Markus Pomper: Math online—a culture engaged
Indiana University East’s online program in Mathematics is one of only a few fully online programs that leads to a BS in Mathematics. Markus Pomper, Dean of the IU East School of Natural Science and Mathematics, wants students to have at least as good an experience as those studying in person. Pomper says, “We aim to provide the same opportunities to our online students that other universities offer in in-person programs: interaction with faculty, student research, math club, math colloquium, honors, support for students. Everything you can do in person we want to do online.”
Pomper says, “We seek to create a culture of engagement. Our faculty visibly care for students. They promote vigorous online discussions and propel conversations. One student asks a question, and the whole class gets involved. Students collaborate on projects with peers in an online math club. We invite outside speakers to expand on discussion points in the math curriculum. Faculty who are taking their disciplines in new directions involve students in that work. Last academic year, students Chava Shawn and Carlos Garcia Lopez received their BS in Mathematics at the same time as their collaborative work with faculty mentors was published in two prestigious mathematics journals. Shawn says, “I chose IU East’s online Mathematics program because it is flexible, and it allows me to contribute to research with experts in the field."
The proof is online
The online format makes room for things that are difficult or impossible to do in person. Pomper believes IU East’s Mathematics program excels and outshines many face-to-face programs. Developing proofs is basic to mathematical understanding, but it doesn’t lend itself well to in-person teaching, says Pomper. “Developing a proof isn’t like reading one. Instead, you start at the outside and work in. We start by asking: ‘What is the last line. What is the first?’ After thought and discussion, we ask ‘What are the second and second-to-last lines?’ You need ample time to consider each answer. It can’t be forced or done in five-minute segments. Working together asynchronously, over time, we develop the proof’s outline. You can’t easily replicate this in an in-person classroom. face to face. You need to sit back, ponder, come back a few hours or days later, and write two more lines and discuss them. And you need enough participation. This is why learning in the online format can be more effective than sitting in a classroom, watching the professor write a proof line by line on the whiteboard.”
Who are our students?
“We survey new students to find out who they are and identify their learning goals. They’re not traditional college-age students—some 60 percent are 24 or older. Some started college, then life intervened; some have careers. They’re location-bound and can’t come to campus or adhere to fixed schedules. Some want a bachelor’s degree in a quantitative field for career advancement. Some want to get into graduate school in mathematics, physics, or economics. Some want to prep for actuarial exams. Others want to study math for the beauty of abstract reasoning.”
A diverse online world
“The online math community stretches around the country, around the world. That diversity of backgrounds and experiences enriches our discussions,” says Pomper. “When you pose a problem in applied math, students look at it from countless different angles. Students deep into their careers add perspectives you don’t find in traditional classrooms of students fresh from high school. Every student benefits from the expanded reach and depth of discussion.”
Abundant support for students
Online math students have a buffet of support formats. Pomper believes learning is a social undertaking. “Nobody should learn in isolation. A small army of advanced students help as Supplemental Instructors, course assistants, and tutors. Together with professors, they create the community in which learning takes place.” Supplemental Instruction (SI) gives advanced students a chance to help peers who might struggle or be embarrassed to seek a professor’s help during office hours. Course assistants are like SIs, but have more teaching responsibility and keep the course discussion forums live around the clock. Instructors may invest a couple of hours each day, but course assistants stay involved so students from Nome to Amsterdam can engage with someone at 3 am. The Math Tutoring Center provides abundant help, especially with Calculus.
Pomper describes another support advantage. “Our department partners with the Math Alliance–a loose connection of mathematicians across the US who mentor students from underrepresented backgrounds, all the way through graduate school. These mentors advise on such issues as what focus to pursue in math, where to apply to grad school and how to get through it, and what’s important in a given curriculum. Our faculty nominate students, and the Alliance chooses whom to mentor."
Flexible formats
Math is in high demand and many students take classes year-round. Some courses are offered in accelerated 8-week formats, especially for those who need a review of Calculus. Those who prefer a slower pace can take classes in 16-week formats.
Math and eDS: a fine pairing
Pomper hails eLearning Design & Services (eDS) as an ally in online course design. “Math faculty determine pacing, each week’s content and assignments, and how we want to engage students. eDS are experts in putting together a good class and suggesting instructional tools that support our teaching goals. It’s a symbiotic relationship. Faculty decide what goes into a course and how it will be taught. The instructional designer finds the right tools and creates a visually appealing shell we can reuse.”
Relationships that last
IU East’s online Mathematics program has more than a decade of experience and alumni to look back on. Pomper taught some of its first graduates. “Our math program has been online since 2011. Some students keep in touch with us. A 2019 graduate called out of the blue simply to connect,” says Pomper. “Others come talk to the math club about career prospects in the field. Some serve on an advisory board to help hone the program. One of our first online graduates earned a master’s degree, then a PhD at George Mason University. Last year she accepted a faculty position at IU East and now teaches in the program that kindled her passion for Mathematics.”
“Our goal is building longitudinal engagement. In my vision for this program, we’re trying to replicate collaboration outside the classroom, the dynamics of friendship, the community of scholars, and the serendipitous discoveries of mathematical research, all in an online environment.”