This article addresses the logistics of implementing projects in an
undergraduate mathematics class and is intended both for new instructors and
for instructors who have had negative experiences implementing projects in the
past. Project implementation is given for both lower and upper division
mathematics courses with an emphasis on mathematical modeling and data
collection. Projects provide tangible connections to course content which can
motivate students to learn at a deeper level. Logistical pitfalls and insights
are highlighted as well as descriptions of several key implementation
resources. Effective assessment tools, which allowed me to smoothly adjust to
student feedback, are demonstrated for a sample class. As I smoothed the
transition into each project and guided students through the use of the
technology, their negative feedback on projects decreased and more students
noted how the projects had enhanced their understanding of the course topics.
Best practices learned over the years are given along with project summaries
and sample topics. These projects were implemented at a small liberal arts
university, but advice is given to extend them to larger classes for broader
use.Comment: 27 pages, no figures, 1 tabl
