As part of the Teaching Development Program at Columbia University, I completed the Assessing Teaching and Learning Seminar (ATLS) where I learned how to apply quantitative and qualitative research methods to improve my teaching through reflection and evidence-based practices. Below is the final project from this seminar, in which I proposed my own Teaching as Research (TaR) project for a junior-level college quantum mechanics course. In my TaR project, I focused on one idea for making an advanced physical science course more equitable: allowing students with weaker math backgrounds to reach success in the course through focused, optional, asynchronous math review mini-modules. Overall, the process of proposing this project helped me understand the role that the science education literature can play in improving my teaching and gave me new tools to use to reflect on my teaching.
