Sam Schwartz

PhD Student

CDUX Lab, Department of Computer and Information Science, University of Oregon
Office: Deschutes 203
Curriculum Vitae: PDF (April 2019)


Last Updated October 2019
Sam's teaching opportunities, teaching philosophy, and past professional development experiences are described on this page.

Courses Taught

Semester / TermInstitutionCourseTitleRole
Fall 2019OregonCS 210CS 1Lab Instructor
Spring 2019USUSTAT 6910Neural NetworksGraduate TA
Spring 2019USUMATH 1060TrigonometryInstructor of Record
Fall 2018USUMATH 1060TrigonometryInstructor of Record
Fall 2018USUMATH 3310Discrete MathematicsRecitation Instructor
Summer 2018USUMATH 995College Mathematics PreparationInstructor of Record
Spring 2018USUMATH 1051Classical Algebra for TeachersInstructor of Record
Fall 2017USUMATH 1100Calculus TechniquesRecitation Instructor
Sam also spent several months teaching high school English in Chile in 2017.

Teaching Philosophy

My teaching philosophy is oriented around using research-backed principles to implement evidence based practices in an iterative manner. I feel that becoming an effective educator is not an end, but rather an ongoing sequence of opportunities to improve oneself professionally.

In undertaking these opportunities, I have been able to acquire a guiding set of beliefs which inform the practical choices I make in constructing the classroom experience. These guiding beliefs, all backed by peer-reviewed research or professional experience, are noted in no particular order below.

Guiding Beliefs

I believe that ...

Overarching Paradigms

Each of these beliefs are held with two wider frameworks in mind. Namely:

  1. Identifying the assessment style for a particular objective. This is done by determining the type of assessment as one of the elements in the Cartesian product of {formal assessments, informal assessments} and {formative assessments, summative assessments}.
  2. Identifying the learning level(s) of a particular objective through using Cangelosi's Learning Level Categorization Schema. This is a peer reviewed alternative to the better known Bloom's Taxonomy. Cangelosi's research is focused on the pedagogy of mathematics and closely related fields.
Both of these frameworks duplicate or extend on topics discussed in the book by James Cangelosi Teaching Mathematics [...]: an Interactive Approach. Merril, 2003.
Assessment Style
  1. Formal assessments are assessments which become a part of the student's academic record or final grade in any capacity.
  2. Informal assessments are assessments which do not become a part of the student's academic record or final grade in any capacity.

  3. Formative assessments are assessments which are taken when the student is expected to still be learning the concept or objective at hand.
  4. Summative assessments are assessments which are used to inform an instructor's ultimate judgment of student success.
Examples of Assessments
Informal Formal
Summative (Not Applicable) Anything written and graded. Often includes homework. Definitely includes traditional quizzes and exams, both written or oral.
Formative "By a show of thumbs up or thumbs down, how well do you feel you understand X concept?" Certain "Day One" 0 point course preparedness quizzes, iClicker questions linked to Canvas/Blackboard or other educational management system.

Sources of Past and Present Pedagogical Professional Development

I have primarily received pedagogical training from three programs: