Assistant Data Entry

Stephani Rice

**** ******* ***#*** - ******** Springs, CO 80904

720-***-**** - ****.********@*****.***

Objective

Apply my analytical problem solving ability, mathematics knowledge, strong work ethic, and

people skills to a tutoring position. Establish a as a math tutor that lives in a world of

continuously evolving challenges, technologies, and problem solving techniques.

Education

Mathematics, MA, GPA 3.6 2008

University of CA, Santa Barbara Santa Barbara, CA

Mathematics, BA, GPA 3.8 2002

University of CO, Boulder Boulder, CO

WORK EXPERIENCE

Mathnasium 10/13-present

Learning Consultant Colorado Springs, CO

Work with students of all grade levels to improve their basic number sense and increase their

mathematical ability. Aid students in completing their math homework assignments.

Luce Research 09/13-present

Interviewer Colorado Springs, CO

Conducted phone interviews to collect political and consumer data for analysis.

Mathematics Professor 08/10-07/12

Community College of Denver Denver, CO

Investigated and used technology to enhance the classroom experience of developmental math students.

Wrote dynamic questions in the program MyMathLab to improve and tailor practice problems. Analyzed

test scores and identified common mistakes to create future lesson plans that specifically addressed the

prevention of the common mistakes. For example, I would use the red marker (or pink chalk) when

demonstrating something that the students were not to do: This would clearly communicate that I was

demonstrating a mistake students commonly make. Collaborated in a lesson study group and created the

game Linear Equation Battleship, which helped students understand the concept of slope and linear

equations in a fun and interactive way. Kept all student records and attendance data in a database for end

of the semester analysis and evaluation. Enjoyed on-the-job learning. I investigated and learned new

techniques of teaching and incorporating the different learning styles of my students. For example, I

created worksheets for different concepts of fraction arithmetic that included illustrations and cut-outs.

The worksheets incorporated all three learning styles: tactile, visual, and auditory learning in one 50

minute lesson. Integrated student successes and issues across disciplines via teacher work groups to

improve learning effectiveness. Completed developmental assignments. For example, I researched

external publicly available resources, including teaching videos and linked the resources to each section

of the course web page.

Mathematics Instructor 09/09-03/10

ITT Technical Institute San Bernardino, CA

Instructed college level course work in the areas of Calculus, Algebra, and Trigonometry for a group of

500 students. Used Oracle databases to track student progress. Performed data entry, progress tracking

and report generation. Analyzed student achievement, identified problem areas and developed corrective

action plans to improve performance. Amended a predefined curriculum to improve student success.

Incorporated the use of graphing calculators into the Calculus curriculum. This involved creating new

lesson plans to teach students how to effectively use the technology to support problem solving.

Mathematics Instructor 09/06-10/07

Brooks Institute of Photography Santa Barbara, CA

When I arrived at Brooks Institute of Photography, the math program neither met the students' needs nor

the needs of the institution. Initial research revealed that a majority of the students entering the institution

did not have an adequate math foundation to succeed in a college level math course. I developed a course

to fill that need. In initial presentation of the material, it was discovered that the students did not have the

appropriate study and organizational skills. I then amended the curriculum to incorporate these skills. For

example, each student was required to keep a neat and organized binder. During class the students would

be given a list of steps required to complete problems of a given concept. We would then use those steps

in class to do sample problems to demonstrate an effective technique for working through problems

independently outside of the classroom. Served on a developmental committee which evaluated student

performance throughout the term to determine if they had achieved a good mathematical foundation.

Once the students were prepared for a college level math course, the established College Algebra course

was found not to be relevant to the needs of art students. I amended the course to include such topics as

algebra in photography, probability theory, fractals, cryptography, and topology. This change made the

math both relevant and interesting for the students. Upon leaving the organization, I was asked to mentor

the incoming instructors.

Mathematics Tutor 09/05-06/06

University of California, Santa Barbara Santa Barbara, CA

Led bi-weekly discussion and review sessions of 20-30 students. Designed course materials and

activities to support classroom instruction. Worked in the Mathematics, Statistics, and Physics

drop in lab. Communicated with students to understand each student’s problem and developed

an appropriate solution method for that student’s particular class.

Mathematics Instructor 05/05-03/06

Santa Barbara Business College Santa Barbara, CA

Managed and instructed courses in basic mathematics, algebra, and ten-key calculator operation.

Tracked and analyzed student performance.

Employed Graduate Student 09/02-06/06

University of Santa Barbara, CA Santa Barbara, CA

Research Assistant: As a graduate research assistant, I assisted Dr. Kenneth Millett in the field

of polygonal knot theory. I read and analyzed advanced math papers. As I read through each math

paper, I would reproduce each mathematical proof and write into my own words before proceding

to the author's proof. I would also use questions raised within each article, to further research in

the field. One such example is an article which created a way to measure curvature on a

polygonal knot which then converged to the commonly known way to measure curvature of a

smooth knot in 3-dimensional space. The definition did not take torsion into account, so I came

up with a formula, similar to the one in the paper, that would create a more accurate

approximation of curvature. Dr. Millett and I would also discuss metrics on higher dimensional

spaces and the probability of creating certain knot types from a random walk in 3-dimensional

space. Analyzed and managed research to write a thesis paper.

Teaching Assistant: Communicated with departmental professors and assisted with class

management for classes larger than 80. Kept and maintained instructors’ files in Excel

format. Assigned and managed all homework. Assisted in the coordination of the

Mathematics Achievement Program for one semester.

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