Mathematics
- Faculty Profile - Jeff Baumgartner
 Jeff Baumgartner
Mathematics Department Chair
620-327-8131
jeffb@hesston.edu
B.A., mathematics, Bethel College (North Newton, Kan.), 1985
Certificate of Theology, Associated Mennonite Biblical Seminaries (Elkhart, Ind.), 1986
M.Ed., mathematics education, Millersville (Pa.) University, 1996
How did you choose to study math?
I enjoyed Math, especially geometry, in high school and decided to continue studying math in college. I enjoy Math because it is both an art (similar in creativity and freedom to create—like jazz) and a science, with practical applications. Studying Math can help one become a better problem solver in general, not just in the particular discipline of Mathematics. I also enjoy helping other people understand something new, which is one of the main reasons I decided to become a teacher.
What about teaching energizes you?
I first became interested in teaching when, as a student, I was a problem session leader in Statistics at Bethel College. It felt good to hear students say after class that they felt like they understood at the end of the session what they had not understood at the beginning of the session. While it is not always enjoyable for either the student or teacher, the struggle with a problem and learning the perseverance to keep trying to solve a problem actually energizes me as a teacher. To see students gain self confidence as problem solvers and discover they can, without the constant guide of a teacher, understand new ideas and solve problems themselves is a joy to me.
I also enjoy learning and an important part of teaching is to be continually learning.
What are your favorite courses to teach? What do you like about them?
My favorite classes to teach are Intro to Math and Calculus I. Intro to Math is a favorite of mine because it is a course unlike other math courses students have probably experienced. We study a variety of topics as well as exploring some of the history of mathematics and the mathematicians who made that history. Intro to Math is also a problem solving course, but is different from the algebra and geometry students encounter in high school.
Calc I is a favorite class of mine because it combines algebra, geometry and problem solving in a unified manner unlike in the separate courses of algebra and geometry. Calculus lets us examine changes over large (often) time intervals (but not only time) as well as infinitely small intervals. Studying Calculus also helps one clearly define a problem in order to solve the problem.
How does your background and educational experience shape your teaching at Hesston?
My family includes many teachers. My father and three of his four siblings as well as the spouses of those three were all educators. Growing up on a farm made me realize the practical applications of math. I once had a student who thought that farmers should study math as it related to farming, carpenters should study math relating to building, etc. I agree that math should be taught in a useful, practical way when possible. My education has helped me realize the power of the logic and language of math as well. We may learn applications of math or at least the power of the logic and language of math in ways we never would have imagined as we learn more.
While I have lived in the Midwest most of my life, I have also lived in several other areas which I feel shape my teaching at Hesston College. My wife and I lived and worked for three years in Egypt under the auspices of Mennonite Central Committee, working as teachers in both an elementary school and at summer institues for adults. I enjoy having international students in my classes and watching students from different cultures learn from each other. My family and I also lived in Lancaster County, Pennsylvania for eight years. While Pennsylvania is not too different from Kansas (ok, Kansas is flatter), I have some understanding about how students from a distance feel about travelling and studying far from home.
Who are your role models or mentors? How have they influenced you?
People who have influenced my faith are parents, of course, as well as my wife and our children. I have learned quite a bit about myself and faith through my children. I would also mention persons of faith in the Bible and Martyrs' Mirror as mentors in my faith. These people have helped me keep faith when I have had my own struggles.
Persons who have been mentors in my teaching and my discipline are Dr. Arnold Wedel and Dr. Richard Rempel at Bethel College, Dr. Frank Brenneman at Tabor College and Dr. Ron Umble at Millersville University (who also taught at Hesston College years ago). I obviously learned a great deal of math from these professors, but I also learned a great deal about teaching from each of them and in different ways. I worked for Dr. Wedel as a problem session leader for several semesters. I learned ideas for grading, teaching and working with students. I have appreciated Dr. Brenneman for his listening and his good advice. I should also mention that Dr. Jim Yoder has been a mentor as well in my approach to teaching and working as a member of the faculty at Hesston College.
What do prospective students need to know about Hesston’s learning environment?
There are a variety of opportunities available to freshman and sophomore students at HC. There are opportunities for students to work as tutors in the ACCESS lab which students may not qualify for as freshman or sophomores at a four year school. There are opportunities for students to get help when they need extra help by making use of the tutors in ACCESS. Faculty and students are willing to help others who need help as they learn.
How will Hesston's math program challenge students academically?
As students move from high school to college and then career, they begin to realize they do not know all there is to know. In math specifically students need to spend more time trying to understand and explain the “why” of mathematics as much as they need to know the “how to” of using mathematics. Students will be challenged to clearly communicate using mathematics, both by using pencil and paper and powerful calculating machines that allow us to consider problems difficult to solve “by hand.” Students will learn and exercise the discipline (double meaning!) and rigor necessary to succeed in mathematics, engineering, etc. as they move from Hesston to another institution.
What advantages do math students find coming to Hesston?
I think small class size is an advantage for students. Students often feel more free to discuss ideas together in class as they learn to know each other in ways that can not really happen at a large institution. Small class size also means students have more opportunities to receive individual help. I also rely on my upper-level students to serve as tutors for other students.
What do you want to know about prospective students?
I most want to know that students are serious about learning and are willing to give their best effort, even if they might not understand an immediate use of the new ideas they are learning. Students should be intellectually curious. We all need to learn together that we can trust each other and develop a learning environment in which we learn from mistakes rather than be punished for mistakes. This means that asking questions and knowing when you need help is a necessary part of learning.
How do students and faculty connect beyond the classroom?
Though I list specific office hours, I am willing to meet with students and encourage students to stop by with questions almost anytime I am not in class. I enjoy attending college events, especially sports events. As a science/math division we have an annual event for students and instructors.
What do high school students need to know about Hesston's learning environment?
There are a variety of opportunities available to freshman and sophomore students at Hesston. There are opportunities for students to work as tutors in the ACCESS lab which students may not qualify for as freshman or sophomores at a four year school. There are opportunities for students to get help when they need extra help by making use of the tutors in ACCESS. Faculty and students are willing to help others who need help as they learn.
Where do alumni go and what do they do after Hesston?
Since I started teaching at Hesston in 1997 I have had students go on to study engineering at Colorado School of Mines, Drexel University, Georgia Tech, Iowa State, Kansas State, Messiah College, Nebraska, Oklahoma, Pittsburg State, and Rose Hulman. I have had students continue in math education at Eastern Mennonite University and Kansas State.
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