting Professor, University of Northern Iowa, Cedar Falls, IA

· Fall 1992 to Summer 1999, Graduate Teaching Assistant, Colorado State University, Fort Collins, CO

Mathematics Courses Taught

Freshman Level

l College Algebra

l Geometry

l Exponential Functions

l Plane Trigonometry

l Finite Mathematics

l Precalculus

l Calculus I and II

l Business Calculus

Sophomore and Junior Level

l Vector Calculus

l Linear Algebra

l Discrete Mathematics

l Statistics for the Biological Sciences

l Ordinary Differential Equations

l Math Sense

Senior Level

l Mathematical Analysis for Engineers

l Advanced Calculus

l Real Analysis

Graduate Level

l Combinatorics and Graph Theory for Secondary Teachers

Curriculum Development and Course Design

Independent Study of Hausdorff Dimension (2004): In the spring semester of 2004, I designed a one-credit independent study course that gives an introduction to the topic of dimension theory. After a review of basic measure theory, the course material allows the student to explore the geometry of fractal sets by calculating and comparing their dimensions.

Workshop/In-service Material (2000 – present): As a consultant to the Math Professional Development Institute in Lake county, I had the opportunity to develop supplementary learning activities for K-3 teachers participating in a Summer 2003 workshop and several follow-up sessions. During my time at the University of Arizona, I created material for several workshops for secondary teachers. I have also created material and designed activities for undergraduate students who are peer instructors in mathematics and general education classes.

Precalculus Text and Instructor’s Manual (2001 – present): As a member of the Harvard Calculus Consortium, I worked on revisions to the latest edition of Functions Modeling Change and helped to write the new edition of the accompanying instructor’s manual. (As a part of this continuing project, my main duties include writing new exercises and class activities that allow students to understand critical concepts and to master important algebra skills.)

Concept Tests for Multivariable Calculus (2002 – 2003): I am currently involved in a project to create a collection of supplementary problems designed to promote class discussions of vector calculus concepts.

Combinatorics for Secondary Teachers (2002): Together with a colleague at the University of Arizona, I developed and taught a graduate-level course in which secondary teachers explored counting and graph theory concepts through various exploration activities.

Math Sense (2001 – 2002): (Mathematics Class for Preceptors) For two semesters, I helped to develop and teach a class for undergraduate students who are peer instructors in general education classes.

Calculus Instructor’s Manual (2001): During my time at the University of Arizona, I had the opportunity to help revise the latest edition of the Harvard consortium calculus book. I edited several chapters in the instructor’s manual Calculus. In particular, I wrote the material for a new chapter on general sequences and series.

Gateway Exams in Calculus II (2000): To ensure students’ success in second-semester calculus, I helped to develop and administer a series of multiple-choice exams. These tests were designed to test for critical differentiation and integration skills necessary for success in second-semester calculus.

Counting and Probability for Upward Bound (1998): As an instructor for this program I developed lessons and hands-on activities introducing high school students to counting methods and probability computations.

Exploration Activities: During my years of teaching math courses, I have developed a series of instructional activities designed to accommodate various learning styles, particularly in calculus and precalculus courses. These activities encourage students to discover connections between the algebraic, numerical, and graphical interpretations of mathematical concepts. Several of these activities are posted at: http://www.sonoma.edu/users/m/morrisj/Works/workframe.html

Activities with Undergraduate Students

Independent Study of Dimension Theory (2004): In the spring semester of 2004, I worked together with a former real analysis student on the topic of dimension theory. Through various directed activities, we explored some of the interesting properties of fractal sets.

Mentoring (2002 – 2003): During the spring semester of 2003 at Sonoma State, I led weekly real analysis problem sessions for a senior-level math student preparing for graduate school. In addition to giving him feedback on his solutions to problems, we discussed advanced topics such as dimension theory. At the University of Arizona, I participated in a continuing dialogue with a student in an introductory proofs course. We discussed definitions and theorems of set theory and equivalence relations.

Honors Student Supervision (2002): One of my linear algebra students took the class for honors credit under my supervision during the spring semester of 2002. Her independent study topics included Markov processes and least squares approximations.

Undergraduate Research (2002): At the University of Arizona, I assisted a student with the technological aspects of his undergraduate research project; in particular, I helped him use Maple to investigate the roots of a class of polynomials he was studying.

Undergraduate Teaching Assistant Program (2000): I supervised several undergraduate students who were teaching assistants in my calculus classes at the University of Arizona. These teaching assistants conducted study sessions, held office hours, and graded papers.

Technology

Mathematica (2002 – present): At Sonoma State University, the software package Mathematica plays a key role in the calculus curriculum. In addition to writing calculus lab assignments and assisting students, I have used the graphical and programming features of the program as a graphical tool for demonstrations in my classes. I have also used its statistical graphing capabilities to program simulations that allow students to interactively explore discrete probability distributions.

Geometer’s Sketchpad (2002 – present): In geometry, my class meets in the computer lab on a regular basis to give students a chance to experiment with compass and ruler constructions. This program allows students to actively move points around and view the effect that this has on various constructions.

Graphing Calculators (1998 – present): The TI-83 and TI-86 graphing calculators have been an invaluable tool for instruction at all levels of calculus and statistics. I have extensively used the numerical, graphical and statistical functions of the calculator to clarify course concepts. For example: linear regression, numerical integration, vector fields.

Minitab (2001): In the statistics course for biology majors, students do weekly projects involving the statistical software package Minitab. I have therefore assisted students with the operation of this program.

Maple (1993 – 2002): At Colorado State University, calculus students used the software package Maple V to complete several lab projects. In addition to creating lab assignments as part of a team, I regularly used the program in class for graphical demonstrations. At the University of Arizona, I developed interactive worksheets to introduce my linear algebra and engineering analysis students to Maple’s graphical and computational features.

Excel Macros: As an instructor, I have made extensive use of the programming features of Microsoft Excel to automate various grading tasks. Examples: Computing grades, automatically dropping lowest scores, displaying only one student’s grade to ensure privacy of grades.

Webpage Design and Maintenance: At the University of Arizona, I designed several websites for the Teaching Postdoc Program (http://hedgehog.math.arizona.edu/~postdoc). These websites provide descriptions of and contact information for various postdoc activities, including teacher workshops, undergraduate teaching assistant supervision, and courses designed by postdocs. I have also created web pages for the courses that I teach where students can obtain homework assignments, view announcements, and find solutions to in-class assignments.

Grants and Awards

Eisenhower Grant of $35,000 – co-principle investigator "Teachers Helping Teachers: Bridging the Gap Between Middle School and High School Teachers" (University of Arizona, 2002): During a summer workshop and with in-services during the school year we helped middle school teachers prepare their students for high school mathematics. The workshop was designed to deepen teachers' content knowledge, provide teachers with exposure to technology and give them time to generate instructional material and activities aligned with Arizona and NCTM standards.

Hewlett Grant of $300,000 – “The University of Arizona Teaching Teams Program: A Student Centered, Integrated Approach to Transforming the General Education Experience” (University of Arizona, 2001-2003): As part of the teaching teams project in the general education program, I helped to develop and teach a math class for peer instructors (preceptors) in general education classes. These preceptors assist in the instruction of a large-section class by holding office hours, helping students with class projects and giving presentations on using computers, etc. In our class students learned how to better assist their peers with math questions.

Eisenhower Grant of $90,000 – co-principal investigator "Enriching School Mathematics" (University of Arizona, 2000-2002): I was co-author of the proposal and one of the instructors during a program designed to improve local high school mathematics education by working with high school teachers on content and curriculum to address Arizona's new mathematics standards.

Best Teacher Award Nominee, Colorado State University, 1997

Lowery Smith Four-Year Academic Scholarship, South Dakota Tech, 1988-1992

Outreach

Math Professional Development Institute Workshops for K-3 Teachers (2003 – present): During this one-week workshop and its continuing follow-ups, I am presenting and developing material to broaden teachers’ understanding of fractions, probability, and related mathematical topics.

Summer Workshops for High School and Middle School Teachers (2000 – 2002): During these two-week workshops, I developed and presented enrichment material for high school and middle school teachers. I also led several sessions on discovering non-traditional topics in algebra and combinatorics and helped the teachers create curriculum for their classrooms.

In-service Workshops (2000 – 2002): I have developed material for and attended several workshops at high schools in the Tucson area. I also attended and participated in an in-service of the North Bay Mathematics Project, which serves teachers in northern California.

Upward Bound (1998): In this summer program for underprivileged high school students and first-generation college students, I developed curriculum for and taught several math courses. Since these students come from different schools and have extremely different mathematics backgrounds, creating material that engages all students can be very challenging. At times students were working on problems ranging from elementary algebra to calculus in the same classroom. In another class I developed activities that introduce counting techniques and probability. In this all-day program I was also involved in after-class activities. I supervised students during study hall and at the recreation center, and I participated in group activities like sports competitions and a rope course.

Distance Education (1997): For two semesters, I taught Discrete Structures as a distance education class. The lectures were videotaped for students at remote locations. All communication with the students was through conventional mail and e-mail.

Publications

· “The Hausdorff Dimension of the Nondifferentiability Set of a Non-symmetric Cantor Function”, Rocky Mountain Journal of Mathematics, Volume 32, Number 1, Spring 2002, pp. 357-370.

· "The Case for Labs in Precalculus", with E. Toubassi, B. Lahme, MAA Notes, submitted.

· “Non-Differentiability Points of Cantor Functions Associated with Tent Mappings”, in preparation.

· Functions Modeling Change, Second Edition (Gleason, et. al.), Wiley 2003 (co-author).

· Instructor’s Manual: Functions Modeling Change (Gleason, et. al.), Wiley 2003 (co-author).

· ConcepTests: Supporting Materials for Calculus (Pilzer, et. al.), Wiley 2003 (co-author).

· Instructor’s Manual: Calculus, Third Edition (Hughes-Hallett, et. al.), Wiley 2001 (co-author).

Talks/Meetings

· Joint Meetings of the AMS/MAA: “Lab Projects in Courses Below Calculus”, Phoenix, January 2004.

· California Math Council North conference: “Planes, Trains, and Automobiles in Precalculus and Calculus”, Asilomar, December 2000.

· Preparing Mathematicians to Educate Teachers: MAA project funded by the NSF, June 2003.

· Precalculus Consortium Meeting, Summer 2003, University of Arizona.

· Mathematics Colloquium: “How Many Colors Does it Take?”, Spring 2003, Invited Talk, University of the Pacific.

· Joint Meetings of the AMS/MAA: “Topics Classes for Secondary Teachers”, Baltimore, January 2003.

· Joint Meetings of the AMS/MAA: “A Model for Introducing Lab Projects Into Precalculus”, Baltimore, January 2003.

· Faculty-Student Seminar: “The Map Coloring Problem”, Fall 2002, Sonoma State University.

· Precalculus Consortium Meeting, Summer 2002, University of Arizona.

· Joint Meetings of the AMS/MAA: “Math Sense: A Collaborative Effort to Prepare Peer Instructors in a General Education Course” (Preliminary Report), San Diego, January 2002.

· Mathematics Instruction Colloquium: “Math Sense, a Report”, Fall 2001, University of Arizona.

· Entry-Level Colloquium: “The Five Color Theorem”, Fall 2000, University of Arizona.

· Real Analysis Symposium: Spring 2000, University of North Texas.

· Undergraduate Mathematics Seminar: “The Birthday Problem”, Fall 1998, University of Northern Iowa.

· Graduate Colloquium: “Radial Basis Function Approximations”, Fall 1994, Colorado State University.

Service

Co-advisor to the Math Club (2003 – present): Beginning in the fall of 2003, I started advising math majors on math club activities such as the upcoming High School Math Competition.

Library Liaison (2004): I have recently been appointed to serve as the math department’s library liaison. My duties will include taking book and journal requests from colleagues and communicate them to the library.

Department Webpage Committee (2004): During this semester, I joined a committee to update the webpage for the Department of Mathematics. Our goals are to make the information at the website more current and easier to locate, as well as to advertise the positive atmosphere that we have in the math department to prospective students. In particular, I redesigned the faculty portion of the webpage.

High School Math Competition (2004): Together with the math club, I volunteered to prepare and facilitate the Sonoma State High School Math Competition. In particular, I edited and wrote portions of the five different exams that were given. I also proctored and graded the exams together with other volunteering math club members.

Precalculus Course Coordinator (2001 – 2002): At the University of Arizona, I served as the precalculus course coordinator for several semesters. My duties included:

· creating the course syllabus and class schedule

· conducting periodic instructor meetings before and during the semester

· assisting instructors with the day-to-day running of the course

· mentoring new instructors

Many of the new instructors at the University of Arizona teach a section of precalculus. After teaching the course for several semesters, I created and compiled an extensive collection of handouts and lab assignments that I shared with current instructors during course meetings.

Teaching Teams Program Council (2001): This council coordinates a grant-funded program for undergraduate students who are peer instructors in large lecture classes.

Graduate Teaching Assistant Supervision (1999 – 2000): For several semesters I supervised graduate teaching assistants. My duties included helping the GTAs develop the syllabus and exams and giving advice on the running of the course. I also observed classes and gave feedback on the GTAs’ teaching.

Undergraduate Teaching Assistantship Program (2000 – 2002): The undergraduate teaching assistantship program at the University of Arizona provides an opportunity for undergraduates to learn more about teaching mathematics by assisting in the instruction of a lower-level mathematics class. During the UTA orientation, I conducted training workshops on how to hold a study session.