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Celeste Hernandez

Title: Adjunct Faculty

Department: Mathematics

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of North Texas, 1999
    Major: Higher Education
    Dissertation: Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics
  • MA, University of Wisconsin, 1985
    Major: Mathematics
  • BA, Trinity University, 1983
    Major: Mathematics

Current Scheduled Teaching

MATH 1100.760AlgebraFall 2025 Syllabus
MATH 350.002Beginning AlgebraFall 2025 Syllabus
MATH 350.004Beginning AlgebraFall 2025 Syllabus
MATH 350.008Beginning AlgebraFall 2025 Syllabus
UGMT 1300.761Tutorial Option C in Developmental MathematicsFall 2025 Syllabus
MATH 1650.430Pre CalculusSummer 10W 2025 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

MATH 1100.420AlgebraSpring 2025 Syllabus SPOT
MATH 1100.770AlgebraSpring 2025 Syllabus SPOT
UGMT 1300.771Tutorial Option C in Developmental MathematicsSpring 2025 Syllabus
MATH 1100.420AlgebraFall 2024 Syllabus SPOT
MATH 340.015Integrated Pre and Beginning AlgebraFall 2024 Syllabus
MATH 340.016Integrated Pre and Beginning AlgebraFall 2024 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Review

  • Hernandez, C. (1997). Book Review of Teaching to Transgress: Education as the Practice of Freedom by bell hooks.

    • Handout

  • Hernandez, C. (2006). Hypothesis testing a population proportion with respect to Genetic Traits.

    • Journal Article

  • Hernandez, C., Sally, J. (1998). From the classroom to the internet: Issues and resolutions.
  • Hernandez, C., Emerson-Stonnell, S. (1994). Math mentor programs.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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