Heidy Maldonado's Teaching Experience
|
I am very grateful to have been involved in the design and implementation of two Computer Science new courses while at Stanford University, and three new classes within the School of Education.
As you can see from my twelve stints as a Teaching Assistant, listed below in reverse chronological order. I truly enjoy getting to know students and their interests, as they further refine their career goals through their interaction with novel concepts and materials.
In 2001, I received the Centennial Teaching Assistant Award from the School of Engineering, for CLAS194 : The Information Revolution in Latin America of them, which remains one of my proudest achievements.
Spring 2002 and Spring 2003: Teaching Assistant for Ed299x: Visualizations in Learning, for Prof. Roy Pea, School of Education, Stanford University. Helped design and implement organization and materials for this new course, concerned with augmenting human capabilities with information technologies. Course covers theory and research literature encompassing visualizations such as 2-D images and 3-D models, diagrams, geo-gridded visualizations in science and social science, temporal visualizations such as animations and video, concept maps, tree maps, and matrices. Subject areas span sciences, mathematics, medicine, architecture, and history. I also designed and maintained the web-site and the course's online community, as well as leading class on occasion and structuring the student's presentations.
Winter 2002 and Winter 2003: Teaching Assistant for Ed298: Online Learning Communities, for Prof. Roy Pea, School of Education, Stanford University. Helped design and implement organization and materials for this new course, which covers historical foundations, theoretical perspectives, underlying learning theories, case studies, and key enabling technologies of online learning communities across and within K-12 schools, among teachers, in professional collaborations in the sciences, and across informal communities of interest in society. For this class I was the web czar for the web-site and the course's online community, lead class on occasion and structured student team presentations.
Fall 2001 and Fall 2002: Teaching Assistant for CS147: Introduction to Human Computer Interaction, for Prof. Terry Winograd (2001) and Visiting Professor Jan Borchers (2002), Computer Science Department, Stanford University. The course introduces students to the design of the interaction between people and computers. It will give students insight and experience in key issues of HCI design, and will sample different areas related to human-computer interaction. Students discuss issues and tradeoffs in interaction design, invent and evaluate alternative solutions to design problems. Topics include usability and affordances, direct manipulation, systematic design methods, user conceptual models and interface metaphors, design languages and genres, human cognitive models, physical ergonomics, information and interactivity structures, and design tools and environments.
Winter 2000: Teaching Assistant for CS247A: Human Computer Interaction Design Studio for Prof. Terry Winograd, Computer Science Department, Stanford University. This studio course combines systematic presentation and hands-on experience with interaction design methods, including needs analysis, user observation, idea sketching, concept generation, scenario building, storyboards, user character stereotypes, usability analysis, and market strategies.
Fall 1999 and Winter 2001: Teaching Assistant and coordinator for CLAS194/CS377C: The Information Revolution in Latin America, under Prof. Terry Winograd of the Computer Science Department, and Dr. Kathleen Morrison of the Center for Latin American Studies. The purpose of the course is to explore from a multidisciplinary perspective the opportunities and obstacles posed by the internet in Latin America. Invited experts present theoretical and practical issues in each week's general lecture. Subsequently, students work in teams to develop specific country case studies that incorporate information ranging from technical restrictions and economic barriers to the specifics of computer science training to public and private initiatives for internet expansion. I also designed and maintained the web-site, the course's online community, as well as leading class on occasion, contributing to and structuring the team's presentations.
Summer 1999: Collaborated on creation and structure of breakthrough course jointly offered by the Computer Science Department and the Center for Latin American Studies at Stanford University, CLAS194/CS377C: The Information Revolution in Latin America, under Prof. Terry Winograd of the Computer Science Department, and Dr. Kathleen Morrison of the Center for Latin American Studies. The course draws from multiple disciplines to analyze the opportunities and obstacles the Information Revolution presents for newly developing countries in Latin America. Students develop framework and tool set for formulating, evaluating and recommending possible policy changes and courses of action through case studies. Topics include internet infrastructure issues; technology transfer, human capital formation, and capacity-building; challenges of access and opportunity; government policy and the role of the private sector; strategies for enterprise development.
Spring 2001: Teaching Assistant for Ed236X: Education Technology Policy, for Prof. Martin Carnoy and Prof. Mike Smith, School of Education, Stanford University. Helped coordinate and implement this experimental course, which covers issues in education technology policy in the US and seventeen other advanced and developing nations for K-12 and post-secondary education. Topics include governmental policies at all levels, as well as policies of local public and private institutions; policy development and implementation, focusing on the incentives for the private sector to become involved in education, and in the consequences of the policies for low income populations.
Fall 1997: Teacher Assistant for CS109: Mathematical Foundations of Computer Science (currently CS103 A and B) for Dr. Margaret Johnson, Computer Science Education Department, Stanford University, USA. Helped organize the course, generate and draft the course materials Ð Course Reader, problem sets, competitions, exam questions. Duties as a Teaching Assistant included grading, tutoring and teaching sections of approximately twenty students. Topics for the course include logic, relations, functions, basic set theory, proof techniques, combinatorics, recursion, recurrence relations, analysis of algorithms, mathematical formulations of basic data models (linear models, trees, graphs, and sets), regular expressions, grammars.
Spring 1997: Teacher Assistant for CS157: Logic and Automated Reasoning for Prof. Mike Genesereth, Computer Science Education Department, Stanford University, USA. Duties included authoring and grading homework assignments, and teaching, both at the individual level, and during sections of approximately a hundred students, some of which were telecommuting.