Dan Frank
Assistant Teaching Professor,
ENGR Academic and Student Affairs
Imaginative Rusty’s Riddles
““If we want these really creative solutions,
we need to be able to tap into that imagination”
Inspired by a viral Blues Clues video, Frank designed “Rusty’s Riddles,” a creative class activity featuring Rusty, a fictional orange tabby. Using graphics, animations, and riddles, students engaged in imaginative problem-solving. Frank wore a green, striped polo, creating a fun atmosphere. His goal was to make engineering welcoming for newcomers while challenging experienced students.
“Frank’s Creative Classroom”
Using creative activities, Frank’s students designed for their fictional customer, Rusty, developing their imagination. “The final message was the importance of using your imagination, and I let them know I was really proud of them,” Frank said. Nahlia Morris, a robotics student, noted Frank’s dedication to ensuring comprehension. Students were highly engaged, and Frank’s approach was “universally well received,” encouraging further development. Isaiah Garcia, a general engineering student, appreciated the interactive nature, while Gracie Garcia valued Frank’s effort and care. Frank felt this boosted his confidence, reminding him of the power of imagination in teaching.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before…?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.