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\begin{document}

\centerline{\textbf{TEACHING SUMMARY}}

\medskip

\centerline{\scshape{Daniel C. Cohen}}

\medskip

I have been teaching mathematics at the university level since 1986, 
my first year as a graduate student.  In this time, I have had the 
opportunity to teach courses ranging from calculus to graduate courses 
pertaining to my own research, to classes ranging in size from five 
students to two hundred.

\medskip

Regardless of the level, in all my classes, I endeavor to share my 
excitement for, and appreciation of, mathematics with my students.  In jest, I 
often tell my students that ``math is not a spectator sport.''  
Indeed, one of my principle objectives in any math course is to 
motivate the students into actively participating in the learning 
process, so that they can begin internalizing the key concepts of the 
course and and thus begin making these ideas their own.

\medskip

To this end, I go to great lengths to demonstrate to my students that 
I care about how they are progressing in my courses.  More often than 
not, classes begin with a discussion of homework problems.  I also 
make a point of making myself available to students outside of class.  
I invariably make time to answer questions in my office, whether it be 
during my official office hours or not.  
%My students are often surprised that I know their names,
%\footnote{Having taught classes where it is impossible to get to
%know the students, I am surprised that they are.} 

\medskip

I also make a point of exposing my students to some of the history of 
mathematics.  For instance, most students know that Newton developed 
many aspects of the Calculus.  However, few are aware of his 
motivations, one of which was to understand the motion of the planets.  
I feel that mentioning facts such as this, even if merely in a passing 
remark made in class, adds texture to the course, and gives students 
an indication of why people care deeply about mathematics.

%\bigskip
\bigskip

{\scshape Assessment Techniques}

\medskip

Student performance in undergraduate courses below the 4000 level is 
assessed using scores from quizzes and exams.  Quizzes 
typically constitute 15{\%} of the grade, hour exams 60{\%}, and the 
final exam 25{\%}.  Quizzes are given frequently, closely reflect the 
homework, and provide students with regular feedback on their 
progress.  In these courses, 3 or 4 exams are given.  In addition to 
being an important tool for assessment, these also serve to reinforce 
the concepts of most importance in the course.

\medskip

In the 4000 level and required graduate courses I taught, more 
detailed homework assignments took the place of quizzes, and 
constituted a larger percentage of the course grade.

\medskip

In the seminar level graduate courses I have taught, assessment has 
been based primarily on participation and in-class presentations.

\medskip

In addition to quizzes, exams, and written homework assignements, I have recently begun using the internet-based homework delivery package \emph{WeBWorK} in undergraduate courses. 

%ADD REMARKS ABOUT WEBWORK
%\bigskip
\bigskip

%{\scshape Course Syllabi}
%
%\medskip
%
%Syllabi from many courses I have taught in the recent past may be found at 
%my web page,
%{\ttfamily http://www.math.lsu.edu/\~{}cohen}.
%
%
%

%\subsubsection{Awards, etc., that show recognition of teaching 
%achievement}
%
%Nominee, Alpha Lambda Delta Outstanding 
%Freshman Teacher Award, 1997.



\newpage
%\bigskip

{\scshape{Teaching History}} %\\[3pt]
%The table below lists the courses I have taught at LSU, together with 
%the number of students enrolled in each section.

%\medskip

\begin{center}
\begin{tabular}{| l | l | c |}
\hline
Course \& Semester & Title & Enrolled\\
\hline
Math 1550-19 \hfill F-95 & Calculus I & 41\\ \hline
Math 1431-07 \hfill S-96 & Business Calculus & 39\\ \hline
Math 1550-11 \hfill S-96 & Calculus I & 40\\ \hline
Math 1550-14 \hfill F-96 & Calculus I & 31\\ \hline
Math 1550-29 \hfill F-96 & Calculus I & 39\\ \hline
Math 2057-03 \hfill S-97 & Calculus III & 39\\ \hline
Math 2090-03 \hfill F-97 & Elementary Differential Equations and Linear 
Algebra & 29\\ \hline
Math 4200-02 \hfill F-97 & Abstract Algebra & 13\\ \hline
Math 2090-05 \hfill S-98 & Elementary Differential Equations and Linear 
Algebra & 42\\ 
\hline
Math 7590-01 \hfill S-98 & Topics in Topology:  Arrangements of Hyperplanes 
& 3\\ 
\hline
Math 7999-10 \hfill Su-98 & Readings in Topology:  Differential Topology & 5\\ 
\hline
Math 2057-05 \hfill F-98 & Calculus III & 39\\ \hline
Math 2065-01 \hfill F-98 & Elementary Differential Equations & 37\\ \hline
Math 1552-04 \hfill F-99 & Calculus II & 35\\ \hline
Math 1552-06 \hfill F-99 & Calculus II & 28\\ \hline
Math 7512-01 \hfill S-00 & Topology II & 9\\ \hline
Math 2090-03 \hfill F-00 & Elementary Differential Equations and Linear 
Algebra & 29\\ 
\hline
Math 2090-04 \hfill F-00 & Elementary Differential Equations and Linear 
Algebra & 33\\ 
\hline
Math 7590-01 \hfill S-01 & Topics in Topology:  Cohomology Theory 
& 5\\ \hline
Math 2090-04 \hfill F-01 & Elementary Differential Equations and Linear 
Algebra & 39\\ 
\hline
Math 7999-09 \  Su-02 & Readings in Topology:  Morse Theory & 1\\ 
\hline
Math 1550-38 \hfill F-02 & Calculus I & 35\\ 
\hline
Math 7520-01 \hfill F-02 & Algebraic Topology & 7\\ 
\hline
Math 1552-04 \hfill S-03 & Calculus II & 33\\ \hline
Math 7590-02 \hfill S-03 & Topics in Topology:  Cohomology Theory 
& 5\\ \hline
Math 2057-04 \hfill F-03 & Calculus III & 38\\ \hline
Math 7590-01 \hfill F-03 & Topics in Topology: Geometric Topology & 7\\ \hline
Math 1550-12 \hfill S-04 & Calculus I & 32\\ \hline
Math 4153-01 \hfill S-04 & Finite Dimensional Vector Spaces
& 21\\ \hline
Math 7999-14 \hfill S-04 & Readings in Topology & 1\\ \hline
Math 4999-04 \hfill Su-04 & Undergraduate Readings in Mathematics & 1\\ \hline
Math 7999-21 \hfill Su-04 & Readings in Topology & 1\\ \hline
Math 9000-22 \hfill F-04 & Doctoral Dissertation Research & 1\\ \hline
Math 7512-01 \hfill S-05 & Topology II & 15\\ \hline
Math 9000-23 \hfill S-05 & Doctoral Dissertation Research& 1\\ \hline
Math 9000-23 \hfill Su-05 & Doctoral Dissertation Research& 1\\ \hline
Math 2085-01 \hfill F-05 & Linear 
Algebra & 38\\ 
\hline
Math 7590-01 \hfill F-05 & Topics in Topology: Geometric Topology & 13\\ \hline
Math 7999-12\hfill F-05 & Readings in Topology & 1\\ \hline
Math 9000-22 \hfill F-05 & Doctoral Dissertation Research& 1\\ \hline
\end{tabular}
\end{center}

%\smallskip

Syllabi %from many courses I have taught in the recent past 
may be found at 
my web page,
{\ttfamily http://www.math.lsu.edu/\~{}cohen}.

\newpage

{\scshape Instructional Contributions}

\medskip


In Fall 1997, one student took my MATH 4200, Abstract Algebra course
with Honors.  This ``honors option'' consisted of the student pursuing
individually selected topics which arose in the course, but were not
(fully) developed there.  These topics, which I chose guided in part
by interests expressed by the student, included the Chinese Remainder
Theorem, Public Key Encryption, and the Fundamental Theorem of
Algebra.  I used the last of these to serve as an introduction to
functions of one complex variable.

\medskip

As indicated above, the focus of the topics course I taught in Spring
1998 was on arrangements of hyperplanes.  This course provided an
introduction to topological and combinatorial aspects of these
objects, and the relationship between these aspects.  Within this
framework, I also used the course to introduce a variety of related
topics, including braid theory, stratified Morse theory, Fox's free
differential calculus, etc..  At the request of several students in
this course, I directed a Reading Course in the following semester
(Summer 1998).  The focus of this reading course, which also attracted
a number of students from outside my topics course, was on
Differential Topology, one of the subjects which arose in the topics
course.  
I subsequently directed %a Reading Course on Morse Theory (Summer 2002).
a number of other reading courses, both at the graduate and undergraduate levels.
\medskip

Based on my experiences with the course in Fall 1997 and Spring 1998,
I administered a revision of the syllabus for MATH 2090, Elementary
Differential Equations and Linear Algebra, in Summer 1998, together
with several colleagues in the Mathematics Department, and in
cooperation with a committee from the Electrical Engineering
Department.

\medskip

In the 2002-2003 academic year, I taught sections of Calculus I and II 
geared towards students
in the new IT Residential College.  In these sections, the standard 
Calculus curriculum 
was augmented by computer-based lab assignments using the symbolic 
computation program {\em Mathematica}, and 
by exposure to the internet-based homework delivery package \emph{WeBWork}.  
The \emph{Mathematica} labs, which provided students with 
both an additional perspective on the subject matter, and a powerful tool for use in this 
course and subsequent courses, were developed with Professor N. Stoltzfus, 
who taught analogous sections of Calulus I.

\medskip

In Spring 2004, I integrated the internet-based homework delivery package \emph{WeBWorK} into both my Calculus I course (MATH 1550) and my senior-level Linear Algebra course (MATH 4153).  In both courses, students were given regular (computational) homework assignments using this package, which provides immediate feedback.  In the Calculus course, this gave students strong encouragement to work regularly with the material, while in the linear algebra course, the computer-based homework assignments augmented other, more conceptual homework problems assigned from the text.  Responses from students in both classes were very positive, and I plan to continue using \emph{WeBWorK} in future undergraduate courses.

\medskip

I have written and administered the Department of Mathematics Graduate Core II Topology Exam on several occasions.

\newpage

{\scshape{Mentoring}}
%{\bf Other Instructional Contributions - Mentoring}
%
%\medskip
%
%\emph{Mentoring}

\medskip

Thesis Advisor and General Examination Committee Chair for C. Egedy, Department of Mathematics, 2005--present.

\medskip

Thesis Advisor and General Examination Committee Chair for G. Pruidze, Department of Mathematics, 2003--present.

\medskip

Advisory Committee Chair for G. Tripathi, Department of Mathematics, 2005.

\medskip

Communicating Mathematics Mentor for M. Cohen, Department of Mathematics, 2005.

\medskip

Minor Professor, Graduate Student Advisory Committee for L. Moscovich, Department of Computer Science, 1999-present.  Mr. Moscovich defended his Ph.D.~thesis in Fall 2004.


\medskip

Member, General Exam Committee  and Doctoral Exam Committee for G. Cazucu, Department of Mathematics, 2001--present.

\medskip

Member, General Exam Committee and Doctoral Exam Committee for M. Holcomb, Department of Mathematics, 2001--2003.

\medskip

Communicating Mathematics Mentor for G. Pruidze, Department of Mathematics, 2003.

\medskip

Member, General Exam Committee for R. Cazucu, Department of Mathematics, 2002.


\medskip

Member, Doctoral Exam Committee for A. Cruz, Department of Mathematics, 2000.

\medskip

Communicating Mathematics Mentor for R. Dutsch, Department of Mathematics, 2000.

\medskip

Dean's Representative, General Exam Committee and Doctoral Exam Committee for R. Arts, 
Department of Industrial and Manufacturing Systems Engineering, 
1999--2000.


\newpage
%\bigskip

{\scshape{Teaching Evaluations}}\\[3pt]
The  evaluations below come from twelve standard questions 
formerly used by  
all faculty in the Department of Mathematics, College of Arts and  
Sciences.  These questions are answered by students based on the  
scale of A = 4, B = 3, C = 2, D = 1, and E = 0, with A being the  
highest.  The answers are grouped together to form the following  
scores:

\smallskip

\textbf{Technical Quotient (TQ)}: the average 
of the instructor's scores on the following questions.

\smallskip

\begin{tabular}{l l l l}
Well Preparedness & Proper Grade Emphasis & Timely Test Returns & Fair Grades\\[2pt]
Budgets Time Well & Blackboard Technique & Time to Ask Questions\\
\end{tabular}

\textbf{Attitude Quotient (AQ)}: the average of 
the instructor's scores on the following questions.

\smallskip

\begin{tabular}{l l l l}
Clear Presentation & Evokes Interest & Concerned & Overall Rating\\
\phantom{Budgets Time Well} & \phantom{Proper Grade Emphasis} & 
\phantom{Time to Ask Questions}
\end{tabular}

\vskip -10pt

\textbf{Overall Rating (Rating)}: the average 
of the  
instructor's score on the question\\ ``Overall, how would you rate  
your instructor as a teacher?''

\medskip

My scores are listed in the table below.  When another section of the 
same course was taught in the same semester, the average scores for 
all sections are given as well.

\smallskip

\begin{center}
\begin{tabular}{| l | c | c| c| c| c| c|}
\hline
Course, Section, & TQ       & TQ            & AQ & AQ   
& Rating & Rating \\
and Semester     & Cohen & all sections& Cohen & all sections  &   
Cohen & all sections\\ \hline
Math 1550-19 \hfill F-95 & 3.62 & 3.27 & 3.42 & 2.79 & 3.68 & 2.96\\ \hline
Math 1431-07 \ \phantom{u}S-96 & 3.11 & 3.55 & 2.36 & 3.34 & 2.62 & 3.45\\ \hline
Math 1550-11 \hfill S-96 & 3.44 & 3.37 & 2.89 & 3.12 & 3.19 & 3.26\\ \hline
Math 1550-14 \hfill F-96 & 3.55 & 3.27 & 3.55 & 2.86 & 3.71 & 3.00\\ \hline
Math 1550-29 \hfill F-96 & 3.76 & 3.27 & 3.54 & 2.86 & 3.62 & 3.00\\ \hline
Math 2057-03 \hfill S-97 & 3.34 & 3.44 & 2.95 & 3.17 & 2.92 & 3.29\\ \hline
Math 2090-03 \hfill F-97 & 3.69 & 3.53 & 3.58 & 3.40 & 3.75 & 3.47\\ \hline
Math 4200-02 \hfill F-97 & 3.95 & 3.70 & 3.81 & 3.56 & 4.00 & 3.71\\ \hline
Math 2090-05 \hfill S-98 & 3.82 & 3.59 & 3.70 & 3.48 & 3.88 & 3.67\\ \hline
Math 7590-01 \hfill S-98 & 3.95 &      & 3.92 &      & 3.67 &     \\ \hline
Math 2057-05 \hfill F-98 & 3.52 & 3.10 & 3.27 & 2.74 & 3.46 & 2.84\\ \hline
Math 2065-01 \hfill F-98 & 3.46 & 3.38 & 3.32 & 3.13 & 3.45 & 3.31\\ \hline
Math 1552-04 \hfill F-99 & 3.56 & 3.44 & 3.45 & 3.14 & 3.67 & 3.30\\ \hline
Math 1552-06 \hfill F-99 & 3.75 & 3.44 & 3.49 & 3.14 & 3.76 & 3.30\\ \hline
Math 7512-01 \hfill S-00 & 3.82 &      & 3.73 &      & 3.80 &     \\ \hline
Math 2090-03 \hfill F-00 & 3.36 & 3.47 & 3.16 & 3.33 & 3.33 & 3.46\\ \hline
Math 2090-04 \hfill F-00 & 3.59 & 3.47 & 3.41 & 3.33 & 3.59 & 3.46\\ \hline
Math 7590-01 \hfill S-01 & 3.67 &      & 3.64 &      & 3.86 &     \\ \hline
Math 2090-04 \hfill F-01 & 3.39 & 3.44 & 3.09 & 3.16 & 3.28 & 3.33\\ \hline
Math 1550-38 \hfill F-02 & 3.48 & 3.34 & 2.97 & 2.97 & 3.06 & 3.08\\ \hline
Math 7520-01 \hfill F-02 & 3.95 &          & 3.92 &   & 4.00 & \\ \hline
\end{tabular}
\end{center}

\newpage

The evaluations below come from the question ``Overall the instructor was an effective teacher'' 
currently used by  
all faculty in the Department of Mathematics, College of Arts and  
Sciences.  This question is answered by students based on: 
\begin{center}
\begin{tabular}{c c c c c}
strongly agree & agree & undecided & disagree & strongly disagree\\
5 & 4 & 3 & 2 & 1
\end{tabular}
\end{center}
\begin{center}
\begin{tabular}{| l | c | c| c| c| c| c|}
\hline
Course, Section, and Semester & Cohen & All Math Courses \\ \hline
%and Semester     & Cohen & all math courses\\ \hline
Math 1552-04 \hfill S-03 \quad\  & 4.29 & 4.28\\ \hline
Math 7590-02 \hfill S-03 \quad\  & 5.00 & 4.28\\ \hline
Math 2057-04 \hfill F-03 \quad\  & 3.97 & 4.31\\ \hline
Math 1550-12 \hfill S-04 \quad\  & 4.41 & 4.33\\ \hline
Math 4153-01 \hfill S-04 \quad\  & 4.46 & 4.33\\ \hline
Math 7512-01 \hfill S-05 \quad\  & 4.91 & 4.36\\ \hline
\end{tabular}
\end{center}

\bigskip

%\newpage

{\scshape{Comments from Teaching Evaluations}}

\bigskip


With the student evaluations discussed above, the Mathematics
Department includes an Evaluation Comment Sheet.  Transcribed below
are {\em all} comments concerning the teacher from these sheets for
several of my recent classes at various levels.  
The next pages contain remarks made by Professor
P.N.~Kirk, a member of the LSU Physics and Astronomy Department, who
audited my MATH 7512 Topology II course in Spring~2000, 
and Michael Sherman, who was a student in my MATH 2090 
Elementary Differential Equations and Linear Algebra 
course in Fall~2000.

\medskip

\sect{MATH 1550-29 \hfill Calculus I \hfill Fall 1996}\\[1pt]
{\small
$\bullet$\  Exceptional teacher - I learned a lot in his class!\\[1pt]
$\bullet$\  Dr.~Cohen is the best teacher I have ever had, in any subject.  He took lots of extra office hour\\
\phantom{$\bullet$} time with me and encouraged my further exploration into related mathematical questions and\\
\phantom{$\bullet$} subjects.  He grades very fairly, and is generous in giving points when the calculus is right but\\
\phantom{$\bullet$} the answer is wrong because of algebra, etc..\\[1pt]
$\bullet$\  Very good\hfill
$\bullet$\  Great\hfill 
$\bullet$\  Excellent teacher\\[1pt]
$\bullet$\  He is a great teacher.  He presented all info on [illegible]\\[1pt]
$\bullet$\  {\ldots}is a great person and enjoyable to be around.  I would take another class taught by him\\[1pt]
$\bullet$\  Excellent instructor\hfill
$\bullet$\  Better than other teachers\\[1pt]
$\bullet$\  He's alright.  He understands what he's teaching and presents the material clearly - sometimes\\
\phantom{$\bullet$} he runs over classtime though which conflicted with my next class.\\[1pt]
$\bullet$\  Good knowledge of subject matter.  Has student concern.
\hfill $\bullet$\  Good teacher.  But to damn hard\\[1pt]
$\bullet$\  Good job;  he was easy going and fair and explained everything clearly and answered any questions\\[1pt]
$\bullet$\  Okay, gives hard test which is okay but then curves so you're not really learning.\\[1pt]
$\bullet$\  Kudos for Dan Cohen.  Although I lacked in homework completion, by coming to class and paying\\
\phantom{$\bullet$} attention I still learned a great deal.\\[1pt]
$\bullet$\  Nice.  I enjoyed this course.  He can explain problems clearly.\hfill
$\bullet$\  Excellent teacher}

%\medskip
%
%\sect{MATH 2090-3 \hfill Elementary Differential Equations and Linear Algebra \hfill Fall 1997}\\[1pt]
%{\small
%$\bullet$\  Very detailed and thorough.\hfill
%$\bullet$\  Outstanding\hfill
%$\bullet$\  Great\hfill
%$\bullet$\  Cohen is a very good instructor.\\[1pt]
%$\bullet$\  Very good - lots of examples.  Seems interested in what he's teaching.\\[1pt]
%$\bullet$\  Very thorough, concern towards students getting the fully understanding of this course.\\[1pt]
%$\bullet$\  Great job and really understood all the material\hfill 
%$\bullet$\  Was amusing at times\\[1pt]
%$\bullet$\  Well versed but quite flippant.  A very fine course indeed.\\[1pt]
%$\bullet$\  Friendly, nice\hfill
%$\bullet$\  Entertaining\hfill
%$\bullet$\  Excellent!  One of my best teachers at LSU.\\[1pt]
%$\bullet$\  Could spend a little more time on HW and should have more office hours.\\[1pt]
%$\bullet$\  One of the best damn math teachers I've ever had!}

%\medskip
\newpage

\sect{MATH 4200-2 \hfill Abstract Algebra \hfill Fall 1997}\\[1pt]
{\small
$\bullet$\  Very exciting.\hfill
$\bullet$\  Excellent.  Very well prepared and fair.\\[1pt]
$\bullet$\  Very good, concerned about the students, good at his job.\\[1pt]
$\bullet$\  Overall, probably the best teacher I've had at LSU.  Good instructor, very personable, and is\\
\phantom{$\bullet$} understanding when you have problems.\\[1pt]
$\bullet$\  One of the best I've encountered at LSU.  \underbar{Really} concerns himself with students and goes well\\
\phantom{$\bullet$} out of his way to accomodate and help them.
}

\smallskip

\sect{MATH 1552-6 \hfill Calculus II \hfill Fall 1999}\\[1pt]
{\small
$\bullet$\ The teacher presented the material as clearly as possible.
\hfill $\bullet$\ He's an overall good teacher
\\[1pt]
$\bullet$\  I like Dr.~Cohen.  I feel he did a good job teaching.  If 
I had to take another math I feel prepared.\\[1pt]
$\bullet$\ $2^{nd}$ best teacher of my life.  Very good course - 
enjoyed it very much\hfill $\bullet$\ Cool teacher\\[1pt]
$\bullet$\ Dr. Cohen was very interesting and a great teacher.
\hfill $\bullet$\ Very intelligent, well organized. 
\\[1pt]
$\bullet$\ Uses interesting techniques in teaching material.
\hfill $\bullet$\ Knows material well.\\[1pt]
$\bullet$\ Good teacher, explains well and is fair in grading.
\hfill $\bullet$\ Well prepared! Presents material clearly \\[1pt]
$\bullet$\ Prof.~Cohen is an excellent teacher.  He speaks clear and delivers
the material well.  He has a\\
\phantom{$\bullet$}\ good sense of humor.\hfill 
$\bullet$\ Very good, teaches well \hfill 
$\bullet$\  Excellent and enthusiastic\\[1pt]
$\bullet$\ Excellent teacher but could be more understanding/helpful students 
don't get something\\
\phantom{$\bullet$}\ right away.\hfill
$\bullet$\ Very good teacher \hfill
$\bullet$\ He is a good teacher.  Course was tough, but fun.
}

\smallskip

\sect{MATH 7512-1 \hfill Topology II \hfill Spring 2000}\\[1pt]
{\small
$\bullet$\ Converging to perfect.  Very friendly and organized.\qquad
$\bullet$\  Excellent.  \qquad $\bullet$\  He is very considerate.\\[1pt]
$\bullet$\  Very good teacher.  He is concerned about students learning.
I would like to take another course\\
\phantom{$\bullet$}\ in future.\hfill 
$\bullet$\ Is good in teaching.  But the subject is too abstract to 
understand\\[1pt]
$\bullet$\  Excellent!!  Perhaps the best I had so far.  
Very good 
chalkboard technique, very good\\
\phantom{$\bullet$}\ explanations, very good teacher in general. 
And most of all he is \underbar{human}.  Very interesting \\
\phantom{$\bullet$}\ course.  This fact 
of course became obvious to me because Dr.~Cohen taught that class.\\  
\phantom{$\bullet$}\ He showed that Mathematics can be a social activity too, 
something that most 
of the \\
\phantom{$\bullet$}\ professors here I believe they don't know.
}

\smallskip

\sect{MATH 2090-4 \hfill Elementary Differential Equations and Linear 
Algebra \hfill Fall 2000}\\[1pt]
{\small
$\bullet$\ Very thorough, can relate to material well \quad 
$\bullet$\ Dr. Cohen is a good teacher.  I enjoyed this course.\\[1pt]
$\bullet$\ Good teacher.  Very well prepared and knowledgeable of the subject.
\hfill $\bullet$\ Really knew the material \\[1pt]
$\bullet$\ Kinda quirky.  Not too bad as math teachers go. 
\hfill 
$\bullet$\ Great teacher, funny, like format of class.\\[1pt]
$\bullet$\ Excellent \hfill 
$\bullet$\ Great, organized (not a lot of that going around)
\hfill 
$\bullet$\ He is great.  A nice course. \\[1pt]
$\bullet$\ Great teacher, wish there were opportunities for extra credit, 
but that's just a wish.  \hfill 
$\bullet$\ Good\\[1pt]
$\bullet$\ Prof. Cohen was a good, well prepared teacher who taught very well.
\hfill $\bullet$\ He is cool. \\[1pt]
$\bullet$\ Dr. Cohen is a very good teacher.  Well-versed in his math 
and teaching skills. \hfill $\bullet$\ Excellent\\[1pt]
$\bullet$\ Teaches very well, but could use more and different examples.
\hfill $\bullet$\ Good teacher for this course.\\[1pt]
$\bullet$\ Mr. Cohen did a great job of explaining the subject matter to me.  
I was pleased by the way he\\
\phantom{$\bullet$}\ derived everything we had do know rather than throwing 
tons of formulas at us for memorization.\\
\phantom{$\bullet$}\  The repetitiveness in which he taught really drove 
home the important facts.\\[1pt]
$\bullet$\  Prof. Cohen was my teacher for Math 1552 also.  I enjoyed him 
very much then and that is the\\
\phantom{$\bullet$}\ reason I am in this class with him now\ldots  
He is an excellent teacher and I find that I have learned\\
\phantom{$\bullet$}\ a great deal from 
him.  He is very fair and he has a nice presentation.  I don't think students 
are\\
\phantom{$\bullet$}\ intimidated or afraid to speak to 
him\ldots\ (THANK YOU)\\[1pt]
}


%\newpage

\pagestyle{empty}

\ 


\bigskip
\bigskip

{\em Campus Correspondence} \hfill 
{\large\scshape Louisiana State University}\phantom{qquad}

\bigskip
%\bigskip

From:\quad P.N.~Kirk \hfill Date: May 10, 2000
\phantom{\Large\scshape rsity\qquad}\\
\phantom{From:\quad}Physics and Astronomy

\medskip
\bigskip
\bigskip

To:\qquad Ron Retherford, Chairman\\
\phantom{To:\qquad}Department of Mathematics\\[5pt]
\phantom{To:\qquad}Guillermo Ferreyra, Chairman-elect\\
\phantom{To:\qquad}Department of Mathematics

\bigskip
\bigskip

During the preceding few years I have become increasingly convinced that
the dynamical laws of physics, as well as some static properties of
matter, will ultimately be understood from within the framework of
geometry.  I am neither the first nor the only physicist who subscribes to
this point of view.  Indeed, an increasingly large number of physicists
have become interested in the possibility, and now there is an entire
journal devoted to the relation between geometry and physics.  For this
reason, beginning in the fall of 1999, I decided to embark upon a study
of geometry, which in the current context means topology and differential
geometry.  During the spring semester of 2000, I asked, and was granted,
permission to audit Professor Dan Cohen's class entitled ``Topology II''. 
I attended every lecture, and at the end of the semester, Professor Cohen
asked me for a candid assessment of his conduct of the course.  I
attempted to respond throught the normal mechanism for such assessments,
the course evaluations which are handed out at the end of each semester,
but unfortunately the young man who had been asked to collect responses
was in a bit of a hurry.  I could not complete my remarks without
inconveniencing him and decided to submit my evaluation in this way. 
Consequently, this note replaces my abbreviated remarks which should be
found among the other course evaluations. 

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Not only was subject matter of Topology II exquisitely beautiful, but the
elegance of the subject was immediately evident to the students.  This is
not to say that the material was easy to master because it was not, and
several members of the class felt themselves stretched beyond their
limits.  Nonetheless the students maintained interest in the material from
the first lecture through the last. 

\bigskip
\medskip

     
The lectures themselves were well paced, well organized, and well
delivered.  Professor Cohen is precise in speech and good-humored.  He was
careful to define terms prior to their use.  I do not feel qualified,
however, to comment on the most important function of an instructor~-- the
selection of material.  I do not have the experience to know whether or
not the material presented in these lectures was appropriate and must
defer to the collective opinions of your faculty in this regard. 

\bigskip
\medskip

     
Topology II is probably not, however, a useful vehicle for evaluating
Professor Cohen's commitment to instruction, as opposed to his aptitude
for instruction.  I doubt that there was a single time during this
semester when his merely walking into the room was an act of high courage. 
The intellectual elegance and grace of the subject matter that sustained
the students throughout the semester also sustained Professor Cohen, I
suspect, and I doubt that even once was he called upon to summon forth
inner reserves of professionalism, devotion to duty, or even personal
pride in a job well done.  For evaluation of his commitment to instruction
perhaps it would be better to see how he fares when teaching freshman
algebra to the jaded and reluctant sons and daughters of a wealthy house. 

\bigskip
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From a broader perspective, though, it seems to me that attention to the
mechanics of teaching is a bit misplaced.  One of the most distinguished
American physicists, Murray Gell-Mann, when asked what he thought of
American education, replied that he didn't think much of it at all
because, he said, in the end there is no teaching, there is only learning. 
Gell-Mann's commentary is certainly applicable to physics, which is a
subject that cannot be taught in the conventional sense of the word, and I
suspect that it may be more applicable to other subjects than we might
care to admit.  However useful the evaluation of formal instruction may be
for political purposes, teaching is, at least in my opinion, largely an
illusion.  It is a popular and comforting illusion to be sure, but it is
an illusion nonetheless.  Professor Cohen did not teach us topology;
rather he created and maintained an atmosphere from within which learning
was not only possible but a pleasure, and I can't think of a higher
compliment. 

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\begin{verbatim}
From msherm2@lsu.edu Thu Nov 20 15:21:22 2003
Date: Sat, 3 May 2003 00:08:54 -0500
From: Michael P Sherman <msherm2@lsu.edu>
To: cohen@math.lsu.edu
Subject: Catch-up



Dr. Cohen,

I don't know if you remember me, but I took your 2090 class in Fall of 2000
(made an A, barely I think).  That was quite a while ago, but I have been
reminiscing a bit and just wanted to let you know that I am going to
graduate in August in Computer Engineering, with minors in math and
computer science.  I'm taking graph theory right now with Professor
Delzell.  That's going pretty well.

Your class was required for my degree, and I've taken a couple of other
required math classes since then, but I wanted to let you know that you
inspired me to pursue more math than just what was required.  Whenever I
talk to other people about LSU or my education there, I always mention how
great the math department has been.  It seems that no other department I
have been through (and I've been through a bunch, trust me) has had better
teachers.  Now that I'm near the end of my undergraduate degree, I can look
back and say without a doubt that you were one of my best and favorite
teachers.  I honestly feel that I learned some math in your class (and that
there is so much more to be learned!), and I really do appreciate it.

After graduation, I plan on taking some time off before applying to grad
school.  Although I may take a few classes at LSU here and there.  I really
want to study robotics, but I am uncertain because I do have broad
interests encompassing computer science, math, and engineering.  Of course,
they all fit well together.  Mostly, I think I've decided that I want to
become a professor.

I hope that I will have the opportunity to take another of your classes in
the future.  Thank you for being a good teacher.

Sincerely,
Michael Sherman

\end{verbatim}

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