A select group of advanced mathematics majors takes on instructor roles for calculus courses, developing key skills and new perspectives on teaching and their future careers.

For many undergraduates, the idea of standing in front of a classroom full of students and teaching calculus might seem intimidating. But for a small group of mathematics majors at the University of Maryland, doing so has become one of the most memorable and transformative experiences of their college careers—one that's reshaping not just how they see teaching, but how they see themselves and their futures.

Every year, UMD’s Department of Mathematics offers a handful of advanced math majors the unique opportunity to take on instructor roles for calculus courses through the Strauss Teaching Assistantship. Named after the late Ron Strauss, a professor and former undergraduate chair in the department, these paid positions are awarded to exceptional mathematics students with notable teaching ability.

“The Strauss TAs are impressive. We know they have potential because of the selection interviews and auditions, but their teaching far exceeds expectations,” said Lawrence Washington, a professor and associate chair for undergraduate studies at UMD’s Department of Mathematics. “Add this to the positive effect on the TAs' academic development, and it's clear the program is very successful.”

Each Strauss TA is responsible for their own Calculus I or Calculus II discussion section. Like graduate TAs or faculty members in the department, they prepare weekly lessons, grade exams, hold office hours and mentor students through challenging content.

For calculus students, the program provides instructors who recently took the same course and remember what it's like to struggle with concepts like derivatives and integrals. For the TAs, the program offers an opportunity to develop teaching and leadership skills.

Uncovering new paths

The impact of the Strauss TA program often catches participants by surprise. 

“Before I had the Strauss TA position, the thought of graduate school barely crossed my mind,” explained Quinn Carmack, a senior mathematics and computer science double major. “After taking up the job, I discovered my passion for teaching and realized how much I love academia. Because of this experience, I'm now planning to go to graduate school to become a professor.”

Carmack isn't alone. Anning Cui, a senior mathematics major interested in medicine, said the connection between the Strauss TA program and her future goals was less obvious at first. But teaching calculus in a full classroom became a proving ground for her, helping her develop the communication skills and confidence she knew she needed for a successful career in medicine.

“I was a very shy kid growing up, and as I have gotten older, that's translated into me overthinking a lot of the things that I say,” Cui said, noting that she experienced many sleepless nights before her 8 a.m. discussions because of anxiety.

Rather than struggling alone, Cui confronted her fears directly—planning lessons well in advance, seeking advice from fellow TAs and observing their teaching styles. The growth she experienced went beyond just confidence-building. Her experiences reinforced her desire to help others and allowed her to envision the kind of care and support she wants to provide as a doctor in the future.

“I think putting in the effort to become a better TA helped not only my students, but me grow as a person,” she said. "Being a part of someone else's journey to achieve their goals was a wonderful thing.”

Connections in the classroom

This personal growth is closely tied to one of the program's greatest strengths: the unique connection Strauss TAs can form with their students. As undergraduates themselves, they bring nuanced perspectives on effective teaching and learning, having experienced both sides of the classroom.

For Brooke Guo, a senior mathematics and computer science double major, her own experience as a student inspired her teaching style. 

“As a quieter student myself, I'm often hesitant to ask questions during lectures because I feel intimidated by all the people present,” Guo explained. “So I give my students multiple methods to reach me, including email, office hours by appointment and walking around during discussions to give students a chance to ask questions one-on-one. I've received positive feedback from my students about these methods.”

Anthony Spinelli, a senior mathematics and computer science double major, implemented similar measures in his classroom to make sure his students understood the material. Having a friendly, open environment was a priority for him because he could empathize with students’ anxiety about getting wrong answers or not immediately understanding concepts.

“One of the best parts about being a Strauss TA has been the relationships I've had with my students,” Spinelli said. “Seeing how they work hard inspired me to also work hard teaching them. It made me realize how much learning is a joint effort between student and mentor.”

This peer-to-peer dynamic can also create opportunities for deeper student engagement. John Dinkel, a senior mathematics and computer science double major, experienced this firsthand when a student stayed after class to try to better understand the idea behind the proof of the fundamental theorem of calculus. Because the concept sparked Dinkel's initial interest in teaching, the conversation felt like a chat between peers about an interesting math topic, rather than a one-sided lecture. 

“The calculus sequence at UMD is challenging,” Dinkel said. “I think it's incredibly valuable for students to see peers teaching the content, as it shows them that a high level of understanding is attainable by undergrads such as themselves.”

More than just calculus

For Strauss TAs, the program is more than a line on a resume—it's a profound experience that challenged them, changed them and helped them discover who they want to become. They gained something deeply personal from the experience, and they hope other math majors will take a chance on the program in the future.

“Even if your end goal doesn't involve becoming a teacher or professor, having experience as one means having the skills to break down information into easily comprehensible pieces,” Guo noted. “And that's incredibly valuable in any industry or field.”

Written by Georgia Jiang