Kathy R. Sturgeon
Dean, Math, Sciences, and Health Profession
Office: MM 169
PHYS 106-General Physics:Mechanics
PHYS 107-General Physics:Heat, Electricity, Magnetism
PHYS 142-Physical Science II
MATH 101-Basic Algebra
MATH 105-Intermediate Algebra
MATH 118-Introduction to Mathematics
M.A.E. Truman State University, Kirksville, MO
B.S. Northeast Missouri State University, Kirksville, MO
My mission as Dean is to assist faculty in developing leaders who reach their maximum potential while accepting responsibilty for their actions; equip students to be self-learners by instilling discipline and critical thinking; and develop a community in which learning math and science is fun. My goal is to provide structure and guidance to the Math, Science, and Health Professions Division that encourage both faculty and students to embrace rigor and change if it promises improvement.
The learning cycle is employed in most of my courses, specifically the science classes. All three stages of the cycle are visited when new material is introduced. Students often are required to explore a topic without any previous instruction either through a laboratory activity or through research. After students have explored the concept, time is spent in discussion developing the concept, and finally, the information is incorporated in an application activity.
Most of my students tend to be concrete learners just entering the abstract developmental phase. As a result, many of my courses are taught as hands-on classes including the math classes. For example, when basic algebra students experienced difficulty with algebra, I introduced bears and blocks as a hands-on method of doing algebra problems. This new technique allowed my concrete learners to first develop the concept and later transfer their understanding to abstract equations. Although they learned algebra with bears, they were able to do the problems at the end of the unit without them and had fun learning.
Mastery has been incorporated into my lower level courses slightly. This technique has alleviated student stress and substantially altered the success rate in some courses.
Students can benefit from cooperative learning in many ways including improvement in academic achievement, ethnic relations, social skills, and self-esteem. Traditionally, my students work in cooperative groups in order to accomplish activities. I frequently evaluate their cooperative skills and have students self-evaluate and peer-evaluate as well.
Use of Technology
All classes make use of the library, Internet, word processing, and presentation programs. Some classes use iClickers and a SmartBoard.