Robert Talbert is a mathematician and educator with interests in cryptology, computer science, and STEM education. He is affiliated with the mathematics department at Grand Valley State University.
Stories by This Author
Wired Campus
Managing the creation of a tenure portfolio can be a daunting task. But one professor up for tenure argues that an organized mind-set, judicious use of technology, and a simple workflow for managing information can make the task bearable — even fun.
Wired Campus
In the online environment, many aspects of pedagogy and course design that are taken for granted in face-to-face courses become serious challenges.
Casting Out Nines
This is the final post at the Chronicle for Casting Out Nines. The blog is moving over to a new location at http://rtalbert.org/blog and taking on some new stylistic directions.
Casting Out Nines
In the latest installment of the 4+1 interviews, we hear from another expert on inquiry-based learning in mathematics, Prof. Theron Hitchman of the University of Northern Iowa.
Casting Out Nines
Victor Piercey of Ferris State University shares his thoughts and experiences on inquiry-based learning in mathematics and what he and his students have learned through the use of IBL.
Casting Out Nines
Is it possible to flip a fully-online course that has no synchronous class meetings? The answer appears to be “yes”, but it involves unlearning some assumptions about flipped learning and about pedagogy in general.
Casting Out Nines
In this ongoing series of using Getting Things Done (GTD) in an academic lifestyle, we look at the process of review on a weekly, daily, and quarterly basis.
Casting Out Nines
At this year’s Legacy of R. L. Moore and Inquiry Based Learning Conference, there will be a significant emphasis on flipped learning and IBL and a chance to explore how the IBL and flipped classroom communities can help each other.
Casting Out Nines
If we academic types were able to get big things done, like our dissertations, then why are there so many simpler, smaller things that don’t get done? And why does it seem we are out of control of the things we have to get done? In this first post in a series on the Getting Things Done (GTD) philosophy for academics, we examine two important mistakes many academics make in dealing with time and projects.
Casting Out Nines
Two-thirds of the way through the semester of specifications grading, I’ve gotten a fairly good look at how it works. And I have some observations and some things to change for next time.