Graduate Alumni Focus | Kevin Giffhorn

"Both the math and education professors helped me learn better teaching methods to use in my classroom and higher level math topics to enhance the curriculum. Additionally, my classmates were amazing teachers and I learned a lot from them."

Kevin Giffhorn, Mathematics Education M.S.'10

Program

Mathematics Education (M.S., Certificate)
Mathematics Instructional Leadership (M.S.)

Department

Education
Mathematics

Alumni
Faculty
Graduate School
Graduate Student

Academics
Math & Computer Sciences
Education

07/30/2021

Graduate Hood alum, Kevin Giffhorn, graduated with his master's in Mathematics Education in 2010. Kevin graduated from Millersville University with B.S. in Mathematics, and is currently a professor here at Hood College in the Mathematics department.

We spoke with Kevin to discuss his experience in the Mathematics Education program and what it's like to return to Hood College to teach.

Why Hood College - What made you choose to be both a student and be an instructor here?

I initially was slated to start my masters in the Curriculum and Instruction program. Then I saw the specific Masters in Math Education degree at Hood College and immediately enrolled.

Both the math and education professors helped me learn better teaching methods to use in my classroom and higher level math topics to enhance the curriculum. Additionally, my classmates were amazing teachers and I learned a lot from them.

I still remain close with many of the students from my program. I was honored to be named the 2010 Outstanding Graduate Student in Mathematics Education.

I believe my experiences at Hood College were pivotal in being selected as the Maryland Council of Teachers of Mathematics High School Teacher of the Year for 2011.

I was very excited when Drs. Christy Graybeal and James Parson reached out to me about teaching statistics. My professors were excellent and I wanted to give back to both Hood College and help my students recognize the importance of statistics.

Do you have a certain mindset, theory, or teaching style?

I want my students to know why math works, not merely memorize formulas or algorithms. I always ask questions and then usually a follow up question to another student. Students do not feel embarrassed to make a mistake or question something I discussed. I also use some of the techniques I learned at Hood College.

What would you like your students to take away from your classes?

I want my students to realize the more math they learn, the more opportunities to learn even more.

When I teach statistics, I want my students to recognize that math is not difficult (basic subtraction, division, multiplication). Instead, I focus on the why’s: why am I allowed to use this formula, and now that I have an answer, what does that tell me?

In calculus, students start asking questions that are sometimes weeks away from learning (or even a course away). Instead of shutting it down, I write the topic on the board along with the date asked so when we eventually review that topic, they can see the progression and realize that the more you learn, the more you will ask.

Any other fun facts that you would like to share?

I just celebrated my 25th wedding anniversary with my wife Monica who I have known since 6th grade. However, she refused to date me until after I was out of the military. My daughter Emily is in her sophomore year of college (James Madison University) as a statistics major. We have a pug named Ziggy who loves the beach and going to breweries all over Frederick.

Inspired by Kevin’s story and ready to #GOFURTHER in your career? Learn about Hood’s graduate programs, including the Math Education program, by clicking here.