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Home > Features > The Calculus EDG: Supporting Teachers' Efforts
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The Calculus EDG: Supporting Teachers' Efforts
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by Michael Boardman
Pacific University
Forest Grove, Oregon
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| | An Interview with the Moderator of the AP Calculus EDG
Michael Boardman is associate professor and chair of the Department of Mathematical Sciences at Pacific University in Forest Grove, Oregon. Michael has been involved in the AP Calculus summer Reading as Reader, Table Leader, Question Leader, and, most recently, as the Calculus BC Exam Leader. AP Central's Senior Content Editor Susan Kornstein contacted Michael to ask about his job as the moderator of the AP Calculus Electronic Discussion Group (EDG). There are currently 23 Electronic Discussion Groups for many of the AP courses and roles. The AP Calculus EDG is one of the largest.
APC: When and how did you get involved in the AP Program?
MB: In 1992, I was working at Lake Forest College in Illinois. Bob Troyer, who had recently retired, talked me into applying to become a faculty consultant (i.e., Reader) for AP Calculus. At first, I was skeptical about spending a week grading calculus exams, but Bob convinced me I would enjoy it. He was right! I've been involved in the AP Program ever since.
APC: Tell us about the AP Calculus EDG.
MB: The EDG is a moderated discussion list that was established in 1997. The College Board wanted to offer AP Calculus and college calculus teachers an electronic venue to discuss teaching strategies, to share professional development opportunities, and to ask questions of other teachers. The EDG now has 2,000 subscribers and boasts anywhere from just a few to more than 50 posts per day. Since 1997, there have been over 15,000 messages posted. Interested readers can see these posts by visiting the archives either at the AP Calculus Archives Web site or the Math Forum (both links are in "See also," below).
APC: What are some of the benefits of subscribing to the EDG?
MB: The main purpose of the EDG is to offer AP Calculus teachers support in their efforts. The discussion group also promotes discourse between high school and college teachers. Over the years, we've talked about block scheduling, effective use of technology, placement in AP courses, syllabi, course timing, resources including texts and supplements, grading standards, homework, and of course the AP Calculus Exam. Several authors of popular textbooks subscribe to the EDG and pay close attention to the discussions. Individuals and organizations also use the EDG to announce upcoming professional development events. I've even heard of people renewing old friendships through the EDG!
APC: What is your role as moderator of the EDG? Do you moderate the discussion every day?
MB: As moderator, I essentially play the role of editor of the EDG. Primarily, this means that I screen each post before approving it for distribution to all subscribers. If needed, I can initiate discussions of various topics, but the AP Calculus subscribers are quite active, and there is no lack of important topics being discussed at any given time. There are other, more mundane aspects of being moderator as well (approving subscriptions, troubleshooting when technical issues arise, and so on).
In general, I moderate the discussion each weekday and most weekends. There have been days when I am far from a computer and can't moderate. A camping trip at the beach or at Mount Hood can get in the way of processing messages on the EDG!
APC: Are there any topics discussed that stand out as particularly controversial, or interesting?
MB: Controversial? Oh yes! Early in the life of the EDG there was a fiery discussion on "calculus reform versus traditional calculus." Not only was the discussion itself quite controversial, but many teachers who needed more immediate help in their classroom practices left the EDG feeling that the discussion was overwhelmed with more philosophical issues. The debate over the relative effectiveness of these two approaches to calculus continues today. Thankfully, other e-mail discussion lists exist that are dedicated to this topic, and we were able to ask the participants to continue their debate on these other discussion groups.
Interesting? Nearly everything we discuss is interesting. The quality of the discussions is influenced by the incredible diversity among the subscribers. We are able to have discourse among mathematics teachers from urban and rural public schools, private boarding schools, public research universities, private liberal arts colleges, Ivy League colleges, and nearly every other kind of high school and college in the country and around the world. And although these mathematicians bring with them differing philosophies with regard to instructional methods, testing, and even what topics should be included in an AP Calculus course, they all participate in the EDG to improve the teaching and learning of calculus in the AP Calculus program.
APC: Have you been influenced by your involvement in the AP Program?
MB: Absolutely! When I teach calculus, I pay very close attention to the AP Calculus topic outline. The free-response and multiple-choice questions from released exams help me formulate supplementary assignments and exams that truly test students' understanding. And discussions on the EDG have given me insight into new ways to help students understand calculus concepts, taught me better ways to learn what the students know and what they can do with calculus, and motivated me to try new approaches in the classroom.
But my participation in the AP Program has had other influences on my career and on my institution as well. At the AP Readings, I have developed professional and research collaborations and close friendships. For example, this past term, Caren Diefenderfer (the Chief Reader Designate for AP Calculus and a good friend) came to Pacific University to run a workshop on Quantitative Reasoning. Also, this term I am starting a research project with my good friend Roger Nelsen, whom I met at Clemson at an AP Reading. The professional and personal contacts we make during the summer Readings are invaluable.
Finally, I have come to an even greater appreciation of the challenges faced by today's high school teachers. They have an incredibly complex task. It may sound corny, but I am honored to be working with these dedicated individuals.
To learn more about the EDGs, choose "About Electronic Discussion Groups" below in "More." To join a discussion group for the course(s) you teach, select "Registration for Electronic Discussion Groups."
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