Faculty Profile

Tim Wilson

Title
Adjunct Faculty
Department
Mathematics
College
College of Science

    

Education

MS, University of North Texas, 2009.
Major: Mathematics
BA, ASU, 2006.
Major: Mathematics

Current Scheduled Teaching*

MATH 1710.410, Calculus I, Spring 2024 Syllabus
MATH 1780.001, Probability Models, Spring 2024 Syllabus
MATH 1780.400, Probability Models, Spring 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.

Previous Scheduled Teaching*

MATH 1650.130, Pre Calculus, Fall 2016
MATH 1650.131, Pre Calculus, Fall 2016
MATH 1650.132, Pre Calculus, Fall 2016
MATH 1650.133, Pre Calculus, Fall 2016
MATH 1650.134, Pre Calculus, Fall 2016
MATH 1650.140, Pre Calculus, Fall 2016
MATH 1650.141, Pre Calculus, Fall 2016 SPOT
MATH 1650.142, Pre Calculus, Fall 2016 SPOT
MATH 1650.143, Pre Calculus, Fall 2016
MATH 1650.144, Pre Calculus, Fall 2016
MATH 1351.001, Mathematics for Elementary Education Majors II, Summer 5W2 2016 Syllabus SPOT
MATH 1720.110, Calculus II, Fall 2015 Syllabus SPOT
MATH 1720.111, Calculus II, Fall 2015
MATH 1720.112, Calculus II, Fall 2015
MATH 1720.113, Calculus II, Fall 2015
MATH 1720.114, Calculus II, Fall 2015
MATH 1720.023, Calculus II, Summer 5W2 2015 SPOT
MATH 2000.002, Discrete Mathematics, Spring 2015 Syllabus
MATH 1180.030, College Math for Business, Economics and Related Fields, Fall 2014 Syllabus
MATH 1180.031, College Math for Business, Economics and Related Fields, Fall 2014
MATH 1180.032, College Math for Business, Economics and Related Fields, Fall 2014
MATH 1180.033, College Math for Business, Economics and Related Fields, Fall 2014
MATH 1351.001, Mathematics for Elementary Education Majors II, Summer 5W2 2014 Syllabus
MATH 1351.004, Mathematics for Elementary Education Majors II, Spring 2014 Syllabus
MATH 1190.012, Business Calculus, Fall 2013 Syllabus
MATH 1650.602, Pre Calculus, Spring 2013 Syllabus
MATH 1100.017, Algebra, Fall 2012 Syllabus
MATH 1650.001, Pre Calculus, Fall 2012 Syllabus
MATH 1650.003, Pre Calculus, Fall 2012 Syllabus
MATH 3680.001, Applied Statistics, Summer 5W1 2012
MATH 1710.003, Calculus I, Summer 5W1 2012
MATH 1650.601, Pre Calculus, Spring 2012 Syllabus
MATH 1100.017, Algebra, Fall 2011 Syllabus
MATH 1190.001, Business Calculus, Fall 2011 Syllabus
MATH 1190.008, Business Calculus, Fall 2011 Syllabus
MATH 1650.003, Pre Calculus, Fall 2011 Syllabus
MATH 1010.025, Fundamentals of Algebra, Fall 2009
MATH 1600.002, Trigonometry, Fall 2009
MATH 1400.002, College Math with Calculus, Summer 5W1 2009
MATH 1400.003, College Math with Calculus, Spring 2009
MATH 1400.007, College Math with Calculus, Spring 2009
MATH 1100.074, College Algebra, Fall 2008
MATH 1010.074, Fundamentals of Algebra, Fall 2008
MATH 1100.900, College Algebra, Summer 5W2 2008
MATH 1650.301, Pre Calculus, Spring 2008
MATH 1650.302, Pre Calculus, Spring 2008
MATH 1650.303, Pre Calculus, Spring 2008
MATH 1100.001, College Algebra, Fall 2007
MATH 1100.021, College Algebra, Fall 2007
MATH 1650.301, Pre Calculus, Spring 2007

* 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.

,
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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